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). A PowerPoint which begins with a review of primary and secondary sources (with examples). This is followed by an explanation of the cognitive verb ‘analyse’ and a process for analysing. I have provided a list of questions which can be used for analysing visual/written sources and some for analysing artefacts. I have used the C.O.M.A acronym for analysing visuals and provided a list of questions you can ask at each stage (with examples from the Frontier Wars). An opportunity to practice this skill is provided (I do / we do depending of ability of your class). There are also tips for comparing two images. The lesson concludes with a TEEL/PEEL paragraph writing activity. A handout explaining the C.O.M.A acronym and other methods you can use for analysing visuals Updated PPT and Worksheet used for a more interactive (collaborative learning) focused class room. 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.

This is a worksheet to the SBS series First Australians Episode 1: They have come to stay. This resource was made for use in an 11 Modern History classroom in Queensland, Australia. I have also included a scanned copy of my teacher answer sheet. According to SBS, “First Australians chronicles the birth of contemporary Australia as never told before, from the perspective of its first people. First Australians explores what unfolds when the oldest living culture in the world is overrun by the world’s greatest empire.” Episode 1 focuses on Sydney and New South Wales (1788–1824). It includes the first contact, friendships formed between powerful men such as Governor Arthur Phillip and the Aboriginal Bennelong. The smallpox epidemic. The bloodshed and conflicts which arose as settlers spread out across the land.

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 5). Followed by a mini lesson on using an apostrophe to make contractions. This includes examples and non examples and a series of activities which progress through the I do, we do, you do phase of the gradual release of responsibility pedagogy. In upcoming lessons, students will write a persuasive essay to convince their readers of their perspective about Ned Kelly’s guilt or innocence. Students will read chapter six of Black Snake and complete activities so that they can use evidence from the novel to develop their argument about whether Ned Kelly was a victim, a villain or a hero. They learn about mood and tone and apply their new knowledge to the fictional passage at the beginning of the chapter. The PowerPoint ends with a summary of the chapter and some questions to be completed for homework. A handout with the activities for Chapter 6 which students will complete throughout the lesson. 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.

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.

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.

A PowerPoint explaining the assessment task to students and what they are being marked on. This is interlaced with tips and activities for the various criteria. There are tips for writing dialogue (reviewing punctuation rules), past vs present tense, homophones etc. It also includes a list of common errors made by students in the previous year for this task. A planning booklet for students to use to brainstorm their ideas prior to writing their short story (aka imaginative recount). It includes prompts and graphic organisers which students can work through in class and for homework. A series of PowerPoints designed for the drafting phase of the unit. Each begins with a mini lesson with a specific focus (e.g. characterisation, juxtaposition etc.) they then focus on students writing a particular part of the narrative in the lesson (e.g. orientation) with hints, examples and reminders. A graphic organiser for students to write their short story (imaginative recount) into. A draft feedback form which lists common errors that students make. The teacher merely needs to highlight the feedback which applies to the student. This speeds up the drafting workload for the teacher and ensures all students are receiving consistent feedback based on the cognitive verbs prioritised in the unit. 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 - 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. 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.

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).

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 - Aussie_Resources. 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) Lesson PowerPoint The beginning of the PowerPoint introduces students to some of the key language features used in the novel Black Snake with definitions, examples and examples from Black Snake. The language features are colloquialisms, idioms, figurative language {similes / metaphors} & descriptive language {adjectives.} Afterwards there are some comprehension questions. Afterwards we look at a picture book – ‘Ned Kelly and the Green Sash’ written by Mark Greenwood and illustrated by Frane Lessac. As we read the story, students are encouraged to think about the language and visual features used and the effects they create in telling the story. Afterwards, the students can read the remainder of chapter 1 filling in the retrieval chart. If there is time at the end, there is a slide about how to identify factual information from evaluative language and a slide summing up the events in chapter 1. 2) A retrieval chart for students to summarise what they have learned while reading Chapter 1.

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. The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. 1) A PowerPoint for a lesson designed for the introductory phase of a 7 English unit on Ned Kelly. It is designed to provide context (teach students what Australia was like during Ned Kelly’s lifetime). By the end of the lesson, students should be able to explain what you think life would have been like for early settlers (and add some key points to the ‘L’ section of their KWL chart). There are slides on: what men and women wore, the various social groups {convicts/ex convicts, free settlers, selectors, squatters, troopers & hawkers}, bushrangers, transportation, housing and housekeeping, common foods, lifestyle, the gold rush and tools/resources. The slides include descriptions and images. Subsequently, students glue in the character table (retrieval chart) and begin reading the ‘What if you were there’ section at the opening of Chapter 1 of Black Snake. They should be recording key details about the various characters they come across as they read. The students should also be developing novel-specific vocabulary – keeping a track of any slang words, idioms or other language features we notice as they read. There are 3 checking for understanding questions at the end. 2) Character Retrieval chart (handout)

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). A PowerPoint designed to engage students / excite them as they ‘tune in’ to the new unit. It includes: a review of my classroom expectations (as well as the positive and negative consequences). Some interesting facts about Ned Kelly. Some questions about the front and back cover of the novel Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. After getting the students to make predictions about the novel, they complete a K-W-L chart about what they already know about Ned Kelly and what they would like to know. Subsequently we go through what the two assessments for the term will be. We then review some important parts of the novel and how they work (contents, a map of Kelly Country and the Introduction). Some info about the language features in the novel is provided as well as a spelling list of 24 words taken from the novel and ACARA’s English glossary. Students will define these for homework throughout the week. Some extra information is included at the end of the PowerPoint if you happen to finish early. 2)** A handout containing the map, contents, intro and spelling words.**

A set of PowerPoints which I think History teachers will find helpful. If you use them, and like them, please come and give me a positive star rating / review. Constructive criticism is also appreciated. PowerPoint 1: Kokoda lesson 1 • context o What happened after Pearl Harbor? o Japanese imperialism • Where is New Guinea? What was it called back then? • What were conditions like on the Kokoda track? • Viewing activities clips from Getaway, the 2006 Kokoda film • The experiences of Australian soldiers in the Kokoda campaign o*** Number of Australians killed or injured in Papua New Guinea o The Kokoda track and what it looks like o Images of the golden stairs o Dysentery o What they ate o What they carried o The psychological impact* • Links to other sources (including videos) which you might like to explore with your class (with descriptions) Homework Sheet Definitions to find for a glossary, a photograph (source) to view and answer questions about, two written sources to view and answer questions about PowerPoint 2: Kokoda lesson 2 • The four groups who fought in New Guinea in 1942 (Australians, Americans, New Guineans and The Japanese) • View an SBS news story about a fuzzy wuzzy angel being reunited with an Australian that he saved • Who were the ‘fuzzy wuzzy angels?’ • The Japanese offensive continued • How the Kokoda campaign ended

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. It was designed for teaching grade 10 history in Australia. PowerPoint: The Atomic Bomb Key learnings  The significance of the use of atomic bombs during World War II  The contestability surrounding the use of atomic bombs during World War II  What are causes and effects of the use of atomic bombs during World War II? Information contained on slides • The beginning of the nuclear age • The first atomic bomb • Different perspectives on using the bombs (prior to their use) o Why did America decide to use the atomic bomb on Japan? o US President Harry Truman’s perspective • Little Boy and Fat Man – dates and locations of use • Images of Hiroshima including artworks • A description of the Hiroshima blast o Images and descriptions of damage to buildings o Information about the final initial death toll o Black rain o Immediate effects of the radiation o Image of a human shadow etched in stone o Fire • Human effects of using the atomic bombs (health consequences) o Hair loss, radiation, scarring, cataracts, birth defects, leukaemia and cancers • Discrimination against survivors of the bomb (known as Hibakusha) • The wider causes and effects of the use of the atomic bombs during World War Two • The Hiroshima peace memorial • The story of Sadako and the thousand paper cranes • Images of Hiroshima today • Arguments for dropping the atomic bomb • Arguments against dropping the atomic bomb

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. PowerPoint: World War Two in Europe • homework (mini research task) • Nazification of Germany • What role did President Hindenburg play in Hitler’s rise to power? • A few videos (viewing activities) • View a timeline of the road to WW2 (1933-1939) • Learn how to analyse a political cartoon (by the British cartoonist David Low appeared in the Evening Standard newspaper in July 1936.) • Kristallnacht – ‘night of the broken glass’ o Source analysis: A Letter by a Firefighter – Kristallnacht Germany 1938 • World War II in Europe o Holocaust begins o Ghettos including viewing primary footage in A Film Unfinished (2010) o Concentration & Extermination Camps o Change of Tactics: Einsatzgruppen o The ‘Final Solution’ + Wannsee Conference o SS Tactics: Dehumanisation o Dr. Josef Mengele + Medical Experiments o The Gas Chambers + images o Processing the bodies o Was the Final Solution successful? Holocaust Statistics By Country

A free resource which I think History teachers will find helpful. I created this booklet to assess 10 history students conducting a historical inquiry into World War Two (they had a choice of four topics). This was delivered in a school where each student had a laptop so was designed to be completed electronically however, more room to write could be added if you want to use it as a hard copy booklet. If you use it, and like it, please come and give me a positive star rating / review . Constructive criticism is also appreciated. This booklet contains: • four suggested topics with sub points that the students must address • a graphic organiser (table) for students to write their research questions in • a place for students to reflect on their questions and justify any modifications they make during the research process • tips for locating sources and a graphic organiser where students can organise their research • checking for understanding questions which prompt students to consider what they will include in their second assessment (essay) • a place for them to evaluate their sources using the RESEARCH acronym • a paragraph writing scaffold (for students who are not confident to begin writing on their own) • tips for how to reference different types of sources

This 32 page booklet has been designed as part of an Australian film studies unit focusing on the 2002 film The Rabbit Proof Fence. It includes activities exploring characterisation, the beliefs of the time and analysing the aesthetic features (film and language techniques) which students are to complete during and after viewing the film. While used for year 9 in this case, it could be applicable for any junior secondary grade. It could also be used during NAIDOC week. This booklet contains resources which would be useful for preparing students to write a range of genres including film reviews, feature articles, persuasive texts and analytical essays. There are questions about the events/themes/character’s perspectives and the effects of the aesthetic features. It introduces students to concepts such as textual structures, language features, visual features, film techniques and themes. It includes information about the socio cultural context of the film, articles about the women on which the film is based, key quotes from the film, scaffolded analysis activities for key scenes, an introduction to evaluative language and how it is used to describe films. The final pages include an explanation of how to structure an essay (along with planning and editing steps).

Three resources used in a 9 Theology unit on social justice and the work of laypeople. 1) a PowerPoint introducing students to Inquiry Based Learning. It includes the two big questions of the unit (aka fertile questions). Students to complete a KWL chart before learning to develop sub questions to answer the two big questions. It then talks students through a process that they can use to begin finding answers to these questions. It includes an explanation of BOOLEAN search practices which can be used when researching online to produce more relevant results. 2) A list of prayers required to be taught throughout the year (grade 9) 3) A table which explains the various steps of TELSTAR (the structure used for this Inquiry unit)

6 resources utilised in a 12 English Authority unit in Queensland Australia. 1) A PowerPoint taking students through the history of Sudan. It begins by introducing students to key terms including: coup, constitution, fundamentalist, Islam, junta and secession. These terms are integral to understanding the events in Slave as the author's life was influenced by the political events occurring in society at the time. After a brief overview of the early history, it delves into the civil war (1980s-1990s). Lastly it looks at contemporary politics (since 2002). 2) A handout of the notes about the history of Sudan (which were taken from the Oxford dictionary of contemporary world history). This can be given to students who struggle to summarise or used for purposes of revision. 3) Further research about Slave and the Nuba culture. 4) A handout to be given to students at the beginning of the term explaining the purpose of the unit and outlining what the two items of assessment are. 5) A diagram which shows the various influences on the author as she wrote her autobiography.