Documentary and archaeological evidence testify to the domestic and familial role of Celtic women, their rights and responsibilities, occasional leadership of tribes, women slaves and their role in religious observance. This source-based activity is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Preliminary HSC course Case studies from Egypt, Greece, Rome, Celtic Europe Topic A8: The Celts

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

This is an assessment task on Celtic Society that includes assessed course outcomes, rubric, marking guideline and student feedback sheet. The task is an essay: Many of the classical writers (Romans and Greeks) believed that the Celts were barbarians, lacking in the refinements of civilisation. Do you agree with them? Use supportive evidence from the sources to help explain your view. The 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

This worksheet accompanies the ABC-TV documentary Australia on Trial - The Myall Creek Massacre (2011). It covers the events around the 1836 massacre and the two court cases in 1837/38 culminating in the verdict when in the hanging of 7 convict stockmen. The agendas of the squatters, Governor Gipps and urban middle-class society are examined. It is probably beyond the scope of the video to investigate the perspectives of the Kamilaroi people and that of the convicts. Neither had power in the 1830s to give their view of the crimes.

The Warsaw Ghetto was a tragedy that even now defies belief. This source-based task uses primary and secondary sources to identify food and water shortages, inadequate shelter, brutalisation by Nazi soldiers, inadequate heating and the effects that these issues had on the Jewish inhabitants. Special focus is made on the impact of the vulnerable, notably children and the aged. This task is designed for students of the History K-10 Syllabus Stage 5 Depth Study 6: The Holocaust

This is a mix and match activity using terms and concepts in the topic Aboriginal Rights and Freedoms. It is designed for NSW students of the History K-10 Syllabus Stage 5 Depth Study 4: Rights and Freedoms

Can your students walk in the shoes of both sides to the Stolen Generation issue: the Australian politicians who advocated removal of disadvantaged children from their families and families who lost their beloved children? This critical thinking activity asks students to interpret history through the actions, values, attitudes and motives of people in the context of the past. It is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms

This activity requires students to read a single-page summary of the UN Convention on the Rights of the Child. They must then make a mind map using the proforma. From this proforma students then prepare a brief speech for students for students at a local primary school. There is a scaffold to assist students to prepare their speech. The task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 4: Rights and Freedoms

This worksheet accompanies the video, Prisoner Number A26188 - Henia Bryer. This is a well-structured narrative of the life of Henia Bryer, a child prisoner in the Radom Ghetto, Majdanek Concentration Camp, death march to Germany and inmate at Bergen-Belsen. Henia quietly talks about all she saw, smelt and heard in all these places. She takes the viewer on the journey with her. This is an excellent video for teenagers. This worksheet focuses student's attention on the issues in the film.

Upon taking office in 1969 U.S. President Nixon announced the Vietnamisation Policy. U.S. forces were to be withdrawn from Vietnam and South Vietnamese troops were to assume greater responsibility. It was popular with the U.S. public but the U.S. government knew that the South Vietnamese were unlikely to succeed against the North. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course Peace and Conflict Option A: Conflict in Indochina

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 asks students to interpret history through the actions, values, attitudes and motives of the Nazis and the Jewish citizens of Europe. Students must examine the competing world views of National Socialism and Judaism so that they can understand the actions and responses of both persecutor and persecuted.

Activity asking students to find the chapter in which the given events occur.

Brasidas was not a typical Spartan: a naval commander, powerful personality, persuasive public leader, popular general. He played a crucial role in Spartan successes in a number of campaigns during the war. This source-based homework task is designed to increase 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. It can also be used to support student understandings of: Part III: Historical Periods Option G: The Greek World 446-339 BCE

The 1954 Geneva Peace Agreement gave closure to the First Vietnam War and had significant impact on France, the Viet Minh, the newly created state of South Vietnam and the USA. It had significant demographic, economic and political impact on the people of Vietnam and marked the point where France bowed out of Indochina and the USA bought in. This source-based homework task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum Higher School Certificate course Peace and Conflict Option C: Conflict in Indochina 1945-1975.

This is an assessment task for the topic Conflict in Indochina. It is designed for students of the NSW Modern History Syllabus for the Australian Curriculum Higher School Certificate course Peace and Conflict Option C: Conflict in Indochina 1945-1975. It includes 10 multiple choice questions and a source-based activity on guerrilla warfare.

This Powerpoint presentation holds back no punches and has had a powerful impact on students. It gives as overview of some of the groups subject to Nazi persecution and execution during the Holocaust: ethnic Poles, Mentally and physically disabled people, Jehovah's Witnesses, homosexuals, ethnic Russians and Russian prisoners of war, Gypsies, political prisoners, Christians and asocials. I include embedded clips from YouTube and look at the survival/treatment of each of each of these groups today. Nothing in this presentation is my own. The content is disturbing, the images haunting. May we learn from the past

This resource includes: + Crossword and solution + Word search and solution for the topic Making a Nation. Australia 1900-1914.

This is a student worksheet and answer sheet to accompany the documentary Vietnam: A Television History Episode 1 The Roots of War. The film provides an overview of the significance of the war to the US and then looks at why France and the US became involved in a war in Vietnam. I use this worksheet as part of the NSW Modern History Syllabus for the Australian Curriculum Higher School Certificate course Peace and Conflict Option C: Conflict in Indochina 1945-1975 You can access the film on Youtube.

This is a program for the unit of work Persia - Cyrus II to the death of Darius III and meets the requirements of the NSW Ancient History Syllabus for the Australian Curriculum. It includes objective, outcomes, content, learning across the curriculum, differentiation for Special Education learners, Gifted and Talented learners and English as Another Language or Dialect (EAL/D) learners.