Teaching program for the unit of work, The Holocaust. It meets the requirements for the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study : The Holocaust

This resource includes 3 separate primary sources from eyewitnesses to events in the topic Spartan society to the Battle of Leuctra 371 BCE and activities based on the source including who wrote the source, what we know about the writer, how their presence at the historical incidents impacts their writing, whether the information is reliable and the purpose of the writing. The 3 sources are: + Xenophon outlines the powers of the Spartan kings, c.370 BCE + Xenophon describes how Spartans educate girls, c.370 BCE + Pausanias visits the Acropolis of Sparta, c.170 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the Ancient History Syllabus for the Australian Curriculum Stage 6 Higher School Certificate course Ancient Societies Option G: Spartan society to the Battle of Leuctra 371 BCE The outcome being developed is: AH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument

Worksheet and answers to accompany the Timeline documentary, The Real Macbeth, presented by Tony Robinson. The video examines the life of the real Scottish king, Macbeth and the times in which he lived. Robinson identifies where the play is based on fact and where it is based on life at the time that the play was released. A very thorough presentation.

Teaching visual literacy is everyone's responsibility. This poster was designed as part of a cross-curriculum promotional campaign to teach staff in all faculties in a New England NSW high school about visual literacy being a component of literacy in every area of the curriculum and also to provide students with an example of how a visual image can be deconstructed to find the hidden messages. This poster is an example of how the techniques of visual literacy can be used in English language classes. It applies an excellent template developed by the English Teacher's Association of NSW to a movie poster.

Sparta was unique in the ancient (and modern) world by having two kings. More than just the head of state, these kings performed significant religious, legal, diplomatic and military roles in Spartan society. This source-based homework task utilises primary and secondary materials. It is designed for students studying for the NSW Ancient History Higher School Certificate credential. The activity fits into: Higher School Certificate course Part II: Ancient Societies Option I: Spartan Society to the Battle of Leuctra 371 BCE

This worksheet accompanies the 2012 BBC documentary resented by Neil Oliver, Vikings Episode 2. The documentary focuses on the pre-Christian period of Viking culture through an examination of archaeological evidence. It is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

This is a source-based set of activities around the topic of Viking trade. Students analyse a variety of documentary and archaeological primary sources to make decisions on where the Vikings traded and the goods they traded. It is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic World The Vikings

Robyn Mathers is the leader of the teenage guerrilla fighters in the novel, Tomorrow When the War Began. This activity provides students with salient quotes from the novel and asks them to draw conclusions about her physical appearance, her personality, role within the group and beliefs. Students are then asked to predict how Robyn would react to events in the last chapter.

This episode of First Australians focuses on understanding the British Colony of Van Diemen's Land/Tasmania through the eyes of Truganninni, a woman of the Oyster Bay Nation and George Augustus Robinson, Chief Protector of the Aborigines. The video looks at the Black War, the Black Line and bounties placed on the heads of Aboriginal peoples, various missions/settlements, the impact of European disease and harsh treatment by European settlers. This film is a great example of Contact History in all its forms. The resource includes a worksheet and answers.

This resource includes 3 separate primary sources from eyewitnesses to events in the topic Celtic Society and activities based on the source including who wrote the source, what we know about the writer, how their presence at the historical incidents impacts their writing, whether the information is reliable and the purpose of the writing. The 3 sources are: + Julius Caesar explains the powers of the Druids, c.58-50 BCE + Strabo describes the Celts of Belgium and France, c.100 BCE + Polybius describes Celtic warriors at the Battle of Telamon, 225 BCE Each source and analysis questions are on a single page. This task is designed for NSW students of the Ancient History Syllabus for the Australian Curriculum. Preliminary course Investigating Ancient History – Case Studies List A: Case studies from Egypt, Greece, Rome, Celtic Europe A8. The Celts The outcome being developed is: NSW AH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument.

This word search uses key terms and phrases from the topic Aboriginal Rights and Freedoms. It is designed to be part of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth study 4: Rights and Freedoms

What were the experiences of young people during the Holocaust? This worksheet accompanies the excellent film, I'm Still Here. Real Diaries of Young People Who Lived During the Holocaust. The film is highly recommended high school students.

Mark is the protagonist and the character through whom the reader takes on a journey of questioning basic personal and social values. this activity provides a visual summary of his character and asks the student to imagine they are a movie talent scout who must select the suitable actor according to the summary and then brief him on the character of Mark.

This resource includes an activity where students are required to sequence events in the pathway of the Australian colonies to Federation and the establishment of the Commonwealth of Australia on January 1, 1901. The second activity is an explanation activity where students use these events to write a scaffolded extended response.

Word search for the unit of work, The Industrial Revolution, using key words and concepts for Stage 5 NSW History K-10 Syllabus for the Australian Curriculum.

Word Search on John Marsden's novel, Tomorrow When the War Began.

Worksheet to accompany the 23-minute BBC documentary, Youth in Hitler’s Germany. The video is narrated by Henry Metelmann, a former member of the Hitler Youth who describes his reasons for joining, activities whilst a member, his family’s views of Nazism and the Hitler and an incident he witnessed of opposition to the Hitler Youth. This video is available on YouTube.

Set of activities on the character, Eliza Wishart from Craig Silvey’s novel, Jasper Jones.

This resource includes two pages of visually-appealing source materials on the life of an Aztec warrior. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec warrior so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec warrior so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

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.