In 1953 the Iranian government of Shah Mohammed Reza Pahlavi commenced a suppression of Tudeh, the Communist Party of Iran. There were political and personal reasons why the Shah did this, but it needs to be viewed in the context of the Cold War. The suppression was excessive and included many and extensive human rights abuses. The response of the United States was to support the Shah. This decision did not bode well in the eyes of the Iranian people. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Kristallnacht was a clear message to German Jews that they were not safe and that the authorities would not support them against acts of violence. Many attempted to emigrate and seek refuge with non-Jewish friends. Some German non-Jews supported their Jewish neighbours by protesting about events. They suffered retribution by the state. Most non-Jews responded in silence, either because they were not personally affected by events or they tacitly agreed with the pogrom against the Jews. Some gained personally by looting Jewish goods. This source-based task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

Set of activities using key terms and concepts from the topic Iran 1953-1989. Activity 1 - cut out the key terms and match them with the definition. Activity 2 - Use a dictionary to identify the meaning of concepts. Activity 3 - Use the key terms and concepts in a sentence. The outcome being taught is: MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

Ayatollah Khomeini returned to Iran on February 1, 1979 to widespread popular support. He has immediate problems to deal with: establishment of an effective government and bureaucracy, taking control of the military, arresting and putting on trial members of the Shah's administration, establishment of the Pasdaran (Revolutionary Guard) and dealing with unrest amongst the people including ethnic minorities. This source-based task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Set of resources on handwriting that includes handwriting criteria and cross-curricular worksheets. I have used the resources in a New England NSW secondary school in my own classes and in a whole-school handwriting program. Bundle includes: + Handwriting criteria + Worksheet 1: Rise of sick internet trolls + Worksheet 2: Arctic ice melt + Worksheet 3: About grief + Worksheet 4: Facts about super trawlers + Worksheet 5: Body image worries plaguing young kids + Worksheet 6: Paying for your pet + Worksheet 7: Animated films + Worksheet 8: The Sapphires + Worksheet 9: The rise of tattoo remorse + Worksheet 10: Sexting + Worksheet 11: Does My Head Look Big in This? + Worksheet 12: Tiffs tagged as bullying + Worksheet 13: Big cat kingdom + Worksheet 14: How Facebook can land you in jail

The Shah's 1963 White Revolution introduced a wide range of political reforms including changes to land ownership and agriculture, female suffrage, changes to education and health programs, factories and the Iranian economy. There were spectacular successes, notably education. However, there were also significant failures including the depopulation of poorer rural peoples and their subsequent move to city slums. This source-based task is deigned for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School certificate course National Studies Option H: Iran 1953 - 1989

Word search on the topic Weeds, Pests and Disease.

Word search using key words and concepts from the topic Beef Cattle Production.

Revision activity for Ruth Park’s novel, Playing Beatie Bow. Students decide if the statements about the text are true or false.

Powerpoint on the Myall Creek Massacre Memorial Site. Part of unit of work on The Investigation of Historical Sites and Sources: New England. Designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Preliminary Course Investigating Modern History – The Nature of Modern History Topic 1. The Investigation of Historic Sites and Sources This Powerpoint looks at the Myall Creek Massacre Memorial Site and provides students with activities: You have been employed by Gwydir Shire Council to: 1. Consult on community needs regarding the current Myall Creek Memorial site. Who would you speak to? Why? 2. Enhance the memorial. What would you do to improve the memorial? 3. Produce educational materials based on the importance of the site. What would these be?

Unit of work on The Investigation of Historical Sites and Sources: New England. Designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Preliminary Course Investigating Modern History – The Nature of Modern History Topic 1. The Investigation of Historic Sites and Sources This unit includes: + What were the responses to the Myall Creek Massacre? Source-based inquiry task + Australia on Trial: The Myall Creek Massacre. Worksheet for video + The Myall Creek Massacre Memorial Site Powerpoint presentation and activities

Scaffolded research task on tractors. includes questions on historical development, different applications on Australian farms, implements that can be attached to tractors, uses in specific cropping and grazing enterprises, ways to reduce tractor accidents and common mechanical problems with tractors. This task is designed for students studying the NSW Agricultural Technology Syllabus for the Australian Curriculum. Stage 5 Farm Tools and Machinery.

Information report task on the topic Farm Tools and Machinery. The topic is: What are five commonly used farm tools and machinery? What safety issues can arise from the use of these tools and machinery? The resource includes advice on the structure and language features required to write an effective information report and a marking guide (rubric) to the task. Designed for Stage 5 Agricultural Technology students of the Australian Curriculum.

Possibly the most traumatised character in Stasiland, Frau Paul carries guilt and shame. The irony, as Anna Funder points out, is that others see her as a hero for standing by her principles despite Stasi retribution. This set of activities includes background information, quotes from the text and a task involving collating information on Frau Paul and her life.

This resource includes a map of central Victoria with the key places discussed in the text. A student activity asks students to write the events that take place in 9 of these locations. The next activity provides passages from the text that describe Baringhup and the influence of the setting on the author.

Activity applying the principles of visual literacy to book covers and images from the film, Romulus, My Father.

Farm Tools and Machinery findaword

Romulus, My Father - Activities for Chapters 1-6

Analysis of a book review on Romulus, My Father.

Empathy task for the topic Spanish Conquest of the Americas. Students imagine they are an Aztec commander who has been ordered by Montezuma to engage the Spanish conquistadors in a street battle in Tenochtitlan. Students are provided with the structure and language features of narrative writing and are encouraged to use all their senses in writing a description of what they see, smell, hear, taste, and touch as well as what they sense about their situation. A marking guide (rubric) is provided.