3-minute Associated Press film from the Khmer Rouge era (1975-9) of a border crossing, refugee camp and medical treatment for refugees. The resource is an excellent tie-in to Allan Baillie’s novel, Little Brother as it shows refugees fleeing Cambodia, conditions in the refugee camps and medical staff at work. There is no commentary. The worksheet examines scenes from the film and looks at where they are described in the novel.

Worksheet to accompany the 6-minute mini-documentary, Former Khmer Rouge soldier faces up to the past. The video is an interview with Chin Meth, a former-Khmer Rouge soldier who explains why she joined the Khmer Rouge, her experiences as a soldier then as a prisoner, her testifying against Khmer Rouge officials placed on trial for war crimes and her coming to terms with her life in the Khmer Rouge. This video is suitable for late primary/early secondary students. This video is available on Youtube.

3 cloze activities based on Allan Baillie’s novel, Little Brother: The author: Allan Baillie The Khmer Rouge Setting and inspiration

in Richard Flanagan’s novel, The Narrow Road to the Deep North the character of Ella Lansbury serves a number of purposes. She is a mirror through which the reader sees the protagonist’s many faults, she is demonstrative of a non-erotic love that ultimately blossoms more than the erotic love Dorrigo shares with Amy Mulvaney, she journeys with Dorrigo on the road of time and changes brought about by time. Ella, the unloved underdog of the novel, ultimately becomes the hero through loyalty and love - and how Australian is that!

Analysis of Charles Hill’s painting, The Proclamation of South Australia. Students identify features and issues raised by the painting before using the painting to draw conclusion about Australian society in the colonial period. This resource is part of a unit of work on The Australian Colonies, designed for Stage 3 students of the NSW History K-10 Syllabus for the Australian Curriculum.

Activities for Section 3 - Pages 96-147 of Peter Temple’s novel, The Broken Shore.

Ramona Koval interview with Richard Flanagan, author of The Narrow Road to the Deep North. Flanagan discusses the influence of his POW father, Keith Flanagan, the central character of Dorrigo Evans who is based on his father, research he carried out in Thailand and in Japan with former prison guards, the theme of fraternal and erotic love and the difficulties he had in writing the novel. This resource includes the YouTube video and worksheet to accompany the video. It is designed to be part of the unit of work on Stage 6 English, Close study of a novel, The Narrow Road to the Deep North.

Lecture by Anna Funder at the University of Reykjavik, 22 September, 2012, Daily life under communism. Funder gives an insight into her work, Stasiland, including the dissidents and Stasi men that she interviewed and what they revealed about life in East Germany, 1945-1989. This resource includes the YouTube video and worksheet to accompany the video.

Activities for Section 2 Pages 48-95 of Peter Temple’s novel, The Broken Shore.

Analysis of the ezine article from Daily History.org by Edward Whelan, ‘What was the impact of the Emperor Tiberius on the Roman Empire?’

Analysis of article written by Richard Cavendish and published in History Today, ‘Death of the Emperor Claudius’. The article is a brief overview of the life of Claudius before assuming the emperorship, main military achievement and the circumstances around his death and the accession of Nero.

Worksheet to accompany the 6-minute Youtube presentation by Phillip Wittke, Repatriation of Human Remains . This resource is part of a unit of work on The Treatment and Display of Human Remains. NSW Ancient History Syllabus for the Australian Curriculum.

Word Search using key words and concepts on the topic, The Julio-Claudians.

Analysis of newspaper article, Museums avoid displaying human remains ‘out of respect’ written by Maev Kennedy and published in The Guardian newspaper. This resource is part of a unit of work on ‘Treatment and Display of Human Remains’, NSW Ancient History Syllabus for the Australian Curriculum. Preliminary HSC course.

Analysis of ezine article by Sarah Levitt, Displaying replica bones and skeletons published on Honouring the Ancient Dead web site. This resource is part of a unit of work, Treatment and Display of Human Remains for the *NSW Ancient History Syllabus for the Australian Curriculum.

Analysis of the magazine article by Catherine Hickley, Should museums display human remains from other cultures?. This resource is part of a unit of work on The Treatment and Display of Human Remains. NSW Ancient History Syllabus for the Australian Curriculum.

Analysis of the 2017 article by Chip Colwell, published in Atlas Obscura, The long ethical arc of displaying human remains. This resource is part of a unit of work, The Treatment and Display of Human Remains. NSW Ancient History Syllabus for the Australian Curriculum.

Hohenschonhausen Prison in East Berlin was a secret prison where dissidents were held, interrogated and tortured by the Stasi. This ezine article contains external photographs of the prison, photographs of the surveillance, interrogation and holding facilities. I have included extracts from Anna Funder’s Stasiland in which the author is taken on a tour of these rooms. The activities focus on the role of the facility in enforcing Stasi control over the German Democratic Republic. The resource can be used as part of a unit of work on the non-fiction text, Stasiland, as part of a unit on the Cold War, or as part of a unit on human rights.

Miriam Weber is the author’s inspiration for the investigative journalism behind Stasiland. This resource provides the character’s history, character, living with trauma and significance of her character to the text. The first activity requires students to look through Chapters 2, 3, 4 and 28 to discover Miriam’s personality and relationships. The second activity asks students to write an extended response to the question: To what extent has Miriam’s life been affected by the Stasi? In your response refer to: • Surveillance • Restricting personal freedoms • Denial of human rights • Torture • Concealing the truth. Students must use quotes from the text to support their response.

3 Cloze activities on the topic Farm Tools and Machinery: Combine Harvesters Machinery in the Cotton Industry Aircraft in Agriculture