Crack the Code activity for the topic Australia in World War I. Students decode the questions and then answer them. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War I

Word Search for the topic Spanish Conquest of the Americas 1492-1572 CE. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts 6c: Spanish Conquest of the Americas 1492-1572 CE

Word Search for the topic Australia in World War I. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War I

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.

This task assists students to write an exposition on the topic "To what extent did involvement in World War I affect Australian society in the period 1914-1918?" Students are provided with an outline of the nature of an exposition and the key language devices required in an exposition. It provides suggested topics on which to base the argument and a marking guide. The task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Depth Study 3: Australians at War - World War I

This task assists students to write an exposition on the topic "Assess the significance of the Tet Offensive in bringing about victory for the North Vietnamese in the Second Indochina War." Students are provided with an outline of the nature of an exposition and the key language devices required in an exposition. The task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course Peace and Conflict Option A: Conflict in Indochina 1954-1979

This worksheet and answer sheet accompanies the 2006 feature film, Kokoda. It focuses on reasons for the Australian 39th Battalion being on the Kokoda Track in 1942, conditions and difficulties for Australian soldiers, the two battles of Isurava and the aftermath of the battles. It includes analysis of 3 scenes from the film that depict fighting conditions.

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 unit of work is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 1: Making a Better World? The Industrial Revolution This bundle includes: + Source-based activity: How did the Industrial revolution affect the working conditions of Australians? + Source-based activity: What impact did the Industrial Revolution have on Australians in the 1800s? + Source-based activity: What were the living conditions of Australians in the 1800s? Source-based activity: Growth or decline. How did the population of Australia change in the 1800s? Video: Children of the Revolution. The Children who Built Victorian Britain Worksheet for video: Children of the Revolution. The Children who Built Victorian Britain Newpaper article: James Watt and the sabbath stroll that created the industrial revolution Video: Crash Course World History: The Industrial Revolution Worksheet for video: Crash Course World History: The Industrial Revolution Video: The Industrial Revolution Comes to Australia Worksheet for video: The Industrial Revolution Comes to Australia Video: Great Britons: Isambard Kingdom Brunel Worksheet for video: Great Britons: Isambard Kingdom Brunel Video: Why the Industrial Revolution Happened Here Worksheet for video: Why the Industrial Revolution Happened Here Internet article: Australia and the Industrial Revolution - Impact of the first railways Metalanguage mix and match Word Search: The Industrial Revolution

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 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

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

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 Aboriginal Rights and Freedoms? This empathetic task requires students to imagine they are an activist. "Your work in moving for this recognition and apology has finally paid off. You have spoken to so many former-children taken to boys’ and girls’ homes and to parents who have grieved at the loss of their beloved children. You mount the podium to speak to the crowd ...." This task 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

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

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.

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