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

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

Revision activity for the novel, Playing Beatie Bow. 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 English K-10 Syllabus for the Australian Curriculum. Stage 4 Fiction

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

Two activities for the study of the novel, Playing Beatie Bow: Who Said? - Identify which character said the statement. Write a description - Two photographs of The Rocks from the late 1800s. Studnets use the photographs to write a brief description.

Ruth Park provides vivid descriptions of The Rocks in 1873. She uses the 5 senses to create the world of the past. This activity requires students identify descriptive words and the ways in which the five senses are employed to build atmosphere.

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

Word search for the novel Playing Beatie Bow.

Descriptive task for the novel, Playing Beatie Bow. The task is: "Abigail has returned to her world of 1973. Before she forgets what The Rocks were like in 1873, write a description of the places she visited and the people she met." The task provides an outline of the description text type and language features of a description to guide students in their completion of the task. The teacher should consider the abilities and interests of their own students before placing a word limit on the task.

Chapter questions for the novel, Playing Beatie Bow

Sequencing activity for events in the novel King of Shadows.

Sequencing activity for events in the novel Playing Beatie Bow.

Robyn Mathers is the leader of the teenage guerrilla fighters in the novel, Tomorrow When the War Began. This activity provides students with salient quotes from the novel and asks them to draw conclusions about her physical appearance, her personality, role within the group and beliefs. Students are then asked to predict how Robyn would react to events in the last chapter.