This character profile on Marjane requires students to find quotes from the captions to support a view of the character of Marjane and provides selected frames for students to draw conclusions about Marjane's beliefs, education, relationships, friendships, emotions, aspirations, love of learning, interest in travel, individualism, follower of popular culture and interest in current affairs.

Marjane's grandmother is the wise matriarch of the Satrapi clan. She steers the family through the Iranian Revolution and teaches Marjane important life lessons. This set of activities includes collecting quotes from the captions and examining frames to look at her representation, notably in comforting and reassuring the family, being politically aware, being outwardly unemotional and being wise and clever.

Mehri is the live-in maid. She is a child herself and is very close to Marjane. This set of activities requires students to collect quotes relating to her from the graphic novel and to analyse frames to identify aspects of her personality and life.

Acrostic poem and mix and match activity for the topic Spanish Conquest of the Americas. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding contacts Spanish Conquest of the Americas

Activities for Tomorrow When the War Begins Chapters 6-10. Includes activities on the back-story and inter-textual connections.

Activities for Chapters 11-15 of Tomorrow When the War Began including activities relating to backstory and inter-textual connections.

Sequencing activity for Jackie French's novel Hitler's Daughter.

Word Search for the topic Australia in World War I. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War I

Character profiles and activities for Abigail Kirk, Beatie Bow, Grandma Tallisker and Dorcas (Dovey) Tallisker.

This resource includes the male character profiles of Gibbie, Samuel and Judah. It includes page references and activities related to each character including research into the Battle of Balaclava and the possible causes of Samuel's head injury and Judah's conflicted love for Abigail that can never be because of the gap in time and his betrothal to Dovey.

This activity involves writing a description of The Rocks in 1873 vs. 1973. It includes a photograph from both eras and a map of the historic site.

Tom Roberts' 1890 painting 'Shearing the Rams' provides key insights into the working and living conditions of pastoral workers in the regional and outback Australia in the period 1900-1914. This set of activities deconstructs the elements in the painting, looks at their historical significance and gives students the opportunity to mind-map what they have learned. it is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 2: Australia and Asia Making a Nation: Australia 1900-1914.

Activities for Chapters 13-18 of Jackie French's novel, Hitler's Daughter.

Revision activity for the topic Making a Nation: Australia 1900-1914. 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 2: Australia and Asia Making a Nation: Australia 1900-1914

Deconstruction of Frank Crozier's 1919 painting, Anzac Cove and activity based on the analysis.

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