From longhouses to log cabins, turf houses to farm buildings, the Vikings constructed a variety of houses that were adapted to different environmental and social circumstances. This Powerpoint presentation supports the teaching of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 4 - The Western and Islamic World 4a - The Vikings This is an excellent presentation that covers construction, urban and rural living, rooms within houses, roles of members of the family, furniture and decorations. There are some tried and tested differentiated and extension activities in the last slides that make the presentation appropriate to students in Gifted and Talented and regular mixed-ability classes. The presentation and activities can be adapted to specialist classes such as classes for students with Emotional Disabilities, Intellectual Disabilities, Autism and Behaviour Disorders.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 3: Australians at War - World War I & World War II Students analyse a variety of primary and secondary, visual and written sources to decide what role Lieutenant General John Monash had in wining the Battle of Hamel in 1918. Jewish-Australian, John Monash conceived and used the blitzkrieg as the primary means of gaining victory. This strategy was adopted by the Nazi German army in the 1930s. The Battle of Hamel was also the first time that Australian, U.S. and British troops fought together under Australian leadership. This alliance was repeated in the later battles on the Western Front and during battles of the Pacific War of the 1940s.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 1 - Making a Better World? Option (a) The Industrial Revolution Students analyse a variety of primary and secondary, visual and written evidence to decide the impact of the Industrial Revolution on Australia in the 1800s. This activity is designed for Year 9 students commencing study of History at Stage 5 level. There are scaffolded activities that builds a level of complexity from a mix-and-match of key words and concepts to a longer response of one paragraph. It also incorporates an activity where students are required to deconstruct the elements of a photograph to seek evidence of the impact of the Industrial Revolution on Australian society.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 6 - School Developed Topic Australia in the Vietnam War Era Students analyse a variety of primary and secondary, written and visual sources to understand what was meant by the "domino theory". This concept was spread by political and social leaders throughout the world as part of the fear of the spread of communism. As it applied to Australia, it was used as a justification for involvement in the Vietnam War. A simple concept sold to simple, unquestioning minds?

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 3 - Australians at War: World Wars I & II Students analyse a variety of primary and secondary, written and visual sources to determine why conscription was introduced in Australia in 1943. Conscription has always been very unpopular in Australia, with plebiscites rejected in 1916 and 1917 and tremendous opposition to the issue during the Vietnam War. Yet, it was introduced in 1943, generally accepted and conscripted troops made a significant impact in the New Guinea campaign of the Pacific War. What made this time different?

This Powerpoint presentation supports the teaching of the NSW Stage 6 Ancient History syllabus Higher School Certificate course Part II - Ancient Societies Option I - Spartan Society to the Battle of Leuctra 371 BCE Part IV - Historical Period Option H - The Greek World 500-440 BCE Students examine the life of Spartan King Leonidas and complete activities involving a dossier on the real Leonidas and issues related to the reconstructed Leonidas of modern film, statuary, paintings and books. This leads to students considering how they think Leonidas would feel about the 21st century re-takes on who he was.

This is a source-based homework task to support student understanding of the NSW History Syllabus Australian Curriculum Stage 5 The Modern World & Australia Depth Study 5: The Globalising World - Popular Culture. Students examine a variety of written and visual, primary and secondary sources to decide whether the 2000 Sydney Olympics actually benefitted Australia.

This resource has been developed to support student understanding of the NSW 7-10 Agricultural Technology syllabus. It requires students to identify various common pieces of technology found on Australian properties and to use the internet to research how they are used. The activity has been used with both a regular mixed-ability class and a class for students with an Emotional Disorder (ED). It can be adapted for use with other specialised classes.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 1 - Making a better world? The Industrial Revolution Students analyse a variety of primary and secondary, visual and written sources to learn how the Industrial Revolution affected the working conditions of Australians in the 1800s. It includes urban and rural work and the work of men, women and children. Australia was more fortunate than European and North American countries in terms of worker's rights as these countries suffered harsher conditions and fought longer and harder for improvements. Australia, by contrast, acted comparatively quickly to establish better working conditions and worker's rights - unless you were female, ATSI, working in isolated areas or in most rural industries. The good news was that from 1856 legislation became proactive rather than reactionary.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 3: Australians at War - World Wars I & II Students analyse a range of primary and secondary, written and visual sources to identify the experiences of Australian Prisoners of War in World War I. Students learn that experiences varied according to location, rank and resources of host nations Germany and the Ottoman Empire/Turkey.

This is a source-based homework task to support student understanding of the NSW History for the Australian Curriculum Stage 5 Depth Study 1 - Making a Better World It can be used in either the topic on the Industrial Revolution or Movement of Peoples. The task can also be used to support the Stage 5 and Stage 6 (Preliminary) Aboriginal Studies syllabuses. The title of the activity is 'loaded': whilst the 1800s saw a tremendous growth in the number of British (then other) peoples moving to Australia there was also a tremendous decline in number of Aboriginal people in many parts of the country. But like all things in history, the conclusions we reach are based on the evidence we have, and this is entirely from one perspective. The activities are designed for Year 9 mixed ability classes but include some higher-order activities including examining an emigration poster for tone and implication and analysing a painting for suggestions about population change in Aboriginal and non-Aboriginal people in Australia.

This is a source-based homework task to support student understanding of the NSW Stage 6 Ancient History Higher School Certificate course Part II - Ancient Societies Option I - Spartan Society to the Battle of Leuctra Students analyse a variety of primary and secondary, visual and written sources to identify factors that resulted in success for the Spartan army at Mantinea in 418 BCE. It was an example of how an army of professional soldiers could defeat "weekend warriors" from the more northern Greek city states. Interestingly, the Spartans used ex-helots as soldiers. Let it never be claimed that the Spartans were ever resistant to change!

This resource consists of 2 jigsaws, solution and questions based on the jigsaws. It supports student learning of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6a: The Mongol Expansion Students cut out the jigsaw pieces, reconstruct the scenes of Mongol life, glue the completed jigsaw in their workbooks or on cardboard then answer questions based on the scenes.

Visual images are more than just what you see. Visual literacy teaches students to deconstruct an image to find the hidden meanings within the image, such as the complexity of content, meaning, emotional responses and critical responses. This poster takes a comic that aims to teach students about the legal issues around driving and then to deconstructs the meanings behind the comic, the messages it contains and the manner in which the meanings are taught. Making responses to visual images are a great way to develop extended literacy responses, in this case, around issues related to legal studies.

Alexander victory at Issus was more about good fortune, good luck and being a popular military leader who could talk his men around. This homework task is to support student understanding of the NSW Ancient History syllabus Higher School Certificate course Part III - Personalities in their Times Option H - Alexander the Great Students analyse a variety of primary and secondary, visual and written sources to determine why Alexander the Great was successful at the Battle of Issus in 333 BCE. Bravado and popularity certainly count for a lot!

This lesson material covers factors to consider before using firearms on farms, environmental issues, hazardous behaviours, basic rules of firearm safety and the safe storage of firearms. The resources finishes with scenarios for students to answer about safe use, storage and licensing. The resource can be used to support student learning in topics Workplace Health & Safety on Farms, Farm Tools and Machinery and The Law & Agriculture. It is applicable to the NSW 7-10 Agricultural Technology course but can be adapted for Stage 6 Agricultural Technology and Vocational Education Primary Industries framework - unit of competency on WHS.

Over 9 days in late summer each year the Spartans let their hair down to celebrate the Festival of Karneia. Eating and drinking, sporting and music competitions and sacrifices to Apollo all attest to the annual event being a celebration of everything Spartiana. This is a source-based homework task 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 Students analyse a variety of primary and secondary, visual, archaeological and written evidence to come to an understanding of what happened at the Festival of Karneia. Eviva!

The recognition that it was all over. The Tet Offensive had significant military, economic, social and political consequences for the people of South Vietnam. This source-based homework task supports student understanding of the NSW Modern History syllabus Higher School Certificate course Part IV - International Studies in Peace and Conflict Option C - Conflict in Indochina 1945-1979 Students analyse a variety of primary and secondary, visual and written sources to identify and evaluate the effects of the 1968 Tet Offensive on the people of South Vietnam.

The Commonwealth of Australia Constitution Act, 1900 created a nation. But did it benefit everyone? This is a source-based homework task to support student learning of the NSW syllabus for the Australian Curriculum Stage 5 Depth Study 2: Australia & Asia Topic 2(a): Making a Nation: Australia 1900-1914 Students analyse a range of primary and secondary, visual and written sources to determine the consequences of the Constitution Act for Aboriginal and Torres Strait Islander peoples. The Act excluded ATSI peoples for a number of reasons but this added to their disenfranchisement and marginalisation - a problem yet to be adequately dealt with.

Alexander the Great founded the city of Alexandria - no brainer. But his reasons for doing so are a little more complicated. This source-based homework task is designed to support student learning of the NSW Ancient History syllabus Higher School Certificate course Part III - Personalities & Their Times Option H - Alexander the Great Students analyse a range of primary and secondary, visual and written sources to find the reasons why Alexander founded the city of Alexandria and why he chose it's location.