Artaxerxes I overcame revolts within his empire, notably in Egypt but also in Bactria, established and maintained good relations with the Greek states and with the Greeks in Asia Minor and contributed significantly to the building works at Persepolis. This source-based homework task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum: Higher School Certificate course Historical Periods Option D: Persia from Cyrus II to the death of Darius III

Darius I's motives in invading the lands of the European Scythians (modern Romania and Ukraine) are varied: expanding the Persian Empire, seeking vengeance on the Scythians for raiding the northern parts of the empire, gaining kudos as a strong leader. Whether the Expedition was successful is another question. This source-based homework task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum: Higher School Certificate course Historical Periods Option D: Persia - Cyrus II to the death of Darius III It can also be used as part of: Historical Societies Option D: Persia in the time of Darius I and Xerxes

Persia invented the world's first highways (although previous civilisations prepared the infrastructure) and the first courier system that allowed messages from the king to the satraps to pass back and forth quickly. The roads facilitated military conquest and control of the empire and facilitated trade across the empire. This source-based homework task is designed to facilitate student understanding of the NSW Ancient History syllabus for the Australian Curriculum Higher School Certificate course Historical Periods Option D: Persia - Cyrus II to the Death of Darius III

Our knowledge of agriculture and land ownership within the Achaemenid Persian Empire is extensive and is due to written evidence (predominately by contemporary Greek writers) and reliefs at Persepolis showing agricultural produce being given as gifts and tribute to the king. This source-based homework task is designed for the NSW Ancient History Syllabus for the Australian Curriculum Higher School Certificate course Historical Periods Option D: Persia - Cyrus II to the death of Darius III

Darius I administered his huge, multicultural empire through good governance, the selection of loyal satraps, the use of taxation to pay for bureaucracy and the military, the standardisation of laws and weights and the use of the army to maintain control and order. This source-based homework task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum Higher School Certificate course Historical Periods Option D: Persia from Cyrus II to Darius III It can also be used as part of Historical Societies Option D: Persia in the time of Darius I and Xerxes

Royal Persian women included the king's mother, wives, family members, concubines, courtesans and entertainers such as musicians and dancing girls. They wielded much influence on the king and on policy-making. They were also involved in intrigues including horrific acts of violence. They could own and manage land, attended battles as camp-followers and performed acts of public significance. This source-based homework task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum Higher School Certificate course Historical Periods Option D: Persia - Cyrus II to the death of Darius III It can also be used as part of Historical Societies Option D: Persia in the time of Darius I and Xerxes

Every potential leader thinks they can do better than the leaders currently in control. Those who don't may be looking for an opportunity to gain greater power, control or wealth. This was certainly the case in the Achaemenid Persian Empire under Artaxerxes II who struggled to control satraps seeking autonomy, ethnic groups fighting for independence and national groups uncomfortable with being under the control of a foreign power. This source-based homework task is designed to increase student understanding of the NSW Ancient History Syllabus for the Australian Curriculum Higher School Certificate course Historical Periods Option D: Persia - Cyrus II to the Death of Darius III

The Menelaion was originally a Mycenaean palace complex inhabited by Helen and Menelaos. Sparta was a successor state to the Mycenaean kingdom and rebuilt the palace as a hero worship shrine. They believed that Helen's twin brothers, the Dioskuri, were buried beneath the shrine. This source-based homework task is designed to support student understanding of the NSW Ancient History syllabus Higher School Certificate course Part II: Ancient Societies Option I: Spartan Society to the Battle of Leuctra The Menelaion tells us much about Spartan architecture, beliefs and society.

This Powerpoint resource was developed to support the NSW BOSTES Stages 6 Syllabus - Retail Services. I use it as part of the Introduction to Retail Services topic when I teach about: "3. Types of retail 3.1 Souqs and bazaars, barter, early forms of trade 3.2 Wholesale, e-stores, department stores, supermarkets etc." The content is not examinable in the Higher School Certificate, per se, but knowledge of alternate types of retail certainly assists students to discuss the problems and issues of contemporary retail in greater depth. The Powerpoint is not referenced.

This is the second Powerpoint presentation in a series on The Holocaust. It is designed for Stage 5 History Australian National Curriculum Topic 6 - School Developed Topic: The Holocaust. It is largely unreferenced and contains graphic images and disturbing information that requires a flyer to be given to parents at the start of the topic. Despite this, the knowledge of genocide generally and exploring of concepts relating to how individuals are affected and how they attempt to deal with the issue is introduced. There is an emphasis on how genocide has affected the Gunnedah community in the New England Region of NSW. However, it can be adapted to other schools and communities. Embedded video clips will not work but you can insert your own clips from YouTube or another source. This presentation is aimed at Gifted and Talented learners.

In the Persian Empire taxation was paid firstly to the satrap of each province who in turn paid it to the king. It could be paid in coinage but was usually paid in kind - agricultural or industrial produce. Tribute were gifts paid by the satraps and visitors to the king and were similarly, usually paid according to the background of the satrap or visitor. Land ownership could be private, property of the king or royal family or property of a temple. This source-based homework task is designed for students of the NSW Ancient History Syllabus Higher School Certificate course Historical Period: Option D: Persia - Cyrus II to the death of Darius III

A lot has been written on the Greco-Persian Wars. Was Herodotus' story that a phantom appeared to Xerxes at night true? Or did Xerxes have other, more tangible motives? Why would he take on the Greeks after his predecessor was so badly defeated by them. Perhaps the internal politics in the Persian court was a stronger motive than the appearance of a ghost. This source-based homework task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum Higher School Certificate course Historical Persiods: Option D: Persia - Cyrus II to the death of Darius III

Cambyses II was the master military leader. He employed psychological terror to undermine the morale of the Egyptians before carefully employing forces to defeat them. So successful was he that he had planned to continue to Ethiopia and Libya (which he did) but also to the Carthaginians (which he did not). This source-based homework task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum Higher School Certificate course Historical Periods: Option D: Persia - Cyrus II to the death of Darius III

We get the impression that Spartans in the 6th and 5th centuries BCE were concerned exclusively with military training. The evidence shows that this is far from the truth. The Spartan passion for horse racing would shame the Irish, their passion for hunting would embarrass the French and their enjoyment of music, dance and banqueting would put them in good stead in any modern television music and dance competition. This source-based homework task is designed to build student understanding of the NSW Ancient History syllabus Higher School Certificate course Part II: Ancient Societies Option I: Spartan Society to the Battle of Leuctra

Vacek is a highly traumatised migrant and friend of Romulus and Raimond. He falls into homelessness, mental illness and the inability to care for himself. Whilst his story is tragic he is described as a person with a solid character and he possesses an empathy for animals. His influence on Raimond’s childhood ultimately leads to Raimond’s interest in moral philosophy. This resource includes background information on Vacek, select passages from the text and short answer questions.

Both narrator and child/teen character, Raimond Gaita’s relationships with family and friends form the basis of this tragic memoir, along with the almost unreal objectivity in which the text is narrated. This set of activities includes background notes on Raimond, passages from the text and student activities

Ezine article from ThoughtCo. on Armor and Weapons of the Spanish Conquistador. Great article to read to the class. Student activities are linked to the article.

As a journalist, Anna Funder is very capable of creating a highly evocative visual description of people and places using as few words as possible. This activity provides examples of Funder’s use of descriptive language by analysing passages from the text. Students are then asked to look for the common features of her descriptive writing and to analyse a passage from the text for themselves.

Metalanguage activity involving matching the key words and concepts from John Marsden’s text, Tomorrow, When the War Began.

This activity provides students with a map of Central America and asks them to identify modern countries, names of conquistadors who explored particular areas, when areas were explored, metric distances between cities and drawing lines to indicate where particular conquistadors explored.