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Engaging and relevant. This is the essence of my teaching and learning resources. You'll find a wealth of History, Agricultural Technology, Retail Services, Aboriginal Studies and more.

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Engaging and relevant. This is the essence of my teaching and learning resources. You'll find a wealth of History, Agricultural Technology, Retail Services, Aboriginal Studies and more.
Crack the Code: Making a Nation Australia 1900-1914
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Crack the Code: Making a Nation Australia 1900-1914

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Revision activity for the topic Making a Nation: Australia 1900-1914. Students use the decoding key to decode the 6 questions. They then answer the questions from their class notes to answer the questions. The activity is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 2: Australia and Asia Making a Nation: Australia 1900-1914
Australia in World War I - Crack the Code
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Australia in World War I - Crack the Code

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Crack the Code activity for the topic Australia in World War I. Students decode the questions and then answer them. 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
Australia in World War I Key terms and concepts
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Australia in World War I Key terms and concepts

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Key terms and concepts mix and match activity and correct answers for the topic Australia in World War I. 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
3 Primary Source Analyses: Australia in World War I
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3 Primary Source Analyses: Australia in World War I

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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)
Explanation - Australian Involvement in World War I
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Explanation - Australian Involvement in World War I

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This activity assists students to write an explanation on the topic: Why did Australians enlist to fight in World War I? In your answer refer to: • Patriotism – loyalty to Australia and the British Empire; • Opportunity for adventure; • Opportunity for employment and a higher wage; • Social reasons – approval of peers and family; • Political reasons – hatred of German aggression etc. Students are provided with an overview of the explanation text type, language features of an historical explanation and teh marking guide for the task.
The Battle of Passchendaele film worksheet
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The Battle of Passchendaele film worksheet

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The Battle of Passchendaele is one of the episodes in the series Great Battles of the Great War. It is available on Youtube. This film focuses on the strategic importance of Passchendaele, Belgium for the Allied and German armies in 1917, the Allied efforts to take Passchendaele and the German efforts to defend it, the conditions in which soldiers fought and gives an overview of the First, Second and Third Battles of Passchendaele including the British-led Battle of Menin Road, Australian-led First Battle of Passchendaele and Battle of Polygon Wood and the Canadian-led Second Battle of Passchendaele.
Beersheba - The Last Charge
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Beersheba - The Last Charge

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The Last Charge was a special feature on the Australian Broadcasting Corporation programme, Landline, in October, 2017. It was made to commemorate 100 years since the Australian cavalry charge at Beersheba (Be'er Sheva) in Ottoman Palestine in 1917. Forget your dry documentaries about past events presented by even drier historians. This documentary takes an agricultural approach, looking at a Hunter Valley Waler-breeding enterprise whose owners enlisted in the Australian Cavalry in 1917, taking horses from their property to Egypt and Palestine during World War I. The men participated in the cavalry charge on Beersheba in October, 1917 and recorded their experiences in 800 photographs that had not been publicly shared until recently. A great short video! This resource is a set of questions based on the video and answers.
Why the Industrial Revolution Happened Here
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Why the Industrial Revolution Happened Here

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Worksheet and answers for the documentary Why the Industrial Revolution Happened Here, presented by Professor Jeremy Black. Covers Britain in the 1700s, the Age of Reason leading to scientific and technological developments, the first industrial factories in Birmingham, support for innovation and technological development by the British Government, international trade, development of the British navy as a means to protect this trade, development of banks and the stock exchange, improvements in transport. There is a great example of Josiah Wedgwood's ceramics industry.
Guns, Germs and Steel
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Guns, Germs and Steel

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This worksheet and answers accompanies the National Geographic documentary, Guns, Germs and Steel, presented by Jared Diamond. It covers the reasons why only 168 conquistadors were able to defeat an Incan army of 7000 and thereby gain control of the empire. His thesis is that cultures with productive farming and grazing practices have larger and more specialised populations. He compares the farming practices, learned knowledge and weaponry of the Spaniards and Incans. He then looks at why the Spaniards had a level of resistance to smallpox while 95% of the Incan population perished.
Assessment Task - The Holocaust
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Assessment Task - The Holocaust

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This assessment task on The Holocaust meets the requirements of the NSW History K-10 Syllabus for the Australian Curriculum and BOSTES requirements. It includes links to syllabus outcomes, marking guide and scaffolding for responses. A special thank-you to the HSIE Faculty staff of Gunnedah High School for the concept and marking guide. The task is designed to accompany the unit of work for Year 10 on the Holocaust.
Crash Course World History - The Mongols
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Crash Course World History - The Mongols

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This video covers the characteristics of nomadic peoples, Temujin's early life, the empires and khanates created by the Mongols, reasons for their military success, positives about the Mongol Empire and negatives about the Mongol Empire. This task is designed for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: The Mongol Expansion.
What do the finds at the Heuneburg hillfort tell us of Celtic society?
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What do the finds at the Heuneburg hillfort tell us of Celtic society?

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The Heuneburg hillfort is dated to the La Tene period of Celtic culture and is a treasure trove of archaeological remains: masonry and brickwork, evidence of trade with the Mediterranean world, jewellery-making, burial mounds, evidence of warfare, metalwork and various types of buildings. But recent finds also give evidence of disease and trade/travel to more distant parts of the world. this source-based task is designed for students of the NSW ancient History Syllabus for the Australian Curriculum. Stage 6 Preliminary course Investigating Ancient History – Case Studies List A: Case studies from Egypt, Greece, Rome, Celtic Europe A8. The Celts
Did Celtic housing differ according to wealth and location?
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Did Celtic housing differ according to wealth and location?

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From brochs in the Pictish kingdoms of Scotland, roundhouses in Ireland and Britain and rectangular houses on the continent, Celtic housing came in many varieties. But there were also adaptions to mountainous areas, such as Switzerland, rocky plateaus, such as central Spain and the shores of lakes. There was also changes in building styles and construction techniques over time. This source-based activity is designed for students of the NSW 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 Holocaust key words and concepts
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The Holocaust key words and concepts

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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
Deconstructing a visual image - Mongol cavalryman
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Deconstructing a visual image - Mongol cavalryman

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This activity provides students with a primary visual image - a painting of a Mongol cavalryman, and deconstructs the components of the image in order to identify what it was about Mongol mounted warriors that made them particularly effective. Students then use the image and the background work they have completed in class to write a brief speech using the scaffolding provided. The outcome being taught is: HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past. This activity is designed for students of the NSW History K-10 Syllabus. Stage 4 Depth Study 6: The Mongol Expansion
Celtic Society key words and concepts
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Celtic Society key words and concepts

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This is a set of activities using key words and concepts in the topic Celtic Society. 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: AH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms. This task is designed for students of the NSW 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
Newspaper front page: The Mongol Expansion
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Newspaper front page: The Mongol Expansion

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Newspaper front page activity requiring students to report on the Mongol invasion of China including reasons for the invasion, the Battle of Wild Fox Ridge, the siege of Zhongdu (Beijing) and the leadership of Genghis Khan. It is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: The Mongol Expansion