This is the sixth in a series of lessons on Vikings. This sixth lesson explores the first major invasion of England, the Lindisfarne monastery. It also looks at other Viking raids over the 8th-10th centuries up to the creation of the Danelaw. The main activity focuses on the written historical accounts of these Viking attacks and raids including Alcuin and the Anglo-Saxon Chronicles. Included are starter activities and revision activities as well as two worksheet activities, one for lower ability students and one for higher ability students. The culminating task is a paragraph response. A very visual presentation that can be used alongside other resources easily. Includes worksheets for activities inside the PowerPoint. Included: 1 PowerPoint presentation with 28 slides 2 PDF worksheets . Australian Curriculum - Stage 4 - Depth Study 4: The Western and Islamic World - Topic 4a: The Vikings (c. AD 790 – c. 1066) Syllabus dot points covered Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion (ACDSEH048) explain and assess the impact of the Vikings on subject peoples in England and northern Europe, including the Danelaw discuss the significance of the Norwegian (Viking) invasions of England outline what sources reveal about different perspectives on the Vikings, for example, those of English monks The role of a significant individual in the expansion of Viking settlement and influence (ACDSEH049) discuss how the Vikings have influenced the world today . . . Historical skills covered HT4-5 --> identifies the meaning, purpose and context of historical sources HT4-7 --> identifies and describes different contexts, perspectives and interpretations of the past HT4-9 --> uses a range of historical terms and concepts when communicating an understanding of the past . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Vikings, history, Stage 4, Australian Curriculum, Middle Ages, Scandinavia, Year 7, Year 8, PowerPoint, Anglo-Saxon, invasion, Lindisfarne, Christianity, monks, kings, Danelaw, England, longships, raids, attack, plunder, loot, settlement, colony, Norse, language, influence, Alcuin, annals, manuscript, Simeon, historical sources, analysis, context, bias, perspective.

In this lesson of Ancient Greece, students will look at the everyday life of people from ancient Sparta and ancient Athens. Specifically, they will need to identify the similarities and differences of everyday life for people in these cities. This lesson includes three table activities where the students locate, select and synthesise relevant and detailed information to demonstrate an enriched understanding of life in these cities. Once students have completed these tables, there are activity questions to complete based upon the students’ findings. . . Australian Curriculum - Stage 4 - Depth Study 2: The Mediterranean World - Topic 2b. Greece Syllabus dot points covered Roles of key groups in the ancient society, including the influence of law and religion(ACDSEH032, ACDSEH035, ACDSEH038) -describe the roles of appropriate key groups in the ancient society, eg the ruling elite, the nobility, citizens (Greece and Rome), bureaucracy, women and slaves -describe the everyday life of men, women and children in the ancient society . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Ancient Greece, Sparta, Thebes, Athens, acropolis, Spartans, Athenians, society, men, women, polis, poleis, slaves, roles, responsibilities, law, religion, children, freedoms, rights, social structure, jobs, comparison, contrast

This is a PowerPoint for the Industrial Revolution unit. It is lesson number nine. Students will look at the working conditions within both factories and in the mines, through the specific context of child labour. This lesson has a variety of audio sources available to illustrate the working conditions and pressures experienced by children in both industries. There are a variety of questions that are associated with each audio bite to help students empathise with the harsh and dangerous working conditions. Learning Objectives -identify the conditions for children working in factories. -describe the effects of working in mines for children. -justify whether the Industrial Revolution was negative or beneficial for children. Included: 1 PPT with 12 slides Australian Curriculum - Stage 5 - Depth Study 1: Making A Better World? - Topic 1a: The Industrial Revolution (1750–1914) Syllabus dot points covered The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081) -use a variety of sources to investigate working conditions in factories, mines and other occupations, with particular emphasis on child labour Historical skills covered HT5-4–> explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-6 -->uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-9 --> applies a range of relevant historical terms and concepts when communicating an understanding of the past . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Industrial Revolution, history, Stage 5, Australian Curriculum, Year 9, Year 10, transport, materials, sugar, growth, British Empire, Britain, map, labour, manpower, children, abuse, trappers, firedamp, mines, workers, working.

This is a PowerPoint for the Industrial Revolution unit. It is lesson number eight. Students will look at the social context for convict transportation within the British empire. Students will look at the social pressures that forced people into petty crime, and the decision of those in authority to send these convicts throughout the British empire. Students will identify the various penal colonies, and explain why Australia and New Zealand were chosen as the main destination for criminals in Britain. To facilitate this analysis, students should be provided with convict profiles (not currently included) that outline crimes and punishments and they will be required to answer a set of questions based on these sources. Learning Objectives -Identify the reasons for the movement of convicts -describe the experiences of these convicts -justify whether this punishment was justified Included: -1 PPT with 10 slides . . Australian Curriculum - Stage 5 - Depth Study 1: Making A Better World? - Topic 1a: The Industrial Revolution (1750–1914) Syllabus dot points covered The population movements and changing settlement patterns during this period (ACDSEH080) -outline and explain population movements in Britain, eg movement from country villages to towns and cities, and emigration to other countries . . Historical skills covered HT5-4–> explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-6 -->uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-9 --> applies a range of relevant historical terms and concepts when communicating an understanding of the past . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Industrial Revolution, history, Stage 5, Australian Curriculum, Year 9, Year 10, transport, materials, sugar, growth, British Empire, Britain, map, labour, manpower, research, hulks, convicts, transportation, crime, punishment, activity.

This is a PowerPoint for the Industrial Revolution unit. It is lesson number seven. In this lesson, we address the impact of the Industrial Revolution on the health of people in Britain. We look at the spreading of diseases such as cholera as a result of poor hygiene and close proximity of housing. Included: -1 PPT with 14 slides . . **Australian Curriculum - Stage 5 - Depth Study 1: Making A Better World? - Topic 1a: The Industrial Revolution (1750–1914) ** Syllabus dot points covered The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081) -describe the changes to the way of life of men and women who moved from the country to towns and cities​ . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Industrial Revolution, history, Stage 5, Australian Curriculum, Year 9, Year 10, growth, industry, factory, capitalism, money, profit, labour, manpower, activity, invention, inventor, machine, engine, transport, efficiency, health, disease, hygiene, living conditions, slums.

This is the fifth in a series of lessons on Vikings. This fifth lesson explores the types of Viking weapons used in battle by warriors such as berserkers. It also looks at the advanced technology of Viking shipbuilding and in particular two different types of ships - the Longship and the Knarr. The differences between these ships and their purposes are discussed and the main features of a Viking ship identified. The lesson culminates with a discussion and questions around the relationship between the shipbuilding and weapon-making technology and the Viking advancement across Europe. There are two separate worksheets that can be used alongside the PowerPoint presentation. The presentation itself includes some question activities. A visual presentation that can be used alongside other resources easily. Includes worksheets for activities inside the PowerPoint. Included: 1 PowerPoint presentation with 28 slides 2 PDF worksheets . . . Australian Curriculum - Stage 4 - Depth Study 4: The Western and Islamic World - Topic 4a: The Vikings (c. AD 790 – c. 1066) Syllabus dot points covered Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047) -explain how and why Viking expansion occurred, including developments in weaponry and shipbuilding technologies . Historical skills covered HT4-3 -->describes and assesses the motives and actions of past individuals and groups in the context of past societies HT4-8 --> locates, selects and organises information from sources to develop an historical inquiry HT4-9 --> uses a range of historical terms and concepts when communicating an understanding of the past . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Vikings, history, Stage 4, Australian Curriculum, Middle Ages, Scandinavia, Year 7, Year 8, PowerPoint, worksheet, activities, longship, knarr, axe, spear, sword, helmet, raiding, settling, trading, sails, technology, shields, berserker, warriors, armour, battling, shipbuilding, archaeology, artefacts.

This is a question sheet for students watching the the “Real Vikings” documentary that is based on the History Channel’s show “Vikings”. This episode is called “The Age of Invasion” and is focusing on the Vikings raids throughout Europe, including the kingdoms of medieval England and the kingdom of Frankia. This would be apart of a larger unit of work when studying The Vikings in Stage 4. This could also be very engaging to leave for a substitute teacher for when you are away. This first episode goes for approximately 45 minutes. . . . Australian Curriculum - Stage 4 - Depth Study 4: The Western and Islamic World - Topic 4a: The Vikings (c. AD 790 – c. 1066) Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade(ACDSEH047) -identify the extent of Viking exploration and trade -identify the regions conquered and/or settled by the Vikings -explain how and why Viking expansion occurred, including developments in weaponry and shipbuilding technologies Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion(ACDSEH048) -explain and assess the impact of the Vikings on subject peoples in England and northern Europe, including the Danelaw -discuss the significance of the Norwegian (Viking) and Norman invasions of England in 1066 -outline what sources reveal about different perspectives on the Vikings, for example those of English monks . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Vikings, history, Stage 4, Australian Curriculum, Middle Ages, Scandinavia, Year 7, Year 8, PowerPoint, Ragnar, History Channel, television series, worksheet, questions, episode, rollo, jarl, arm ring, thing, farming, raiding, village, social structure, karls, frankia, wessex, northumbria, lindisfarne, attack, warriors, siege, paris, st denis, charlemagne, normandy, duke, civil war, roman walls, defend, battle, settling, monk, primary source, written evidence, longship, sails, archaeology, historians, christianity, conversion, valhalla.

This is a question sheet for students watching the History Channel’s ‘Vikings’ Season 1 Episode 1. This episode introduces the social structure in Viking society, the role of the Jarl and the Thing as well as depicting what a Norse village/farm looks like and can also show the gender roles at play too. This would be apart of a larger unit of work when studying The Vikings in Stage 4. This could also be very engaging to leave for a substitute teacher for when you are away. The episode goes for approximately 45 minutes. . . . Australian Curriculum - Stage 4 - Depth Study 4: The Western and Islamic World - Topic 4a: The Vikings (c. AD 790 – c. 1066) The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society(ACDSEH007) -identify the geographical features that helped shape Viking society and history -using a range of sources, eg the Viking sagas, outline key social, cultural, economic and political features of Viking society -describe the everyday life of men, women and children in Viking society -discuss the role of the Norse gods in Viking society . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Vikings, history, Stage 4, Australian Curriculum, Middle Ages, Scandinavia, Year 7, Year 8, PowerPoint, Ragnar, History Channel, television series, worksheet, questions, episode, rollo, jarl, arm ring, thing, farming, raiding, village, social structure, karls.

This is the fourth in a series of lessons on Vikings. This fourth lesson explores the main features of Norse Mythology, answering questions like: Who are the main norse gods and goddesses? What did the Vikings believe in? How did they worship? What role did religion play in everyday Viking life? Included are starter activities and revision activities as well as two worksheet activities. The culminating task is a paragraph response. A very visual presentation that can be used alongside other resources easily. Includes worksheets for activities inside the PowerPoint. Included: 1 PowerPoint presentation with over 30 slides 2 PDF worksheets to match activities . Australian Curriculum - Stage 4 - Depth Study 4: The Western and Islamic World - Topic 4a: The Vikings (c. AD 790 – c. 1066) Syllabus dot points covered The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH007) -using a range of sources, eg the Viking sagas, outline key social, cultural, economic and political features of Viking society . Historical skills covered HT4-3 --> describes and assesses the motives and actions of past individuals and groups in the context of past societies HT4-8 --> locates, selects and organises information from sources to develop an historical inquiry HT4-9 --> uses a range of historical terms and concepts when communicating an understanding of the past . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . Keywords: Vikings, history, Stage 4, Australian Curriculum, Middle Ages, Scandinavia, Year 7, Year 8, PowerPoint, Yggdrasil, Valhalla, Hel, realms, sacrifice, gods, goddesses, deities, religion, Norse, mythology, Christainity, Thor, Odin, Freyja, Freyr, Frigg, Heimdall, Tyr, Loki, Valkyries, Muspelheim, Niflheim, Asgard, Vanaheim, Ragnarok, creation story.

This is a research table designed to introduce students to the three main religions in ancient China: Taoism Confucianism Buddhism . Students fill out the research table in class using their electronic devices, then they must use the information to complete a Venn diagram. Australian Curriculum - Stage 4 - Depth Study 3: The Asian World - Topic 3B. China Roles of key groups in the ancient society in this period (such as kings, emperors, priests, merchants, craftsmen, scholars, peasants, women), including the influence of law and religion (ACDSEH044, ACDSEH041) -outline the main features of the social structures and government of the ancient society, including the role of law and religion Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of empires and the spread of philosophies and beliefs (ACDSEH046, ACDSEH043) -explain the consequences of these contacts with other societies, eg developments in trade, the spread of philosophies and religious beliefs and the emergence of empires . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: ancient, China, history, Stage 4, Australian Curriculum, Year 7, Year 8, Asia, Buddhism, religion, beliefs, Taoism, Daoism, Confucianism, Confucious, origins, society, similarities, differences, analysis, philosophy, traditions, research, independent.

Here we explore the harsh realities of the Black Death! This will cover three main components: How the Black Death arrived in Europe What people thought caused the Black Death in Europe People’s reaction to the Black Death. The lesson has a fun game at the end, that requires the teacher to obtain AT LEAST TWO decks of playing cards, depending on the size of the class. Included: 1 PowerPoint with 13 slides . . Australian Curriculum - Stage 4 - Depth Study 6: Expanding Contacts - Topic 6b: The Black Death in Asia, Europe and Africa (14th-century plague) Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015) describe what doctors understood about diseases and their treatment in this period outline what European people believed about religion and the power of God in this period The role of expanding trade between Europe and Asia in the Black Death, including the origin and spread of the disease (ACDSEH069) explain how trade and travel contributed to the outbreak and spread of the Black Death The causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries (ACDSEH070) describe the causes and symptoms of the Black Death . . .If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . .Keywords: medieval Europe, history, Stage 4, Australian Curriculum, Year 7, Year 8, England, black death, plague, doctor, medicine, church, symptoms, cause, outbreak, treatment, rat, flea, disease, Asia.

This is a PowerPoint for the Industrial Revolution unit. It is lesson number six. Why were people moving towards the cities during the Industrial Revolution? What were they after? We explore these questions in Lesson 6 - but most importantly we look at the impacts the movement of these people into urban areas had in industrial England. Learning Objectives Identify reasons why people moved in the Industrial Revolution. describe the effect this had on society. explain how socialism evolved from these effects . Included: 1 PowerPoint with 12 slides . . . Australian Curriculum - Stage 5 - Depth Study 1: Making A Better World? - Topic 1a: The Industrial Revolution (1750–1914) Syllabus dot points covered The population movements and changing settlement patterns during this period (ACDSEH080) -outline and explain population movements in Britain, e.g. movement from country villages to towns and cities, and emigration to other countries . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Industrial Revolution, history, Stage 5, Australian Curriculum, Year 9, Year 10, growth, industry, factory, labour, manpower, transport, movement, slavery, convicts, migration, socialism, urbanisation, cholera, source analysis

This is a PowerPoint for the Industrial Revolution unit. It is lesson number five. This is a research task that directs students to find information about the inventors of the Industrial Revolution, and their new inventions. Students select TWO inventors and their inventions, and answer the questions about them in their books. This research task should take at least two lessons (2 x 1 hr) to complete. Learning Objectives identify inventors of the industrial revolution describe the inventions and their capabilities explain the role and impact these new inventions had in the Industrial Revolution . Included: -1 Word Document . . . Australian Curriculum - Stage 5 - Depth Study 1: Making A Better World? - Topic 1a: The Industrial Revolution (1750–1914) . Syllabus dot points covered The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire) and of Australia (ACDSEH017) -identify key inventors and their inventions and discuss how some of these inventions -affected transport and manufacturing in this period . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Industrial Revolution, history, Stage 5, Australian Curriculum, Year 9, Year 10, growth, industry, factory, capitalism, money, profit, labour, manpower, activity, invention, inventor, machine, engine, transport, efficiency.

This is a PowerPoint for the Industrial Revolution unit. It is lesson number four. The Industrial Revolution was a period of great economic upheaval. With the emphasis of production shifting its focus on the worker, the Industrial Revolution saw the exploitation of the proletariat through the new means of business- capitalism. In this lesson, we explore the transition from cottage industry to factory industry, and the ramifications this had for workers. It is important that students understand that the modern workforce is modeled after the standard set in the Industrial Revolution. The students will learn the main features of capitalism and socialism, and can make connections to their everyday world. Learning Objectives identify the nature of the cotton and factory industries. to describe the nature of capitalism to explain how socialism emerged from the Industrial Revolution. . Included: -1 PPT with 12 slides -1 Word Document . . . Australian Curriculum - Stage 5 - Depth Study 1: Making A Better World? - Topic 1a: The Industrial Revolution (1750–1914) . Syllabus dot points covered The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication discuss positive and negative consequences of the Industrial Revolution, eg the growth of cities and pollution and the development of trade unions . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Industrial Revolution, history, Stage 5, Australian Curriculum, Year 9, Year 10, growth, British Empire, Britain, map, industry, factory, capitalism, money, profit, labour, manpower, activity.

This is the third in a series of lessons on Vikings. This third lesson is a brief exploration of the roles and responsibilities of the Viking men, women and children. The lesson starts with some retrieval practice from the previous lessons, which is a great way to gauge current levels of understanding and encourage class discussions. Each of the daily activities of men, women and children is then described in a visual and easy to understand format. Subsequent questions encourage discussions about the similarities and differences between Viking men and women. At the end, there is a couple of slides on runestones and there is a fun activity on runes that includes translating, deciphering and also a page for the students to create their own rune message. A very visual presentation that can be used alongside other resources easily. This lesson is aimed at a middle ability class. Includes worksheets for activities inside the PowerPoint. Included: -1 PowerPoint presentation with 12 slides -1 PDF worksheet with 3 pages of rune activities . . . Australian Curriculum - Stage 4 - Depth Study 4: The Western and Islamic World - Topic 4a: The Vikings (c. AD 790 – c. 1066) Syllabus dot points covered The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH007) describe the everyday life of men, women and children in Viking society . Historical skills covered HT4-5 --> identifies the meaning, purpose and context of historical sources HT4-9 --> uses a range of historical terms and concepts when communicating an understanding of the past . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Vikings, history, Stage 4, Australian Curriculum, Middle Ages, Scandinavia, Year 7, Year 8, PowerPoint, Karl, Jarl, Thrall, men, women, children, runes, runestone, language, norse, saga, poem, farming, raiding.

This is the second in a series of lessons on Vikings. This second lesson explores the main political, social and cultural features of Viking society. The PowerPoint goes through the main classes in society the Jarls, Karls and Thralls as well as the political role of the Thing and punishments for various crimes. Cultural aspects of Viking society such as food and dining, housing and clothing are briefly explained with easy to understand activities. A very visual presentation that can be used alongside other resources easily. This lesson is aimed at a middle ability class. Includes worksheets for activities inside the PowerPoint. An extension activity is included for more able students. Included: 1 PowerPoint presentation 2 PDF worksheets to match activities 1 extension activity . Australian Curriculum - Stage 4 - Depth Study 4: The Western and Islamic World - Topic 4a: The Vikings (c. AD 790 – c. 1066) Syllabus dot points covered The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH007) using a range of sources, eg the Viking sagas, outline key social, cultural, economic and political features of Viking society Historical skills covered HT4-5 --> identifies the meaning, purpose and context of historical sources HT4-9 --> uses a range of historical terms and concepts when communicating an understanding of the past . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . Keywords: Vikings, history, Stage 4, Australian Curriculum, Middle Ages, Scandinavia, raiders, traders, settlers, Year 7, Year 8, PowerPoint, Karl, Jarl, Thrall, longhouse, outlaw, thing, althing, clothing, dining, farming, king, duel, bloodfued.

This is a PowerPoint for the Industrial Revolution unit. It is lesson number three. Learning Objectives Identify at least 5 territories of the British Empire describe the main resources that came into Britain explain the benefits of having a strong empire . Included: 1 PPT with 10 slides 1 Word Document with 4 pages for map summary and activity . . . Australian Curriculum - Stage 5 - Depth Study 1: Making A Better World? - Topic 1a: The Industrial Revolution (1750–1914) Syllabus dot points covered The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire) and of Australia(ACDSEH017) -outline the main reasons why the Industrial Revolution began in Britain -locate the growth and extent of the British Empire from 1750 to 1900 -identify the raw materials Britain obtained from its empire, eg sugar from Jamaica, wool from Australia, and cotton and tea from India . Historical skills covered HT5-1–> explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-9 --> applies a range of relevant historical terms and concepts when communicating an understanding of the past . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Industrial Revolution, history, Stage 5, Australian Curriculum, Year 9, Year 10, agriculture, transport, materials, sugar, growth, British Empire, Britain, map, strong, labour, manpower, groupwork, activity.

This is a PowerPoint for the Industrial Revolution unit. It is lesson number two. Learning Objectives identify reasons why the Industrial Revolution started in Britain describe the key features of the Agricultural Revolution. explain how Britain developed such a strong empire. . Included: 1 PPT with 12 slides 1 PDF with jigsaw activity scaffold . . . Australian Curriculum - Stage 5 - Depth Study 1: Making A Better World? - Topic 1a: The Industrial Revolution (1750–1914) Syllabus dot points covered The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire) and of Australia(ACDSEH017) outline the main reasons why the Industrial Revolution began in BritainWork and enterprise describe key features of the agricultural revolution in Britain, including the emergence of a cheap labour forceWork and enterprise Civics and citizenship locate the growth and extent of the British Empire from 1750 to 1900Asia and Australia’s engagement with Asia identify the raw materials Britain obtained from its empire, eg sugar from Jamaica, wool from Australia, and cotton and tea from IndiaAsia and Australia’s engagement with Asia Sustainability identify key inventors and their inventions and discuss how some of these inventions affected transport and manufacturing in this periodWork and enterprise Critical and creative thinking. . Historical skills covered HT5-1–> explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-9 --> applies a range of relevant historical terms and concepts when communicating an understanding of the past . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Industrial Revolution, history, Stage 5, Australian Curriculum, Year 9, Year 10, cotton mill, factory, agriculture, transport, population, inventions, field, rotation, farming, crops, impact, British Empire, Britain, jigsaw, groupwork, activity.

This is a PowerPoint for the beginning of the Industrial Revolution unit. It introduces some key features using the analysis of two visual and one written source. Learning Objectives identify some of the features of the Industrial Revolution describe how the Industrial revolution was different for some. explain the positive and negative impact of the Industrial Revolution. Included: 1 PPT with 9 slides *UPDATE 6/1/2021 - The second link on Slide 4 is no longer working. It is a scene from “North and South” Episode 1 that shows the inside of the cotton factory. Either of the following links would be suitable in place of the original. https://www.youtube.com/watch?v=ctnxskhE90E https://www.youtube.com/watch?v=JpiJ-A7TNec . . . Australian Curriculum - Stage 5 - Depth Study 1: Making A Better World? - Topic 1a: The Industrial Revolution (1750–1914) Syllabus dot points covered The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081) use a variety of sources to investigate working conditions in factories, mines and other occupations, with particular emphasis on child labour The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082) discuss positive and negative consequences of the Industrial Revolution, eg the growth of cities and pollution and the development of trade unions Historical skills covered HT5-6–> uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-9 --> applies a range of relevant historical terms and concepts when communicating an understanding of the past . . . If you have any questions about this product or using this product, we are continuously seeking to improve the quality of our materials. Every effort has been made to make this unit error-free. Should you find any errors, please contact us via email at mrmsmohistory@gmail.com and we will ensure that you receive a corrected copy. Your feedback is greatly appreciated. . . . Keywords: Industrial Revolution, history, Stage 5, Australian Curriculum, Year 9, Year 10, cotton mill, factory, working conditions, living conditions, negative, positive, impact, analysis, source, child labour.