This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 1 - Making a better world? The Industrial Revolution Students analyse a variety of primary and secondary, visual and written sources to learn how the Industrial Revolution affected the working conditions of Australians in the 1800s. It includes urban and rural work and the work of men, women and children. Australia was more fortunate than European and North American countries in terms of worker's rights as these countries suffered harsher conditions and fought longer and harder for improvements. Australia, by contrast, acted comparatively quickly to establish better working conditions and worker's rights - unless you were female, ATSI, working in isolated areas or in most rural industries. The good news was that from 1856 legislation became proactive rather than reactionary.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 3: Australians at War - World Wars I & II Students analyse a range of primary and secondary, written and visual sources to identify the experiences of Australian Prisoners of War in World War I. Students learn that experiences varied according to location, rank and resources of host nations Germany and the Ottoman Empire/Turkey.

This is a source-based homework task to support student understanding of the NSW History for the Australian Curriculum Stage 5 Depth Study 1 - Making a Better World It can be used in either the topic on the Industrial Revolution or Movement of Peoples. The task can also be used to support the Stage 5 and Stage 6 (Preliminary) Aboriginal Studies syllabuses. The title of the activity is 'loaded': whilst the 1800s saw a tremendous growth in the number of British (then other) peoples moving to Australia there was also a tremendous decline in number of Aboriginal people in many parts of the country. But like all things in history, the conclusions we reach are based on the evidence we have, and this is entirely from one perspective. The activities are designed for Year 9 mixed ability classes but include some higher-order activities including examining an emigration poster for tone and implication and analysing a painting for suggestions about population change in Aboriginal and non-Aboriginal people in Australia.

This is a source-based homework task to support student understanding of the NSW Stage 6 Ancient History Higher School Certificate course Part II - Ancient Societies Option I - Spartan Society to the Battle of Leuctra Students analyse a variety of primary and secondary, visual and written sources to identify factors that resulted in success for the Spartan army at Mantinea in 418 BCE. It was an example of how an army of professional soldiers could defeat "weekend warriors" from the more northern Greek city states. Interestingly, the Spartans used ex-helots as soldiers. Let it never be claimed that the Spartans were ever resistant to change!

This resource consists of 2 jigsaws, solution and questions based on the jigsaws. It supports student learning of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6a: The Mongol Expansion Students cut out the jigsaw pieces, reconstruct the scenes of Mongol life, glue the completed jigsaw in their workbooks or on cardboard then answer questions based on the scenes.

The recognition that it was all over. The Tet Offensive had significant military, economic, social and political consequences for the people of South Vietnam. This source-based homework task supports student understanding of the NSW Modern History syllabus Higher School Certificate course Part IV - International Studies in Peace and Conflict Option C - Conflict in Indochina 1945-1979 Students analyse a variety of primary and secondary, visual and written sources to identify and evaluate the effects of the 1968 Tet Offensive on the people of South Vietnam.

The Commonwealth of Australia Constitution Act, 1900 created a nation. But did it benefit everyone? This is a source-based homework task to support student learning of the NSW syllabus for the Australian Curriculum Stage 5 Depth Study 2: Australia & Asia Topic 2(a): Making a Nation: Australia 1900-1914 Students analyse a range of primary and secondary, visual and written sources to determine the consequences of the Constitution Act for Aboriginal and Torres Strait Islander peoples. The Act excluded ATSI peoples for a number of reasons but this added to their disenfranchisement and marginalisation - a problem yet to be adequately dealt with.

Alexander the Great founded the city of Alexandria - no brainer. But his reasons for doing so are a little more complicated. This source-based homework task is designed to support student learning of the NSW Ancient History syllabus Higher School Certificate course Part III - Personalities & Their Times Option H - Alexander the Great Students analyse a range of primary and secondary, visual and written sources to find the reasons why Alexander founded the city of Alexandria and why he chose it's location.

This is a source-based homework task to support student understanding for the History Australian National Curriculum Stage 5 School Developed Topic: Australia in the Vietnam War Era. Students analyse a variety of visual and written primary and secondary source materials to identify the weapons used by Australian soldiers in the Vietnam War and to discuss their effectiveness.

The evacuation from the Gallipoli peninsula has been described as the most successful part of the Gallipoli campaign. It was an unprecedented success with no loss of life to any army and enabled the Allied and Turkish forces to focus on battles that would actually make a difference. This is a source-based homework task that supports student understanding of the NSW syllabus for the Australian Curriculum Stage 5 Depth Study 3: Australians at War World War I & World War II Students analyse a variety of primary and secondary, visual and written sources to determine whether the 1916 Gallipoli evacuation was a strategic success or the recognition that the whole Gallipoli campaign was a failed military strategy. What all armies learnt from their mistakes would make a logical follow-up classroom activity.

Literacy activity based on a passage about factors that made the Mongol cavalry so successful. Students select the correct definition of key words and concepts and then list the reasons for success of the Mongol army. This activity fits into the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6(a): The Mongol Expansion

More than just marriage by capture, Spartan marriage customs encompassed rituals of meeting, mating and cohabiting. Each of these was regulated (with varying levels of success) by the Spartan state. This source-based homework task is designed to extend student understanding of the NSW Ancient History syllabus Higher School Certificate course Part II - Ancient Societies Option I - Spartan Society to the Battle of Leuctra Students analyse a variety of primary and secondary, visual and written sources to determine what was so unusual about Spartan marriage customs. Setting loose a young man in a dark room to select an unmarried woman? The mind boggles!

In the late 60s and early 70s a group of Australian mothers agitated for an immediate end to conscription of young Australian men. They waged a very successful public campaign that contributed to the anti-war movement. This source-based homework task is designed to increase student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 6: School-developed topic Australia in the Vietnam War Era. You may never think of mothers the same way again!

Strong willed and highly protective of her children, Alexander's mother Olympias had a strong influence on his upbringing and continued regular contact with him following his invasion of the Persian Empire. This source-based homework task supports student understanding of the NSW Ancient History syllabus Higher School certificate course Part III: Personalities in Their Times Option H: Alexander the Great Students examine a range of primary and secondary, visual and written sources to determine how influential Olympias was on Alexander. Olympias is in her own right is a very interesting historical character.

How can you do visual literacy in History? This poster and template gives you an example of how a historical document can be deconstructed according to the principles of visual literacy. It is part of a cross-curriculum series that has been successfully used in a New England NSW high school to encourage teachers to use visual literacy to expand student literacy skills.

It's 1211 CE and the Mongol army approaches Wild Fox Ridge on the Great Wall. What happened next was the bloodiest battle of the Middle Ages. This set of tasks is designed to support student learning of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6(a) The Mongol Expansion This worksheet consists of an outline of the battle, a mix and match activity of key personnel and their role, completing a table with details about why the Mongols won and the Chin lost and writing a paragraph to Conn Iggulden's description of the start of the battle in Lords of the Bow. The activities are high on blood, gore and student engagement.

Not only were the helots slaves, they were subjected to incredible social measures to ensure they stayed that way. This source-based homework task is designed to support student understanding of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Part II: Ancient Societies Option G: Spartan Society to the Battle of Leuctra Students analyse a range of primary and secondary, visual and written sources to make a judgement as to whether the helots were slaves and examine the role they played in supporting the Spartan military state. Great opportunities to discuss the nature and purpose of slavery and discrimination.

Did I hear right? Alexander had a male partner? This source-based homework task is designed to support student understanding of the NSW Ancient History syllabus Higher School certificate course Part III - Personalities in their Times Option H - Alexander the Great Students analyse a range of primary and secondary, visual, archaeological and written sources to decide whether Hephaestion was Alexander the Great's male partner and what his contribution was to Alexander's murderous rampage across Asia. Hephaestion was a general and commander within the Companion cavalry. He was highly educated and a professionally trained military commander. A great opportunity to teach values around gender and sexuality.

Commander of the Praetorian Guard, Sejanus embodied Orwell's maxim that absolute power corrupts absolutely. Or does he? Why are modern historian's reviewing the traditional view of Sejanus as an archetypal villain and seeing him as another of Tiberius' victims. This source-based homework task is designed to extend student understanding of the NSW Ancient History syllabus Higher School Certificate course Part IV - Historical Periods Option O - Rome in the Time of the Julio-Claudians CE 14-69 One wonders if Sejanus would feel right at home in 21st century Australian politics! An interesting question for the classroom.

It is the stuff of legend: 300 Spartans battling the Persian army to their deaths at Thermopylae in 480 BCE. The Spartans led the Greek defence and despite their loss, their heroics are remembered today. This source-based homework task is designed to support student learning of the NSW Ancient History syllabus Higher School Certificate course Part II - Ancient Societies Option I - Spartan Society to the Battle of Leuctra 371 BCE and/or Part IV - Historical Periods Option H - The Greek World 500-440 BCE The Greek loss at Thermopylae bears many similarities with the Anzac loss at Gallipoli. Both sparked legends of heroics, remembrance events and a respect for a worthy enemy. Can students think of more examples? How exactly do military defeats become a matter of pride? Why does the same not apply to other defeats e.g. Singapore in 1942?