Revision activity for the topic Aboriginal Rights and Freedoms. Students use the decoding key to decode the 6 questions. They then answer the questions from their class notes to answer the questions. The activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms 1945-present

Revision activity for the topic The Vikings. Students use the decoding key to decode the 6 questions. They then answer the questions from their class notes to answer the questions. The activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

Three cloze activities on the topic Aboriginal Rights and Freedoms: 1. U.N. Declaration on the Rights of Indigenous Peoples 2. The Aboriginal Protection Board 3. The 2008 Apology to Indigenous People. The activity is to accompany the unit of work on Aboriginal Rights and Freedoms in the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms 1945-present

Revision activity for the topic The Mongol Expansion. Students use the decoding key to decode the 6 questions. They then answer the questions from their class notes to answer the questions. The activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts The Mongol Expansion

This is an analysis of the Archaeology magazine 2012 article 'The Truth Behind the Tablets'. The article discusses the evidence of daily life in the Achaemenid Persian Empire. Students analyse the article and then look at 3 critical thinking issues: 1. Ownership of the tablets as historical artefacts. 2. Why has ownership of the ancient tablets become a modern legal issue? 3. Reliability of the information recorded on the tablets given their purpose and location when discovered. The resource is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Ancient Periods Option D: Persia - From Cyrus II to the death of Darius III

Sequencing activity for the topic The Vikings.

Sequencing activity for the topic Spanish Conquest of the Americas.

Can your students walk in the shoes of someone from the topic Iran 1953-1989? This empathetic task is: "The Shah has left and Imam Khomeini has, at last, returned home. As a working-class Tehrani man/woman, you have been selected by the local newspaper to express your views of this momentous event and the instability in the country in 1979. As the reporter gets out his pen and pad you begin your interview ...." There is a marking guide provided. This task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Can your students walk in the shoes of someone from the topic Spartan Society to the Battle of Leuctra? This empathetic task is: "You are a Spartan hoplite at the Battle of Thermopylae. But tonight will be your last night on earth. The Persians have now surrounded the remaining 300 Spartan professional soldiers and the allied conscripts who will be of limited help. As your mates groom their hair, sharpen their swords and prepare their minds, you sit down with your Athenian servant and relate how and why you have come to you have come to be serving Lakonia at Thermopylae. He tells you to begin ..." There is a marking guide provided. This task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Ancient Societies Option G: Spartan Society to the Battle of Leuctra 371 BCE

This is an explanation task on the topic Persia: From Cyrus II to the death of Darius III. It is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Historical Periods Option D: Persia - Cyrus II to the Death of Darius III

I use the scene of Norman soldiers crossing the English/French Channel when I teach the topic on the Vikings. The scene is a great chance to look at how the tapestry was made, the materials it was made from as an example of agricultural and textile industries, the warfare, shipping technology, gender roles (of the men as soldiers and the women as weavers) as well as the analysis of the components of the image. There is also the opportunity to look at what happened to the Vikings - in this case, those who settled in Normandy assimilated into French culture but maintained an important Norman distinction. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic Worlds The Vikings

This unit of work is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. It includes: + Sejanus: Hero or villain? Source-based activity + Were Claudius’ freedmen more powerful than the emperor? Source-based activity Video: Tony Robinson’s Romans - Nero Worksheet: Tony Robinson’s Romans - Nero Video: Caligula with Mary Beard Worksheet: Caligula with Mary Beard Ezine article: The emperor’s fatal servants Video: The Praetorian Guard Worksheet: The Praetorian Guard Magazine article: Such a stoic Video: Rome in the First Century. Episode 2: The Years of Trial Worksheet: Rome in the First Century. Episode 2: The Years of Trial Metalanguage mix and match Ezine article: What was the impact of the Emperor Tiberius on the Roman Empire? Magazine article: Death of the Emperor Claudius Word Search

This task requires students too write an exposition on the question: "Many of the classical writers (Greeks & Romans) believed that the Celts were barbarians, lacking in the refinements of civilisation. Do you agree with them? Use supporting evidence from the documentary sources to help explain your view." Students are provided with an overview of the exposition text type, language features of an exposition and the marking guide to the task.

Jarls were local chieftains who possessed particular social, military and religious powers. But they had clear responsibilities towards their supporters that could be questioned at the Thing. This source-based activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

Can your students walk in the shoes of someone from the topic The Mongol Expansion? This empathetic task requires students to recount an attack on a the village of Otrar, on the border of the Khwarazm Empire. Unfortunately, your account must be given on your knees before the Great Khan and you will need to explain why 20 warriors died. There is a marking guide provided. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts The Mongols

Can your students walk in the shoes of someone from the topic The Vikings? This empathetic task requires students to recount an attack on an Irish monastery on a winter's night, whilst around the hearth in the longhouse. There is a marking guide provided. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

Can your students walk in the shoes of someone from the topic The Holocaust? This empathetic task requires students to imagine they are a guide at the Jewish Museum who is recounting the day he/she arrived at Auschwitz and to recount events of that day. There is a marking guide provided. The task is designed for students of the NSW History Syllabus for the Australian Curriculum. Stage 5 School-Developed Topic Depth Study 6: The Holocaust

Can your students walk in the shoes of someone from the topic Making a Nation: Australia 1900-1914? This is an empathetic task requires students to write a diary entry of an immigrant arriving in Fremantle in 1912 , to express his/her knowledge of Australia in the period 1900-1912 and his/her hopes for a new life on a country farm. There is a marking guide provided.

Can your students walk in the shoes of someone from the topic Cities of Vesuvius: Pompeii and Herculaneum? This empathetic task requires students to imagine they are a tour guide at the archaeological site of Pompeii. They must guide a group of HSC students (and their know-it-all teacher) from Australia. They are interested in not just the streetscapes, public and private buildings and daily life in the city, but also in the works of conservation and reconstruction and the ethical display of human remains. This task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Core: Cities of Vesuvius: Pompeii and Herculaneum

All migrations come down to push factors from the old country and pull factors to the new. It is the same with the Norwegian Vikings migrating to Iceland. This source-based task provides students with a variety of primary and secondary materials with which students can make their own decisions regarding why the Vikings settled Iceland. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings