This activity assists students to write an explanation on the topic: Why did Australians enlist to fight in World War I? In your answer refer to: • Patriotism – loyalty to Australia and the British Empire; • Opportunity for adventure; • Opportunity for employment and a higher wage; • Social reasons – approval of peers and family; • Political reasons – hatred of German aggression etc. Students are provided with an overview of the explanation text type, language features of an historical explanation and teh marking guide for the task.

The Last Charge was a special feature on the Australian Broadcasting Corporation programme, Landline, in October, 2017. It was made to commemorate 100 years since the Australian cavalry charge at Beersheba (Be'er Sheva) in Ottoman Palestine in 1917. Forget your dry documentaries about past events presented by even drier historians. This documentary takes an agricultural approach, looking at a Hunter Valley Waler-breeding enterprise whose owners enlisted in the Australian Cavalry in 1917, taking horses from their property to Egypt and Palestine during World War I. The men participated in the cavalry charge on Beersheba in October, 1917 and recorded their experiences in 800 photographs that had not been publicly shared until recently. A great short video! This resource is a set of questions based on the video and answers.

This worksheet and answers accompanies the National Geographic documentary, Guns, Germs and Steel, presented by Jared Diamond. It covers the reasons why only 168 conquistadors were able to defeat an Incan army of 7000 and thereby gain control of the empire. His thesis is that cultures with productive farming and grazing practices have larger and more specialised populations. He compares the farming practices, learned knowledge and weaponry of the Spaniards and Incans. He then looks at why the Spaniards had a level of resistance to smallpox while 95% of the Incan population perished.

This video covers the characteristics of nomadic peoples, Temujin's early life, the empires and khanates created by the Mongols, reasons for their military success, positives about the Mongol Empire and negatives about the Mongol Empire. This task is designed for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: The Mongol Expansion.

This is a set of activities using key words and concepts in the topic The Holocaust. It includes an activity where students cut out the key words and concepts and match them with the meanings, finding alternative words and terms for selected technical language and using key terms in their own sentence. The outcome being taught is: HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

This activity provides students with a primary visual image - a painting of a Mongol cavalryman, and deconstructs the components of the image in order to identify what it was about Mongol mounted warriors that made them particularly effective. Students then use the image and the background work they have completed in class to write a brief speech using the scaffolding provided. The outcome being taught is: HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past. This activity is designed for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: The Mongol Expansion

Newspaper front page activity requiring students to report on the Mongol invasion of China including reasons for the invasion, the Battle of Wild Fox Ridge, the siege of Zhongdu (Beijing) and the leadership of Genghis Khan. It is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: The Mongol Expansion

Set of activities that include a passage to read to the class on Mongol tactics and strategies, matching the key word/concept with its definition, short answer questions on selected Mongol tactics and a long narrative response: Imagine you are an arlok (commander) in the Mongol army. You have laid siege to the great walled city of Beijing. Write a narrative of the day you succeed in gaining entry. Don’t forget to use all your senses (what you see, smell, taste, hear and touch) as well as your feelings and emotions. A summary of the features of a narrative text type are provided for students to be able to scaffold their response. The lesson is designed for Year 8 students of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: The Mongol Expansion.

This resource includes 3 separate primary sources from eyewitnesses to events in the topic The Mongol Expansion 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: + Nobleman Dmitri survives the Mongol attack on Kiev, 1240 CE + Prince Yuri describes the Mongol conquest of Vladimir, 1238 CE + Wassaf describes the Mongol capture of Baghdad, 1258 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the History K-10 Syllabus for the Australian Curriculum Stage 4 Depth Study 6a: The Mongol Expansion The outcome being developed is: NSW HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process. The sources are colourful and descriptive and I recommend reading it aloud to the class and creating a visual picture of what the eyewitnesses see, hear and sense.

This Word Search uses key words and concepts from the topic Celtic Society.

This worksheet accompanies the video The Celts Episode 1: In the Beginning. It focuses on archaeological evidence for Celtic life in Central Europe during the Hallstatt and La Tene periods. There are also worked answers to the questions.

The film 444 Days The Iranian Hostage Crisis is a detailed analysis of the 1979-80 event that reveals the political undercurrents around the event. This worksheet assists students to analyse the issues from the film. It is designed for students of the NSW Modern History Syllabus. Higher School Certificate course National Studies Option H: Iran 1953-1989

It's Saturday, July 19, 1938 and your newspaper editor in chief has asked you, the gun reporter at The West Australian newspaper to write the feature for the front page of tomorrow's paper. You have a format to work within and recent photographs from Germany that inspire you in your task. Can you manage the stress of the task and keep the editor in chief happy? Remember that your audience, the people of Western Australia expect accuracy but strongly believe in fair-play. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

Mongol Warriors requires students to locating, selecting and organising information in order to page to explain why Mongols warriors were successful in defeating their enemies. Stents are provided with the stimulus sheet and the response sheet with scaffolding. The activity exposes students to outcome HT4-8 locates, selects and organises information from sources to develop an historical inquiry of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: The Mongol Expansion

The video Spartans at the Gates of Fire gives a brief overview of Spartan society before concentrating on the narrative of the Battle of Thermopylae and in particular, the role of Sparta in the defence of the southern Greek city-states. This worksheet helps students to focus on problems and issues in Sparta and the Battle of Thermopylae. The answers are also provided. It is designed for students of the NSW Ancient History syllabus for the Australian Curriculum. Preliminary course Ancient Societies Option G: Spartan Society to the Battle of Leuctra

The Celts Episode 2: Heroes in Defeat covers La Tene culture, various sites including La Tene, the Celtic invasions into the Mediterranean world, Celtic influence on Iberia, western China, Ireland and Britain, and the defeat of Celtic armies under the chieftains Vercingetorix and Boudicca. This worksheet assists students to focus on the key issues in the film.

This worksheet accompanies the 10-minute documentary film UN Declaration on the Rights of Indigenous Peoples. It deals with the main sections in the Declaration and their application to Aboriginal and Torres Strait Islander peoples. It is designed for NSW students of the History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms

This activity asks students to interpret history through the actions, values, attitudes and motives of the Nazis and the Jewish citizens of Europe. Students must examine the competing world views of National Socialism and Judaism so that they can understand the actions and responses of both persecutor and persecuted.

Thank-you for choosing Lonely World Time Travel to help you organise your travel plans. We take you to places and times that you just cannot get to with regular travel agencies. Today we travel to Krak des Chevaliers in Syria to explore the mediaeval castle that beats all mediaeval castles by its imposing size, outstanding archaeological remains and stories of horror. The past truly comes alive at Krak! The Lonely World Time Traveller's Guide to Krak des Chevaliers is a Powerpoint presentation giving students a virtual tour of the historical and significance of Krak and it's place in the horrendous period when terrorists from Europe attacked the innocent peoples of Syria.

Thank-you for choosing Lonely World Time Travel to help you organise your travel plans. We take you to places and times that you just cannot get to with regular travel agencies. Today we travel to the Bru na Boinne where you will walk through ancient Celtic tombs that date back to the Neolithic and hear of life for the peoples of Ireland soon after their arrival from the Iberian Peninsula when the world was colder, life was shorter but the imagination of the ancients was as broad as ours today. The past truly comes alive. The Lonely World Time Traveller's Guide to Bru na Boinne is a Powerpoint presentation giving students a virtual tour of the historical and geographical significance of Bru na Boinne. It's also a great way for me to show off some of my holiday photos and not feel guilty!