This worksheet accompanies the 2012 feature film Argo (Rated M). It is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Unit of work on the Spanish Conquest of the Americas. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts Option 3: Spanish Conquest of the Americas Bundle includes: + Powerpoint - Aztec Society + Aztec Society Powerpoint activity + Do you want to be an Aztec farmer? + Do you want to be an Aztec merchant? + Do you want to be an Aztec slave? + Do you want to be an Aztec warrior? + Do you want to be an Aztec woman? + 3 Cloze activities + Acrostic poem and Mix and match + Sequence the events + Crack the Code revision activity + Word Search + Guns, Germs and Steel worksheet for video + Conquistadors: Episode 1 - The Fall of the Aztecs worksheet for video + Conquistadors: Episode 2 - The Conquest of the Incas + Terms and concepts + Research: Hernán Cortés + Ezine article, Peruvian Ice Caps Preserve a Legacy of Conquest + Information report + The Great Inca rebellion worksheet for video + Mapping History: The Conquistadors in Central America + Crossword + Armor and weapons of a conquistador + Crossword + Deconstructing a visual image - The Arrival or Conquest of Hernan Cortez in Veracruz + Ezine article: Conquistadors sacrificed and eaten by Aztec-era people + Video: Conquistadors Episode 3: The Search for El Dorado + Worksheet for video: Conquistadors Episode 3: The Search for El Dorado + Newspaper article: Spain fights to dispel legend of Inquisition and imperial atrocities + Video: Conquistadors Episode 4: All the World is Human + Worksheet for video: Conquistadors Episode 4: All the World is Human

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)

Worksheet to accompany the 20-minute YouTube video, This Fabulous Century - Japanese attacks on Australia. The excerp from the late 1990s television series gives an overview of the Japanese bombing of Darwin, naval attacks on the east Australian coast, including the midget submarine attacks on Sydney, shelling of Newcastle and General Douglas Macarthur’s (problematic) leadership of the Allied South-West Pacific war effort from Melbourne. This resource is part of a unit of work for Stage 5 students of the NSW History K-10 Syllabus for the Australian Curriculum. Core Study 3: Australians at War - World War II.

This Powerpoint presentation covers aspects of life in the Warsaw Ghetto including: + What is a ghetto?; + Creation of the Warsaw Ghetto; + Moving into the ghetto; + Administration; + Problems; + Food & living conditions; + Childhood in the ghetto; + Disease & deportations; + The Warsaw Ghetto Uprising; + Liquidation & destruction; + Remembering the Warsaw Ghetto. The presentation is part of a series on The Holocaust designed for Year 10 students of the NSW History Syllabus for the Australian Curriculum, topic on The Holocaust. However, it can also be used as part of the NSW Modern History Syllabus topic on Power & Authority in the Modern World - the Nazi Regime to 1939 - the impact of the Nazi regime on life in Germany, including cultural expression, religion, workers, youth, women, minorities including Jews (ACHMH131, ACHMH132)

As part of the misguided policy of the NSW government to intervene in the lives of Aboriginal families to create a better life for their children, Aboriginal boys and girls were forcibly separated from their parents and placed in homes where they could be given a quality education and provided with nutrition, shelter and life opportunities that would provide them with better opportunities in (European) Australian society. The sad reality was that the children were subjected to physical and mental brutality and received a poor quality education in settings that were far from the support of family and friends. This source-based homework task is designed to assist student understandings of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 4: Rights and Freedoms (1945-present) The sources deal exclusively with social isolation, educational malpractice and physical abuse. I have not included emotional or sexual abuse even though these certainly occurred. These issues may be better dealt with by individual teachers making the decisions of if and when the "teachable moments" for these sensitive issues best arise with their particular students.

Analysis of the song, I Am Australian by Bruce Woodley and Dobe Newton. Designed for Stage 3 students studying the topic The Australian Colonies. NSW History K-10 Syllabus for the Australian Curriculum. Activities include analysis of the song to identify references to Australian geography, famous people and history. Students must then use the structure of the song to write a verse about Australia in the 1800s.

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

This activity is an analysis of a map showing changes to the Australian colonies 1788-1900 and is a background to the events leading to the Federation of the Australian colonies into one nation on January 1, 1901.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum. It can be taught as part of: Stage 5 Depth Study 4: Rights & Freedoms 1945-Present (as background stimulus) Depth Study 6: School Developed Topic - The Great Depression It can also be used to support student understanding of: Stage 5 Aboriginal Studies - Topic 9: Aboriginal interaction with legal & political systems Stage 6 Aboriginal Studies - Preliminary course Part II - Heritage & Identity Students analyse a variety of primary and secondary written and visual sources to gain an understanding of the causes and effects of the 1938 Day of Mourning - a public recognition of the damage that European invasion of Australia had on the indigenous Aboriginal and Torres Strait Islander peoples of Australia. It was timed to coincide with the non-Aboriginal celebration of 150 years since the British set foot on the shores of Botany Bay and claimed the land for the British Crown. But would non-Aboriginal Australians get the message?

This Powerpoint presentation supports the teaching of the NSW Ancient History syllabus Preliminary course Part I - Investigating the Past: History, Archaeology & Science It can also be used as a part of the Case Study: Bodies of Evidence The focus of this presentation is on Lindow Man - discovery, excavation, reconstruction, preservation, and using his remains to inform us about life in Celtic/Roman Britain. The presentation assists students to make decisions about the appropriateness of displaying human remains and whether archaeological remains should be displayed where they are found (to benefit local tourism) or sent to major centres where there are currently more tourists.

This package includes: + Program for unit of work + Powerpoint - Charles Perkins and the Freedom Rides + Powerpoint - The Stolen Generation + Newspaper front page - National shame as UN Declaration on the Rights of Indigenous Peoples rejected by Australia! + Video worksheet - First Australians Episode 6: A Fair Deal for a Dark Race + Video worksheet - First Australians Episode 7: We Are no Longer Shadows + Video worksheet - UN Declaration on the Rights of Indigenous Peoples + Source Analysis - What was the impact of the 1965 Freedom Rides + Source Analysis - What did the 1967 Referendum Actually Achieve? + Source Analysis - What really happened at the Kinchela Boys Home? + Source Analysis - Why did Aboriginal people set up a Tent Embassy in 1972? + Source Analysis - What were the causes and effects of the 1938 Day of Mourning? + Source Analysis - Why did the Gurindji people walk off the Wave Hill Pastoral Station in 1966? + Worksheet - Historical Perspectives: The Stolen Generation + Mix and match activity - Key words and concepts + Word Search - Aboriginal Rights and Freedoms + Mind map: Rights of the Child + Literacy activity: Assimilation + Sequence the events + 3 Cloze activities + Walk in his/her shoes - empathetic task

This Powerpoint presentation examines aspects of Nazi ideology that impacted on their treatment of Jewish people. These ideologies include: Lebensraum – Provide living space for the German people by expanding into nearby countries Racial purity – There is a hierarchy of “races” or ethnic groups and some races are more valuable than others. Authoritarianism - The Nazis believed in the virtues of strong government and extensive state power. Decisions were made by a powerful leader (fuhrer). Building a community - Germans believed that everyone should unite and work together to build a people’s community (Volksgemeinschaft). Totalitarianism - The Nazi government tried to control all aspects of public and private life. Militarism - Government or people that a country should maintain strong armed forces and be prepared to use them. Propaganda – The Nazis used every means possible to convince the people that their way of thinking was the only correct way. Economic sovereignty – The entire national economy supported Nazi aims and beliefs, from employment to business and industry.

In 1916 an Australian mining battalion consisting of miners from the North Queensland goldmines, the Hunter Valley coalmines and the Broken Hill and northern Tasmanian mines set about breaking the stalemate on the Western Front by blowing up Hill 60, a German strong-point in Belgium. The film is an excellent depiction the contrasts of life of soldiers on both the Western Front and life on a homestead in North Queensland in 1916. This worksheet is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War I

This is a source-based homework task to support student understanding of the History Australian National Curriculum Stage 5 Depth Study 4: Rights and Freedoms (1945-present). Students examine a variety of source-based materials to understand the events of the Coniston Massacre of Aboriginal people in 1928, the causes, main characters and the Government Inquiry that followed reports of the incident. The resource can also be used to support the Stage 5 Aboriginal Studies and Stage 6 Aboriginal Studies syllabuses.

The Sandakan Death Marches were war crimes perpetrated against surrendered Australian and British soldiers on the island of Borneo in World War II. This source-based homework task is designed to support the NSW History syllabus of the Australian National Curriculum Stage 5 Depth Study 3: Australians at War. Students analyse a variety of visual and written resources to determine what happened on the Sandakan Death Marches and to decide whether the treatment of the POWs constituted a legitimate act of war or a war crime.

This unit of work is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 1: Making a Better World? The Industrial Revolution This bundle includes: + Source-based activity: How did the Industrial revolution affect the working conditions of Australians? + Source-based activity: What impact did the Industrial Revolution have on Australians in the 1800s? + Source-based activity: What were the living conditions of Australians in the 1800s? Source-based activity: Growth or decline. How did the population of Australia change in the 1800s? Video: Children of the Revolution. The Children who Built Victorian Britain Worksheet for video: Children of the Revolution. The Children who Built Victorian Britain Newpaper article: James Watt and the sabbath stroll that created the industrial revolution Video: Crash Course World History: The Industrial Revolution Worksheet for video: Crash Course World History: The Industrial Revolution Video: The Industrial Revolution Comes to Australia Worksheet for video: The Industrial Revolution Comes to Australia Video: Great Britons: Isambard Kingdom Brunel Worksheet for video: Great Britons: Isambard Kingdom Brunel Video: Why the Industrial Revolution Happened Here Worksheet for video: Why the Industrial Revolution Happened Here Internet article: Australia and the Industrial Revolution - Impact of the first railways Metalanguage mix and match Word Search: The Industrial Revolution

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 Australian involvement in the Vietnam War 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: + Allen May recounts a battle with the Viet Cong at Long Tan, 1966 CE + Bob Gibson explains why he enlisted for the Vietnam War, c.1967 CE + Bill White speaks to the Sydney Moratorium Marchers, 1970 CE Each source and analysis questions are on a single page. This task is designed for NSW students of the Modern History Syllabus for the Australian Curriculum. Higher School Certificate Course Peace & Conflict Option A: Conflict in Indochina, 1954-1989. The outcome being developed is: NSW HT4-5 identifies the meaning, purpose and context of historical sources.

Highly engaging recount of the experiences of Snow Fairclough, a machine-gunner in the Australian army, taken prisoner by the Japanese army and forced to work on Hellfire Pass, the most difficult section of the Thai-Burma Railway. An example of an ordinary man surviving extraordinary adversity. This resource is aimed at Stage 5 students of the NSW History K-10 Syllabus for the Australian Curriculum. Core Study 3: Australians at War - World War II.