The character Mark is confronted with a number of moral dilemmas, particularly the question of whether children inherit evil from their parents and how parents deal with children who commit evil acts. This activity provides students with the opportunity to discuss and list moral dilemmas that affect them.

Who am I? is an activity where students identify the characters from the novel from the description provided. True or false provides 20 statements. Students need to write the appropriate response about each statement from the novel.

Little Tracey is an imaginative 5-year old girl who is experiencing stress at commencing school. To help her settle in the other children invent The Story Game. The activity attached to Little Tracey's character profile requires to list similarities and differences between the character of Little Tracey and very young children that the reader may know.

Revision activity for Tomorrow When the War Began. Students use the key to decode the questions. They then answer the questions.

Revision activity for the novel, Hitler's Daughter. Students must use the key to crack the encoded questions. They then answer the questions.

Students select one of the minor characters and complete the chart entries for that character. They then report back to the class on their responses and complete the details on the other characters through other student's research and reports.

This activity teaches students about the elements and language used in a dialogue and provides a scaffolded response blank for students to continue a dialogue between the character Anna and her grandmother, Hitler's daughter.

Acrostic poem and mix and match activities to accompany the novel, Hitler's Daughter.

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

This is an explanation task on the topic Persia: From Cyrus II to the death of Darius III. It 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

I use the scene of Norman soldiers crossing the English/French Channel when I teach the topic on the Vikings. The scene is a great chance to look at how the tapestry was made, the materials it was made from as an example of agricultural and textile industries, the warfare, shipping technology, gender roles (of the men as soldiers and the women as weavers) as well as the analysis of the components of the image. There is also the opportunity to look at what happened to the Vikings - in this case, those who settled in Normandy assimilated into French culture but maintained an important Norman distinction. This task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 4: The Western and Islamic Worlds The Vikings

This unit of work is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. It includes: + Sejanus: Hero or villain? Source-based activity + Were Claudius’ freedmen more powerful than the emperor? Source-based activity Video: Tony Robinson’s Romans - Nero Worksheet: Tony Robinson’s Romans - Nero Video: Caligula with Mary Beard Worksheet: Caligula with Mary Beard Ezine article: The emperor’s fatal servants Video: The Praetorian Guard Worksheet: The Praetorian Guard Magazine article: Such a stoic Video: Rome in the First Century. Episode 2: The Years of Trial Worksheet: Rome in the First Century. Episode 2: The Years of Trial Metalanguage mix and match Ezine article: What was the impact of the Emperor Tiberius on the Roman Empire? Magazine article: Death of the Emperor Claudius Word Search

This activity looks at the characteristics of Historical Fiction and asks students to find examples of character, setting, conflict and world building from the novel, Playing Beatie Bow.

Puffin Publishers have decided to re-publish Playing Beatie Bow and they would like you to design the new cover. They want the new edition to appeal to the new generation of teenage readers. This market is: • Familiar with social media • Looking for adventure and historical fiction • Primarily based in Australia and New Zealand • Aged 11 to 18 years • Primary and high school English Departments and school libraries Can you meet their marketing needs whilst being highly creative?

This task requires students too write an exposition on the question: "Many of the classical writers (Greeks & Romans) believed that the Celts were barbarians, lacking in the refinements of civilisation. Do you agree with them? Use supporting evidence from the documentary sources to help explain your view." Students are provided with an overview of the exposition text type, language features of an exposition and the marking guide to the task.

This activity teaches students the nature of a metaphor, gives them quotes from the novel, Playing Beatie Bow, from which to select the metaphors and then asks them to find 3 examples of metaphors from the novel.

Acrostic poem and mix and match activity for Ruth Park's novel, Playing Beatie Bow.

Three cloze activities to accompany the study of Playing Beatie Bow: + Ruth Park + Playing Beatie Bow + Setting: The Rocks

Beatie Bow attends the Harrington Street Ragged School. NSW Government provision of free education began in 1848 but greater efforts were required in areas of particular socio-economic disadvantage, such as The Rocks. This resource introduces students to the efforts to the Ragged Schools and the school that Beatie attends, Harrington Street Ragged School.

Set of activities on the themes of Ruth Park's novel, Playing Beatie Bow: Inner conflict, love, death and grief, self-discovery.