Secondary technologies and the environment resources

Videos from plane Plane Coral The view from my window

As traditional communities such as the Yupâik in Alaska face a variety of changes, cultural traditions and wisdom passed on from elders help them to sustain their way of life. Set in the remote Alaskan Yukon Delta, Yukon Kings follows Yup’ik fisherman Ray Waska as he teaches his grandkids how to fish during the summer salmon run. With environmental and cultural forces threatening their subsistence way of life, Ray holds onto the hope that his grandsons will one day pass on the traditional knowledge to their children.

Geography: Examines differing perceptions about the management of places and environments. How can people use places and environments more sustainably? Series of 7 activities based on: food wastage, climate change, alternative energy, Indigenous Australian sustainable practices. Focus skills include gathering information from differing sources, note-taking, synthesising information, creating Mind Maps. Students use a unit booklet which includes all the activities, one online Mind Map tool is used at the end of the unit. Students reflect on their learning at the end of the unit. The series of lessons takes approximately 5 hours, this plan is for 5 x 30 minute sessions. The activity booklet is available in PDF and Word if you need to amend it. Key planning sources: • Geography - The Earth’s Environment Stage 2 http://syllabus.nesa.nsw.edu.au/hsie/geography-k10/content/1181/ • The series of lessons follows aspects of the Inquiry Journey Framework adapted from Power of Inquiry by Kath Murdoch 2015, Chapter 5. • Learning intentions focus on knowledge, skills and understanding summary http://www.assessmentforlearning.edu.au/professional_learning/learning_intentions/learning_examples_intentions.html#2 • Thinking Routines based on ideas from http://www.rcsthinkfromthemiddle.com/thinking-routines.html • Mind Mapping background information http://www.tonybuzan.com/about/mind-mapping/ Cover image from: https://openclipart.org/detail/188287/living-earth

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After watching the History Channel video about Christopher Columbus, have students watch the following video and discuss the similarities and differences in the two videos: https://www.youtube.com/watch?v=aF_unlvjccA Link to Columbus Day Resource: https://www.washingtonpost.com/news/answer-sheet/wp/2015/10/11/why-is-columbus-day-still-a-u-s-federal-holiday/?utm_term=.96db7274ccc2

Stage 4. Science. Geology. Traditional Australian Aboriginal dreamtime understanding of volcanoes, Some surprising verbal history. A student activity interpreting this dreamtime understanding.

This was done in Forest School with a Year 2 class (they are half completed in the accompanying photo). We also read "The Crow's Tale" which is a Native legend with a nice moral and lovely pictures. Included are: Detailed Lesson Plan Examples (I printed these and stuck them on card to pass around in the forest) Dream Catcher History (to read to the class) Instructions on how to make a net (We didn't make proper nets with Year 2 but this could be used with older children)

In this lesson, students watch the short film, "The Last Ice Merchant" by Sandy Patch, which tells the story of Baltazar Ushca who has harvested the glacial ice on the highest altitudes of Mount Chimborazo, the tallest mountain in Ecuador, for over 50 years. Cultural changes in this small indigenous community led his brothers to seek other work, but Baltazar continues on alone, the last ice merchant of Chimborazo. In classroom discussion, students examine an ancient vocation and the impacts of modernization and climate change on an old way of life. Reflective writing prompts are also included for students to demonstrate their understanding of the story. English and Spanish versions of the lesson plan are available for download.

In this Canadian classic, you will read about an Ojibwa brother and sister, 11-year old Sajo and 14-year-old Shapian, and their adorable pet beavers, Chilawee and Chikanee. One spring day, Sajo's father rescues two baby beavers from an otter attack and brings them home to their village. After one of the beavers must be traded for food, Sajo and Shapian set off to see if they can buy him back. Travelling by canoe and by train, they face various challenges on their trip to the City. They employ skills they have learned from their Ojibwa elders, and are also helped by a Missionary, American tourists, and an Irish policeman. Written in the style of old-fashioned classics like ‘Heidi’, this original tale by the renowned British-Canadian conservationist known as ‘Grey Owl’ is both informative and touching. Rich and reportedly accurate descriptions of the Eastern Canadian wilderness provide the backdrop to a story of caring people who triumph in their efforts to reunite two baby beavers with their family and finally return them to the wilderness. Illustrations by the author and a glossary of Ojibwa terms are of further interest. The book is divided into 23 chapters. Write your own definitions, answer reading comprehension questions, and research 22 topics (ranging from how otters and beavers hunt and eat, to how elevators and steamboats work). For each of these activities, you may go into great detail, or just scratch the surface – the material is adaptable to different students. Enjoy a trip into the past with a sincere story-teller and lovable characters! Research topics: Jacques Cartier, Ojibwa tea, beaver dams and lodges, how otters hunt, feeding human food to wildlife, Ojibwa/European trade, what beavers eat in the wild, what instinct is, the Hudson’s Bay Company, birch bark canoes, what ‘portage’ means, forest fires, steamboats, who are the Ojibwa, Native American spiritual beliefs, animals in zoos versus in the wild, travelling by train in Canada (in the past), how elevators work, the importance of saying thank you, what bannock is, autumn around the world, how dangerous wolves really are. Bonus! This title includes a set of Canadian Wilderness themed notebooking pages.

These outstanding resources have been written and field tested in the classroom by experienced teachers using the Thinking Kit software for the iPad. These iPad card sorts cover the key topic of the American West and are designed to fun, engaging and used by the full spectrum of learners. To find out more, click on each resource for a full description of its aims, objectives, differentiated outcomes and how to use it with your students. If you like these resources then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding iPad Card sort is designed to help students studying the impact of the Gold Rush on the American West by looking at the positive and negative consequences affecting both Native Americans and the early settlers. It can be used as a revision activity, preparation for an essay on this topic or as a starter or plenary. It can be used alongside any of the main stream text books on the American West or even my PowerPoint on this topic which can be downloaded via The History Academy TES shop. When you download this resource you will also receive a hard copy of the card sort as well as a PowerPoint with the aims, objectives, instructions, task codes and the password you will need to activate the activity on https://www.thinking-kit.com/. The activity involves sorting sixteen statements by dragging and dropping them onto either the negative or positive consequences headings. Once the initial activity is complete, students can then discuss and feedback their answers before saving them into a PDF version which can be saved, submitted for marking or printed off. You can get your students to extend their answers further by prioritising the negative and positive consequences of the Gold Rush by organising them into their order of importance. Another follow up task might be to get your students to do the exercise again, but from the perspective of the Native Americans to look at a different interpretation. The final result should make an excellent plan for writing an extended answer on this topic. I've also included a hard copy of the card sort in the form of a Microsoft Office Word document as a courtesy, just in case you do not have enough iPads on the day. The aims and objectives of this lesson are: Know: What impact did the gold rush have on the West? Understand: What impact did the gold rush have on both Native Americans and settlers. Evaluate: What were the most significant negative and positive consequences? Skills: Cause, Consequence, Significance and Interpretation WILF: What Am I Looking For: Identify & describe the impact of the gold rush on the USA & the West. Explain the positive and negative impact on both the Native Americans and settlers. Analyse and come to a judgement on who benefitted from the gold rush? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Here is a unit that cuts across many areas. It has aspects of environment. It deals with Aboriginal people in the landscape.It mentions the early unfavourable reports of William Dampier. It includes the impact of European pastoralists on Aboriginal culture and survival. It looks at the evolution of pearl shelling collection from Aboriginal gathering to enforced labour of Aboriginal groups to skin diving and finally to deep sea diving using pearl luggers. It is a history of fortunes made by a few and the victimisation of others. It has aspects of racial discrimination and segregation. Take your students on this journey and you will come across a history that happened but one that is not comfortable to relate. There are two sets of attachments to assist. The first set allows your students to see the trials faced by deep sea divers. The second attachments provide question sheets provided in black and white that will test the level of understanding. This is a history, geography, landscape, social issue unit. Part 2 entitled "The Pearl Shellers of Broome 1912" is a reconstruction by maps and photographs of the settlement in the heyday of the Pearl Luggers.

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This unit has focus on an elongated strip of beach and dunefields along the Adelaide Metropolitan coastline. This area has been used in Senior Secondary Geography for detailed practical geography reports. It has also been used in Junior Geography for interpretation activities of maps and photographic material. The historical maps indicate the changes and evolution of the coastline so this can be a change through time study. In addition this study touches on the land occupation of Aboriginal people along the coastal dunes and inland areas. Although the European presence is less than 200 years the impact on the landscape is much greater. This study has elements of geomorphology (erosion/deposition/sand dune construction) and includes visual resources showing changes caused by urban expansion and development. The attachment pages provide teachers with the opportunity to provide hard black and white/colour hard copies. The coastal geography, though Australian based , is relevant to general studies on coastlines.

Aboriginal groups occupied the Coorong area least 5000 years before European settlers arrived. Unlike most other Aboriginal groups in Australia the Coorong Aboriginal people were able to establish permanent campsites. The main area was at Parnka Point. This study will show the geographical advantage of this location - on the shores of the Coorong; within reach of the lakes; with easy access to the enclosing dunes that would later be named "The Younghusband Peninsula"; and with access to both fresh and salt water environments. The arrival of European settlers (began with Dr. Rankine in 1849) greatly impacted this Aboriginal way of life. Unlike the Aboriginal people who worked within the environment, the European settlers were environment modifiers. They converted natural bush-land into introduced cropland. They introduced new hard-hooved animals (cattle, horses, sheep) on to sensitive sandy areas. These animals damaged fresh water soaks - a major source of fresh water for Aboriginal groups. In addition the unintentional impact of European diseases devastated Aboriginal people. What had been a secure environment for Aboriginal people of the Coorong became untenable as their food gathering resources became restricted. Follow through this history which is, in essence, an example of cultural conflict. This unit is aimed at Secondary levels in Aboriginal Studies; Environmental studies and Geography.

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This is your chance to buy all my outstanding American West resources bundled up for a massive saving. These resources are tried and tested. They are suitable for a wide range of abilities and will successfully engage your students. For more information, click on the resources.

This is your chance to buy all my outstanding American West resources bundled up for a massive saving. These resources are tried and tested. They are suitable for a wide range of abilities and will successfully engage your students. For more information, click on the resources.

This great lesson is designed to help students understand how the Homesteaders overcame the problems they faced on the Great Plains such as water supply, natural hazards, extreme weather, protecting crops, bankruptcy, insects and Native Americans. This lesson includes a PowerPoint with six core activities including starter, review summary tasks on the problems, thinking skills review activities, card sort and an exam question. I have also included fourteen illustrated information slides to be used either before or after the card sort activity explaining both the problems facing the Homesteaders and the solutions that they came up with. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity and Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyse: begin to make an overall judgement on how successful the Homesteaders were at settling on the Great Plains and at what cost? This is a great lesson which, which your students will enjoy. Please check out some of my other resources on the American West. Kind Regards Roy

This great activity is designed to help students studying how the Homesteaders survived on the Great Plains as part of a course on the American West. It can be used as either a revision, consolidation exercise or even as a plenary or starter. If you are looking for an accompany resource to cover this topic then please do check out my TES shop. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity & Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyse: begin to make an overall judgement on how successful the Homesteaders were at settling on the Great Plains and at what cost? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great activity is designed to help students studying how the Homesteaders survived on the Great Plains as part of a course on the American West. It can be used as either a revision, consolidation exercise or even as a plenary or starter. If you are looking for an accompany resource to cover this topic then please do check out my TES shop. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity & Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyse: begin to make an overall judgement on how successful the Homesteaders were at settling on the Great Plains and at what cost? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

As student studies medieval Australia and the Aborigines people they will love learning about and making their own boomerangs! This pack include: a close reading about boomerangs Reading comprehension questions copy-work how to make a paper boomerang link how to make a duct tape link

This history unit takes students to the attempted colonial settlement of Victoria on the shores of Port Essington in Arnhem Land. It can stand alone as a colonial history unit for Australia (Oceania) but a more comprehensive understanding will be gained by linking it with other units of the Arnhem Land series - in particular the Unit 7 which has a focus on survival in the Cobourg Peninsula West Arnhem Land. Take the walk (via map, description and photographs) among the ruins of Victoria settlement and gain some understanding of the problems faced by the settlers who came to this remote frontier region. 3 attachment black and white pages are given with information and questions. These can be provided in hard copy for student use in class or set as homework activities. It is an intriguing history and leads on to unit 7 which revisits the reasons for abandonment and contrasts the culture of Aboriginal people and European settlers to provide reasons for the survival of Aboriginal groups in an environment where a British settlement failed. Your students should enjoy the walk into the history.

This is the first in a series of history units with a focus on "outside" contacts with long established Aboriginal people of Arnhem Land. This unit can stand alone, but if you want to continue the theme it can link with units 6B and 6C. In general the trading contacts of the Macassans with Aboriginal groups across Arnhem Land was peaceful and mutually beneficial. This contrasts with other contacts (mainly British/European) that were considered intrusive and unwelcome. The unit shows the situation by map, text, photograph and diagram. It also includes materials from a visit to Macassan Beach where a walk and signage system clearly shows that Aboriginal people regard the Macassan contacts as part of their cultural history. Take the walk! Observe the material and you should be able to learn enough to respond to the set questions in the final page. These are provided as an attachment so you can provide black and white hard copies.

This unit on Climate can stand alone. It can also be linked with other units in the Arnhem Land series. It has focus on the monsoon mechanism and the explanation of wet and dry seasons. It also includes the circular graph of the Yolngu Aboriginal people which provides broader details in its 7 seasons' approach. The included black and white attachments are designed to prompt responses from students about the consequences of the seasonal variations. These pages are also included in colour so that they can be displayed and discussed in the classroom. Potential engineers may tune in to the design and function of the bridge over the Goyder River which is in response to the rising water levels of the wet season which before the construction of the bridge made that crossing impossible.

A collection of NAIOC Week editable templates to use in your child's portfolio/learning stories. Insert your own photos and write and edit your text. Print off and add to your portfolios.

Few teaching units can effectively capture the breadth of human history since the dawn of farming to the present day, but Jared Diamond's breathtaking series, Guns, Germs and Steel does so with aplomb. High school students being what they are, however, they may not fully appreciate Diamond's fascinating episodes for their own sake. That's where these worksheets come in. They will help hold students accountable for paying close attention to the videos so that much more content is learned and absorbed. This bundle contains video worksheets for episodes 1 and 2 of Jared Diamond's 3-part series. (There is no worksheet provided for episode 3 simply because, after having used this series with World History and Economics classes for several years, I have concluded that the third episode is the weakest. The most important content is well-covered in the first two episodes, which is what my classes focus on every year.) ABOUT GUNS, GERMS and STEEL This series is *perfect* for World History courses and fits in well when studying the ancient world and again when looking at the age of European imperialism. Basically, the series is an exploration of one of the key questions about the modern world: why are wealth and power distributed so unequally? Why are some continents so rich while others seem to be so poor? Because this is the major focus of the series, it is also ideal for Economics classes. During the Age of Imperialism, a number of explanations were floated to explain these discrepancies. By and large, they were based on racism. Diamond debunks these skillfully, presenting the idea that won him a Pulitzer Prize: the physical geography of the earth has had a controlling influence on the development of key technological breakthroughs that gave some areas a head start over others. It all starts with farming, and with the fact that not all world areas started off with the same wealth of animals that were capable of being domesticated. The shape of the continents has actually been a key historical force, according to Diamond; those with a long east-west axis enjoyed a great advantage over those with a north-south orientation. From these factors, much of the modern world has sprung. WHEN TO USE THE VIDEOS AND WORKSHEETS Guns, Germs and Steel fits into the curriculum at a number of key places -- it truly is a very versatile video to add to your teaching library. You could show episodes when the class reaches any of the following moments in history: * Neolithic revolution * Fertile Crescent * Age of Exploration * Age of Imperialism * Spanish Conquest of South America * Age of New Imperialism

Few teaching units can effectively capture the breadth of human history since the dawn of farming to the present day, but Jared Diamond's breathtaking series, Guns, Germs and Steel does so with aplomb. High school students being what they are, however, they may not fully appreciate Diamond's fascinating episodes for their own sake. That's where these Examview question sets come in. They will help hold students accountable for paying close attention to the videos so that much more content is learned and absorbed. This bundle contains video question sets for episodes 1 and 2 of Jared Diamond's 3-part series. (There is no question set provided for episode 3 simply because, after having used this series with World History and Economics classes for several years, I have concluded that the third episode is the weakest. The most important content is well-covered in the first two episodes, which is what my classes focus on every year.) ABOUT GUNS, GERMS and STEEL This series is *perfect* for World History courses and fits in well when studying the ancient world and again when looking at the age of European imperialism. Basically, the series is an exploration of one of the key questions about the modern world: why are wealth and power distributed so unequally? Why are some continents so rich while others seem to be so poor? Because this is the major focus of the series, it is also ideal for Economics classes. During the Age of Imperialism, a number of explanations were floated to explain these discrepancies. By and large, they were based on racism. Diamond debunks these skillfully, presenting the idea that won him a Pulitzer Prize: the physical geography of the earth has had a controlling influence on the development of key technological breakthroughs that gave some areas a head start over others. It all starts with farming, and with the fact that not all world areas started off with the same wealth of animals that were capable of being domesticated. The shape of the continents has actually been a key historical force, according to Diamond; those with a long east-west axis enjoyed a great advantage over those with a north-south orientation. From these factors, much of the modern world has sprung. WHERE TO GET THE VIDEOS These question sets are designed to be used with the videos. You can often find them on Netflix -- just search for Guns, Germs and Steel. They also play regularly on PBS stations and are available for purchase on sites like Amazon (http://www.amazon.com/Guns-Germs-and-Steel/dp/B0009GX1EM). I have also seen the videos playing online at various sites. Every time I Google search for them, several such results pop up.

Study 3 has a focus on Aboriginal people impacted by European settlement. It introduces the sustainable lifestyle of Tangani Aboriginal people. Through map, photograph, written text students can gain some understanding of European impacts. Questions are set to allow students to debate issues and asses changes. The final pages lists possibilities for further Coorong studies. Fits ACHGE006 ACHGE022 ACHGE021 ACHGE027.

PowerPoint slides and Teacher's Notes booklet resource to explore the rights of First Australians.

This presentation contains images and brief descriptions of five traditional products made by Aboriginal and Torres Strait Islander peoples of Australia. It can be used during a unit on indigenous cultures or on product design and technology in history. Suitable for all ages. The resource includes two filetypes: a MS Powerpoint file and a PDF file.

As traditional communities such as the Yup’ik in Alaska face a variety of changes, cultural traditions and wisdom passed on from elders help them to sustain their way of life. Set in the remote Alaskan Yukon Delta, Yukon Kings follows Yup'ik fisherman Ray Waska as he teaches his grandkids how to fish during the summer salmon run. With environmental and cultural forces threatening their subsistence way of life, Ray holds onto the hope that his grandsons will one day pass on the traditional knowledge to their children.