Two resources for teaching year 8 history: 1) A scaffolded activity teaching students to research castles (What was a castle’s purpose in medieval times?) and complete a PEEL paragraph to communicate their answers. 2) An example PEEL paragraph responding to the question How did castles during medieval times change?

A concept which can be used to understand Macbeth. It is connected to the idea of the ‘divine right of kings’ and the class structures of the time (feudalism). The PowerPoint includes a definition of this concept and visual representations. Students then apply this to the play and have to draw their own chain of being. It looks at characters who maintain / disrupt this chain and how they do so. It also looks at the imagery and techniques used to show a disruption to the chain of being.

1) An image of the STEP UP acronym (used for analysing poems) 2) A booklet of poems from the Industrial Revolution which could be used in English or History (source analysis).

3 Resources: 1) Report Writing PowerPoint explaining the assessment task: (They had to create a written informative report that analyses how language, communication and technology influence our personal lives and has changed society.) The PowerPoint explains what a report is, goes through planning steps, how to search more effectively using a BOOLEAN search and a structure for the report. 2) A word doc template for students to fill their report into. 3) An example PowerPoint looking at the evolution of the Radio

The significance of the use of atomic bombs during World War II, The contestability surrounding the use of atomic bombs during World War II, The causes and effects of the use of atomic bombs during World War II. The Beginning of the Nuclear Age, why the atomic bomb was developed, how it was tested, why America decided to use it against Japan, why this decision was contested by some scientists, it looks at the discrimination towards victims of the bombing (and how they came to be known as the hibakusha) and President Truman's justification for what he did. This PPT includes extracts from a documentary which recreates the bombing of Hiroshima (using reenactments) and explains the science behind the bomb. It includes images of the destruction to buildings, medical side effects (e.g. cataracts, scarring, radiation, birth defects etc.) It also includes drawings made by survivors depicting the black rain, bodies in the water etc.

This lesson was designed for a year 11 class who are required to present an election speech to be on a youth advisory committee for the federal government. This lesson goes through the main aspects required for the introduction, body, and conclusion. It defines thesis statement and gives an example. It includes examples of each part of the speech (given about legalising marijuana for medicinal purposes). It reviews the PEEEL paragraphing acronym and the importance of paraphrasing, summarising and quoting. It ends with some tips for political speeches and some suggested vocabulary.

Women’s work: the changing roles of women in Australia during world war two Key topics: Women’s auxiliaries, Female rates of pay, Pressures on women, the Australian women’s land army and the effects of allowing women to work during the war. There are scanned sources from various textbooks about the land army with questions for students to respond to. One of these sources shows the types of employment available to men and women during the war. Another shows the average wages for an Australian male and female during the war. This campaign was instituted across the allied countries including the USA. The latter sections of the PowerPoint look at one of the most iconic women’s work propaganda campaigns which was launched in America after Pearl Harbor (Rosie the riveter). It explains what a riveter was and looks at two famous propaganda posters which represent 'Rosie.' This PowerPoint also includes a link to a homework document which includes source analysis questions to prepare students for a short response exam. It is also a great way of revising concepts taught in the lesson.

The home front: Australian commitment to war This powerpoint is designed to teach students about The Australian Government’s reasons for joining the war. Changes to the running of the nation during the war including the use of WARTIME GOVERNMENT CONTROLS such as internment, censorship, conscription, rationing and propaganda. These terms are defined, the PowerPoints also include images of propaganda posters used to explain these to civilians and persuade them to do their part for the war. The PPT also includes sources scanned from various textbooks and comprehension questions. It also includes information about the bombing of Darwin during the war & the Japanese submarine attacks on Sydney. Interspersed throughout the lesson are 'checking for understanding' questions to help students to revise the key lesson concepts.

PPT designed to take 1 or 2 lessons. It is about early Japanese victories in the Second World War focusing on the fall of Singapore. Includes maps showing Singapore and explanations of why it was a priority target. There are slides showing historian's views on the significance of this event (for the war and for Australia). There is a short video showing this event (from the film Paradise Road (1997)). Then it introduces a source (information about An Australian POW: Vivian Bullwinkel). Students read through this source and complete the source analysis activities. The remainder of the lesson looks at what life was like for POW's especially those forced to work on The Thai–Burma Railway

PPT 1: Learn how to understand a question (a vital exam skill) and strategies for completing a multiple choice exam. The PowerPoint includes practice multi-choice questions. As a consolidation of learning, there is an activity where students go back through their notes / KWL chart and write some multi-choice questions on the topics covered thus far and then swap with a friend and answer their questions. PPT 2: Explains what a time-line is (and has examples). It proves a list of 7 steps for children to complete to make a timeline. It goes through the must haves. The lesson then moves onto source analysis it includes a google doc with a variety of sources about the atomic bomb dropping on Hiroshima and Nagasaki and a range question types (multiple choice and short response questions). This can be worked through as a class or independently depending on the skill level of the students.

A PowerPoint that goes through an acronym which can be used to analyse sources (with specific examples from WW2). This is followed by content knowledge: Japanese Imperialism and the lead-up to Pearl Harbor, The source of US conflict with Japan & Japan's strategy.

Perfect resources for a protest poetry unit. These poems show wars from a range of viewpoints. There are poems about World War 1 and 2, poems for use in ANZAC day ceremonies, one Vietnam war poem. The World War 1 poems include a link to an ABC national radio programme where celebrities have been recorded reading these poems.

Set up like a mind map, this is a visual prompt for students to help them research Gandhi.

A free PowerPoint which I think History teachers will find helpful. If you use it, and like it, please come and give me a positive star rating / review :). Constructive criticism is also appreciated. PowerPoint 1: Causes of World War Two • term overview (what we are learning + how we will be assessed) • key questions for unit (from ACARA) • context (what happened after WW1 that set the stage for WW2) • statistics (number of casualties in WW2) • information about the following: o the treaty of Versailles o Hitler’s rise to power: worldwide economic depression + the effects of the depression on Germany + the fall of Germany’s democratic government o Anti-communism o The basic ideas of the Nazi ideology + The source of Hitler’s power o Other major causes of WW2: Japanese expansionism, appeasement, militarism, the rise of fascism in Italy, nationalism, American isolationism, o Maps: Theatres of War: Where WWII Was Fought o two homework tasks (developing a glossary of terms + reading from a textbook and answering questions)

scaffolding

Includes 6 weeks worth of homework activities including chapter questions, a vocabulary list (and activities) and tips for creative writing. It steps students through an assessment task which requires students to write a short story (a transformation of a section of the novel and a preface justifying their creative decisions). Specific task details are below. Mode/Medium: Imaginative Written short story (fiction). Subject Matter: Throughout time short stories have captured the imaginations of both readers and listeners. A good short story will capture the interest of its audience and hold it to the end. Purpose: To entertain and demonstrate your knowledge of the short story genre. Task: For this task you have a choice: 1. Write an imaginative short story that creates a character or “gives voice” to a silenced or marginalised character in the novel that you have studied in class. 2. Place the character into the novel which you have studied in class. This can be at the beginning, the middle or end of a scene. For example, you might write from the perspective of someone who observed an event, assisted the protagonist or befriended them. Or you may create a new character. E.g. A new best friend for the protagonist. Your teacher will explain what it means to “give voice” to a character in a novel. Your character must interact with the novel’s protagonist. You may change the storyline and plot to accommodate your character if you desire, however, your story must remain true to the themes and setting of the novel. (E.g. you can’t turn it into a comedy or change the country where the novel is set). Requirements: Length is to be 400-500 words plus a 100 word preface explaining how the story is both original and imaginative. You must demonstrate that you have a sound knowledge of short story conventions and adhere to the short story structure. You can make your story both original and imaginative in the following ways: • Creative use of the conventions of a short story, for example a twist at the end. • Create non-stereotyped characters that make unpredictable choices. • Juxtapose related texts. • Promote alternative beliefs and values through your writing.