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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 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.

Homer Yannos is the character that changes the most as a result of the war. From an immature larrikin figure to a guerrilla fighter who can live off the land and plan effective attacks against the enemy soldiers. This activity looks at descriptions of him before and during the war, his personality characteristics and then re-writing a speech he delivers to add a tone of anger and threat.

The 3 primary sources analysed in this set of activities are: 1. The Argus newspaper reports on Australians reaction to Britain declaring war on Germany (1914) 2. Keith Murdoch writes to P.M. Fisher about the Dardanelles debacle (1915) 3. E. J. Dempsey writes an anti-conscription poem - first conscription plebiscite (1916)

This is a set of activities using key words and concepts in the topic The Holocaust. It includes an activity where students cut out the key words and concepts and match them with the meanings, finding alternative words and terms for selected technical language and using key terms in their own sentence. The outcome being taught is: HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past. This 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 that include a passage to read to the class on Mongol tactics and strategies, matching the key word/concept with its definition, short answer questions on selected Mongol tactics and a long narrative response: Imagine you are an arlok (commander) in the Mongol army. You have laid siege to the great walled city of Beijing. Write a narrative of the day you succeed in gaining entry. Don’t forget to use all your senses (what you see, smell, taste, hear and touch) as well as your feelings and emotions. A summary of the features of a narrative text type are provided for students to be able to scaffold their response. The lesson is designed for Year 8 students of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: The Mongol Expansion.

This resource includes 3 separate primary sources from eyewitnesses to events in the topic The Holocaust 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: + Mark Jurkowski describes his experiences in Auschwitz, 1940 CE + Chaim Hirszman witnesses Nazis selecting Jews to live or die, 1942 CE + Martin Luther expresses his anti-Semitic views, 1542 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the History K-10 Syllabus for the Australian Curriculum Stage 5 Depth Study 6: The Holocaust The outcome being developed is: NSW HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process.

This bundle covers the requirements of the Stage 6 Higher School Certificate course for the NSW Ancient History Syllabus for the Australian Curriculum. Historical Periods - Option G: Spartan Society to the Battle of Leuctra 371 BCE It includes: Metalanguage Video: The Spartans documentary series Worksheet: The Spartans documentary series Presentation: Leonidas Presentation: Secondary sources + Source-based activity: Horses and hunting. How did the Spartans spend their leisure time? + Source-based activity: What happened at the Hyakinthia Festival? + Source-based activity: Were the helots slaves? + Source-based activity: Was the agoge a school or a military bootcamp? + Source-based activity: What was so unusual about Spartan marriage customs? + Source-based activity: Who was Tyrtaeus? What were the themes of his poetry? + Source-based activity: Why was the krypteia so bloodthirsty? + Source-based activity: Why was the Battle of Leuctra so important? + Source-based activity: Why did the Spartans revere the Menelaion? + Source-based activity: How much freedom was given to Spartan girls? + Source-based activity: What was so important about the Temple of Apollo at Amyklai? + Source-based activity: What happened at the Gymnopediae Festival? + Source-based activity: What contribution did the perioikoi make to Spartan society? + Source-based activity: Was Spartan cultural life Spartan? + Source-based activity: What did Sparta gain in the Messenian Wars? Source-based activity: What was Alkman’s contribution to Spartan literature? Source-based activity: Who was Lycurgus, really? Source-based activity: What was Brasidas’ role in the Peloponnesian War? Source-based activity: What was the role of the Spartan kings? Source-based activity: What happened at the Sanctuary of Artemis Orthia? Source-based activity: Was Cleomenes I a great Spartan leader? Source-based activity: What happened at the House of the Bronze Athena? Source-based activity: Why did Spartiates eat at a syssitia? Source-based activity: What happened at the Festival of Karneia? Source-based activity: Why did the Spartans win the First Battle of Mantinea? Source-based activity: What were the main features of the Spartan economy? Source-based activity: What was the Spartan contribution to the Battle of Thermopylae? Source-based activity: Why did the Spartans found a colony at Taras? Source-based activity: Why did the Spartans allow old men to rule the state? + Spartans at the Gates of Fire worksheet + Activity: 3 Primary sources Revision: Who Am I? Word search Sequence the events Exposition assessment task Revision: True or false?

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

US withdrawal from the Vietnam War is attributed to: + Increasing US casualties; + War crimes/atrocities; + The 1968 Tet Offensive; + The Vietnamisation Policy; + Heavy financial costs of the war; + Increasing opposition to the war in the US; + Inability of US troops to counter the guerrilla tactics of North Vietnamese and Viet Cong forces; & + Poor morale of US forces compared to the opposing forces. This source-based activity is designed for students of the NSW Modern History Syllabus. Higher School Certificate course Peace & Conflict Option A: Conflict in Indochina

In 1966 Vincent Lingiari, a Gurindji Elder led his people in imposing a strike on any work at the Vestey's Company property, Wave Hill Pastoral Station. The initial concerns were extremely poor wages and living conditions. The case developed into a legal case on Native Title. The Gurindji people wanted back their land. It was a case of traditional law vs. Australian law. This source-based activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms.

This is a program to accompany a unit of work on the topic Aboriginal Rights and Freedoms from the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms

This activity involves students reading the brief biography of a personality or group within the topic Iran 1953-1989 and identifying who is being described from the person or group is from the pictures provided. Students must then imagine they are the compere of an awards show and allocate trophies to: 1. Most popular with the Iranian people; 2. Most influential in the West; 3. Most impact on the life of everyday Iranians; 4. Strongest supporter of traditional Shia beliefs and values. Each award must come with justification why this personality or group was chosen. This activity is designed for students studying the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

This activity is a pre-reading activity on analysis of book covers. The analysis focuses on colour, people, content and critical response. The skills being taught are elements of visual literacy including deconstruction of visual images to draw conclusions in support of the text.

Anna is the narrator of the story of Hitler's daughter, a story that she has made up. But the sights, smells and sounds are just a little too real. Students are provided with a summary of her background, personality and key quotes. They are then asked to imagine they are staying with family in Wallaby Creek and they meet Anna. They must think of 5 complex questions you would like to ask Anna about herself. They then think of 5 ways that they would change Anna's story to make it more dramatic or romantic or historical. The last activity asks them to imagine that the narration of The Story is made by another character and they must think of how this would change the story of Heidi.

Findaword to accompany the unit on the Mongol Expansion.

The perioikoi were the craftsmen, businessmen, traders, nurses and childcare workers of Spartan society. Without them the Spartan military state would not have existed and the military machine that was the Spartan army could not have been as successful as it was. This source-based homework task is designed to develop 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.

This is a cloze activity on Australian Federation for the unit of work Making a Nation. Australia 1900-1914.

This Powerpoint presentation supports the teaching of the History Australian Curriculum NSW Syllabus Stage 5 Depth Study 6: School Developed Topic - The Holocaust. It provides students with an understanding of the concept of Anti-Semitism and traces the history of Anti-Semitism from Roman times to the 1930s and assists them to understand the mindset that resulted in the appalling events of the Holocaust. There are activities in the last two slides that are suitable for students in Gifted and Talented and regular mixed-ability classes. The presentation can also be used to support the teaching of the NSW Stage 6 Modern History Higher School Certificate course Part II National Studies Option C - Germany 1919-1939.

This timeline provides students with an overview of the Achaemenid Persian kings and key events in their administrations. It is designed for the topic Persia - Cyrus II to the death of Darius III from the NSW Ancient History syllabus for the Australian Curriculum.