Revision activity for the topic Aboriginal Rights and Freedoms. 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 History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms 1945-present

Revision activity for the topic The Vikings. 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 History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

Sequencing activity for the topic The Vikings.

Who am I? is an activity where students identify the characters from the novel from the description provided. True or false provides 20 statements. Students need to write the appropriate response about each statement from the novel.

Revision activity for the novel, Hitler's Daughter. Students must use the key to crack the encoded questions. They then answer the questions.

Students select one of the minor characters and complete the chart entries for that character. They then report back to the class on their responses and complete the details on the other characters through other student's research and reports.

This activity teaches students about the elements and language used in a dialogue and provides a scaffolded response blank for students to continue a dialogue between the character Anna and her grandmother, Hitler's daughter.

Acrostic poem and mix and match activities to accompany the novel, Hitler's Daughter.

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 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.

Acrostic poem and mix and match activity for Ruth Park's novel, Playing Beatie Bow.

Beatie Bow attends the Harrington Street Ragged School. NSW Government provision of free education began in 1848 but greater efforts were required in areas of particular socio-economic disadvantage, such as The Rocks. This resource introduces students to the efforts to the Ragged Schools and the school that Beatie attends, Harrington Street Ragged School.

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 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

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

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 Playing Beatie Bow.

Sequencing activities for the topic Aboriginal Rights and Freedoms.