This resource includes 3 separate primary sources from eyewitnesses to events in the topic Iran 1953-1989 and activities based on the source including who wrote the source, what we know about the writer, how their presence at the historical incidents impacts their writing, whether the information is reliable and the purpose of the writing. The 3 sources are: + Shaikh Mohammed Soltan Va’ez calls upon Iranians to modernize & to overthrow the monarchy, 1907 CE + Donald Wilber justifies U.S. involvement in the coup to overthrow Prime Minister Mossadeq, 1953 CE + Oriana Fallaci interviews Ayatollah Khomeini, 1979 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the Modern History Syllabus for the Australian Curriculum Stage 6 Higher School Certificate course National Studies Option H: Iran 1953-1989 The outcome being developed is: MH12-6 analyses and interprets different types of sources for evidence to support an historical account or argument

One defendant was a runaway American slave. Another an Italian rebel. Another an Irish republican. Another a newspaper reporter who, while investigating a story was converted to the cause. The 1854 Eureka Rebellion was more than just a protest against high government taxes and police brutality. It was ultimately about justice for the poor and outcasts from society and suffrage for all men, regardless of their socio-economic status. This worksheet accompanies the Australian Broadcasting Corporation series Australia on Trial, episode on the Eureka 13. It is designed for students of the NSW History K-10 Syllabus. Stage 3 The Australian Colonies

Child soldiers were used by both the Iranians and Iraqis, but it was Iran that used children in enormous numbers, 150,000 children and teenagers (as young as 12 years). The education system supported the practice. Ayatollah Khomeini encouraged it and actually met frequently with leaders of the Basiji forces. They were indoctrinated, armed (mostly) and placed in combat situations. They also filled Iraqi POW camps for years after the conflict ceased. Having personally met families who lost children in the war I can only begin to appreciate the years of grief that followed. This source-based homework 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

The Vietnam War affected all aspects of civilians' lives: urbanisation, increase in many diseases, pressures from the various governments, economic/financial problems and military atrocities. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course Peace & Conflict Option A: Conflict in Indochina

This Powerpoint presentation covers aspects of life in the Warsaw Ghetto including: + What is a ghetto?; + Creation of the Warsaw Ghetto; + Moving into the ghetto; + Administration; + Problems; + Food & living conditions; + Childhood in the ghetto; + Disease & deportations; + The Warsaw Ghetto Uprising; + Liquidation & destruction; + Remembering the Warsaw Ghetto. The presentation is part of a series on The Holocaust designed for Year 10 students of the NSW History Syllabus for the Australian Curriculum, topic on The Holocaust. However, it can also be used as part of the NSW Modern History Syllabus topic on Power & Authority in the Modern World - the Nazi Regime to 1939 - the impact of the Nazi regime on life in Germany, including cultural expression, religion, workers, youth, women, minorities including Jews (ACHMH131, ACHMH132)

This Powerpoint presentation examines aspects of Nazi ideology that impacted on their treatment of Jewish people. These ideologies include: Lebensraum – Provide living space for the German people by expanding into nearby countries Racial purity – There is a hierarchy of “races” or ethnic groups and some races are more valuable than others. Authoritarianism - The Nazis believed in the virtues of strong government and extensive state power. Decisions were made by a powerful leader (fuhrer). Building a community - Germans believed that everyone should unite and work together to build a people’s community (Volksgemeinschaft). Totalitarianism - The Nazi government tried to control all aspects of public and private life. Militarism - Government or people that a country should maintain strong armed forces and be prepared to use them. Propaganda – The Nazis used every means possible to convince the people that their way of thinking was the only correct way. Economic sovereignty – The entire national economy supported Nazi aims and beliefs, from employment to business and industry.

The Gulf of Tonkin Incident was more than a pretext for U.S. military involvement in Vietnam, it was key factor in Johnson's re-election as president and a display of the government's stance against the spread of communism in South-East Asia. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course Peace & Conflict Option A: Conflict in Indochina

Is Australian culture becoming too American? This Powerpoint presentation examines this issue, in particular: + What is Americanisation? + What are the effects of Americanisation? + The effects of the powerful US economy; + US-Australian relations before 1941; + World War II and the forging of close relations; + The post-WWII world; + Issues inc. language, fashion, media, the teen audience, food & technology; + Is Americanisation of Australian culture good or bad or a combination of both? + How does Australian culture impact on Americans?

This Powerpoint presentation on Australian Involvement in the Korean War includes: + How did the war begin? + Phases of the war; + Hostilities cease; + Who won?; + Australian participation; + The Battle of Kapyong; + The Battle of Maryang San; + Results for Australia. The presentation is designed for students of the NSW History Syllabus for the Australian Curriculum.

In April 1975 the Khmer Rouge assumed control of Phnom Penh and immediately implemented policies including forced relocation of locals, identifying and killing particular groups of people including the educated and members of Lon Nol's army, forced work programs, expulsion of people of Vietnamese ethnicity, the use of starvation and torture as means of social control. This source-based activity is designed for NSW students of the Modern History Syllabus. Higher School Certificate course Peace and Conflict Option A: Conflict in Indochina

It's not just the massive earthworks at Maiden Castle that indicate the site was used as a fortified settlement. There are also human skeletal remains, post-holes and above-ground stones, evidence of warfare and agricultural practices, pottery, metal and animal bones. The site gives many clues about the complexity of Celtic society and changes from the early to later Iron Ages. This source-based activity is designed for students of the NSW Ancient History Syllabus. Preliminary HSC course Case studies from Egypt, Greece, Rome, Celtic Europe A8. The Celts

Norodom Sihanouk maintained the independence of Cambodia in the 1960s by carefully keeping the regional powers, China, North Vietnam and the USA satisfied with Cambodia's support for each of these. However, the vacillations did not please other Cambodian politicians and led to tacit support for the North Vietnamese Army using Cambodian territory for the Ho Chi Minh Trail and the USA bombing eastern Cambodia in Operation Menu. The policy collapsed completely when the USA invaded in 1970 and Vietnam in 1975. This source-based homework task is designed for students of the NSW Ancient History Syllabus. Higher School Certificate course Peace and Conflict Option A: Conflict in Indochina

Air power was essential to U.S. forces in the Vietnam War. This source-based activity examines types and roles of helicopters, types and roles of airplanes, air bases, the impact of Operation Rolling Thunder against North Vietnam and the responses of the North and an evaluation of whether superior resources made a difference in the end. This task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course Peace & Conflict Option A: Conflict in Indochina

The 1954 Battle of Dien Bien Phu was a victory for the under-rated Viet Minh against the more powerful French. Quite simply, the Viet Minh made more thorough preparations, ensured they had a strategic advantage and have the outstanding military leadership of General Vo Nguyen Giap. The French were beset by mistakes and sheer bad luck. This source-based activity is designed for students of the NSW Modern History Syllabus. Higher School Certificate course Peace & Conflict Option A: Conflict in Indochina

Considered to be the most significant U.S. battle during the Vietnam War, the Battle of Khe Sanh was carefully planned and executed by the U.S. Army against the Army of North Vietnam. However, the U.S. understood that their position in Khe Sanh was not sustainable and they feared that the area would be their Dien Bien Phu. this prompted a strategic withdrawal. This source-based task is designed for NSW students of the Modern History Syllabus for the Australian Curriculum. Higher School Certificate course Peace and Conflict Option A: Conflict in Indochina

The Judenrat were Jewish Councils, established to maintain order in ghettos and to carry out Nazi policy. Their role is controversial. Whilst they did try (when possible) to protect fellow Jews, they often were merely an instrument of Nazi terror. This source-based activity is designed for students of the NSW K-10 History Syllabus for the Australian Curriculum. Stage 5 Depth Study 6 : The Holocaust

General Vo Nguyen Giap was a talented military leader. He organised the Viet Minh and North Vietnamese Armies into effective fighting forces, he ensured that the Ho Chi Minh Trail was maintained and reinforced, he understood the effectiveness of guerrilla warfare, he planned the Tet Offensive and used French and U.S. weaknesses against them. This source-based activity is designed for students of the NSW Modern History Syllabus. Higher School Certificate course Peace and Conflict Option A: Conflict in Indochina

This episode of The Celts covers La Tene Culture: burials, religious beliefs, the cult of the severed skull, deities, peat bog burials and rituals associated with these, druids, acolytes and bards and Boudiccia's revolt against Roman assumption of power. The worksheet helps students to focus on the problems and issues in the documentary. This task is designed for students of the NSW Ancient History Syllabus. Preliminary course Investigating Ancient History – Case Studies List A: Case studies from Egypt, Greece, Rome, Celtic Europe A8. The Celts

The Celts were master farmers. Advanced husbandry, grazing and cropping practices and agricultural technology created a wealth of food that was traded across Europe to provide finances and goods. Agricultural practices dominated the Celtic year in a way that would be very familiar to rural Australians today. This source-based activity is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Preliminary course Investigating Ancient History – Case Studies List A: Case studies from Egypt, Greece, Rome, Celtic Europe A8. The Celts

This episode of First Australians gives an excellent academic account of the first 50 years of contact between the Arrernte people of central Australia and the European missionaries, pastoralists and police. What makes it so amazing is that the narrative is seen by both the lens of the Arrernte people and that of the European settlers. Issues covered include: laws and Dreaming stories of the Arrernte people and the importance of this to the lives of the people, early relations between Arrernte and European peoples, the impact of pastoralism, frontier conflict and atrocities, and the clash of Arrernte beliefs and Christian missionaries. An excellent case-study in contact history.