Unit of work on Allan Baillie’s novel, Little Brother. The unit is designed for Stage 3 students of the NSW English K-10 Syllabus for the Australian Curriculum. Resources in this package include: Activities for Chapters 1-6 Activities for Chapters 7-12 Activities for Chapters 13-19 Magazine article: The world can be doing more for refugees Ezine article: How we can help refugee kids in Australia to thrive Word Search Metalanguage mix and match Who Said? Quotes activity Video: What does it mean to be a refugee? Worksheet for video: What does it mean to be a refugee? Video: Horror Humanem est - The Khmer Rouge Worksheet for video: Horror Humanem est - The Khmer Rouge Video: Syrian Refugee Children Worksheet for video: Syrian Refugee Children Video: Thailand/Cambodia refugees flood into Thailand Worksheet for video: Thailand/Cambodia refugees flood into Thailand Video: Death of a Nation: The Khmer Rouge’s Cambodia Worksheet for video: Death of a Nation: The Khmer Rouge’s Cambodia Video: A Place in the Sand. Life inside the world’s largest refugee camp Worksheet for video: A Place in the Sand. Life inside the world’s largest refugee camp Sequence the events Crossword True or false revision activity Analysis of book covers Intertextuality and Little Brother whole lesson 3 Cloze activities Narrative assessment task Crack the Code revision activity Analysis of visual image: Diavata Refugee Camp, Greece (2016) Who am I? Revision activity Motif: Repeating Patterns

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.

This worksheet and answers are designed for the 6-minute animated Ted Ed documentary, The Rise and Fall of the Berlin Wall. It covers post-WWII events resulting in the division of Berlin, the creation of the first fence to prevent emigration and loss of workers from East Germany, the construction of the concrete wall in 1961-2, the fortifications immediately behind the wall and events leading to the opening of border crossings in 1989. The video is available on YouTube.

Students examine the components of a professional book review of Hitler's Daughter. They then use a scaffolded proforma to write their own review.

Sequencing activity for Jackie French's novel Hitler's Daughter.

This worksheet accompanies the documentary, Auschwitz. The Forgotten Evidence. The video was originally shown on the History Channel and is available on You Tube. The video examines the question about why the Allies did not know about what was happening at Auschwitz and when they did, why they did not bomb the facility. The interviews with Holocaust survivors are powerful.

Eric Bogle's 'And the Band Played Waltzing Matilda' is a classic story of an Anzac soldier at Gallipoli and living with the injuries he sustained there. The song is highly evocative and told in the first person. The soldier describes his experiences at Gallipoli and afterwards in hospital and after returning to Australia. The set of activities includes: 1. What did you learn about the experiences of Anzac soldiers at Gallipoli and after the war? 2. How did the song make feel? Why? 3. How does Eric Bogle use language and tone to help you feel this way? 4. Is the song for or against war? Why?

This Powerpoint presentation supports the teaching of the History Australian Curriculum Syllabus Stage 4 The Ancient to the Modern World Depth Study 4: Mediaeval Europe. It traces the history of the Knights Templar, positive impact on Mediaeval Europe and negative impact on the peoples of the Middle East. There are activities at the conclusion of the presentation that are suitable for Gifted and Talented students and students in regular mixed-ability classes. The activities can be modified for students in specialist classes for Emotional Disorders, Autism, Intellectual Disability and Behaviour Disorders.

Anna and Mark both embark on journeys to find out about Heidi and the world of Nazi Germany in which she lives. The issues they discover give them questions about our society today. In this activity a summary of the theme is given and students are asked to compare the issue of Nazi acquisition of Jewish homes and goods with European acquisition of Aboriginal land.

Little Tracey is an imaginative 5-year old girl who is experiencing stress at commencing school. To help her settle in the other children invent The Story Game. The activity attached to Little Tracey's character profile requires to list similarities and differences between the character of Little Tracey and very young children that the reader may know.

Unit of work on Lloyd Jones’ novel, Mister Pip. This bundle includes: Activities for Sections 1-5 Activities for Sections 6-10 Activities for Sections 11-14 Setting: Bougainville Character profile: Mr Watts Character profile: Matilda Laimo Character profile: Dolores Laimo Character profile: Grace Character profile: Joseph Laimo Film review: A Sting in the Tale Ezine article: Bougainville: Australia’s Secret War Word search Crossword Metalanguage Analysis of book covers True or false Sequence the events Topic summary Crack the Code Book review: All They Need to Know Who Said quotes activity Analysis of film scenes Information report assessment task Close study of a passage: Great Expectations Chapter 1 The Bougainville Civil War Which section is that? The Real Mr Pip - Harry Baxter on Bougainville Background to the Bougainville War

crossword based on Jacquie French’s novel, Hitler’s Daughter.

Unit of work, The Treatment and Display of Human Remains. NSW Ancient History Syllabus for the Australian Curriculum. Preliminary HSC Course. Investigating History. Case Study 6: The Treatment and Display of Human Remains. This unit includes: Metalanguage mix and match Lindow Man: Powerpoint presentation Newspaper article: Museums avoid displaying human remains ‘out of respect’ Ezine article: Displaying replica bones and skeletons Magazine article: Should museums display human remains from other cultures? Ezine article: The long ethical arc of displaying human remains Newspaper article: The strange and mysterious case of Dr Glidden Video: The Repatriation of Human Remains Worksheet for video: The Repatriation of Human Remains Video: The U.S. National Museum of Health and Medicine Worksheet for video: The U.S. National Museum of Health and Medicine Video: Lecture by Dr. Elizabeth Craig-Atkins: Recovery and preservation of human skeletal remains Worksheet for video: Lecture by Dr. Elizabeth Craig-Atkins: Recovery and preservation of human skeletal remains Video: History Cold Case: Mummified Child Worksheet for video: History Cold Case: Mummified Child Video: Mummies: Frozen in Time Worksheet for video: Mummies: Frozen in Time Video: The Mystery of the Cocaine Mummies Worksheet for video: The Mystery of the Cocaine Mummies 3 Cloze activities Word search

Worksheet to accompany the TEDEd mini, animated documentary by Kate Green, The Pharaoh that wouldn’t be forgotten. This worksheet and video is a great addition to teaching the NSW Ancient History Syllabus for the Australian Curriculum, Higher School Certificate course, Personalities in their Times, Option A: Egypt - Hatshepsut.

Unit of work on Marjane Satrapi’s graphic novel, Persepolis. Designed for students of the NSW English Syllabus for the Australian Curriculum. Includes: + Iran-Iraq War activity + Worksheet 1: The Veil + Worksheet 2: The Bicycle + Worksheet 3: The Water Cell + Worksheet 4: Persepolis + Worksheet 5: The Letter + Worksheet 6: The Party + Worksheet 7: The Heroes + Worksheet 8: Moscow + Worksheet 9: The Sheep + Worksheet 10: The Trip + Worksheet 11: The F-14s + Worksheet 12: The Jewels + Worksheet 13: The Key + Worksheet 14: The Wine + Worksheet 15: The Cigarette + Worksheet 16: The Passport + Worksheet 17: Kim Wilde + Worksheet 18: The Shabbat + Worksheet 19: The Dowry + The Iranian Hostage Crisis activity + The Iranian Revolution activity + Persepolis Word Search + What were the experiences of child soldiers in the Iran-Iraq War? Source-based activity + Character profile - Marjane + Character profile - Grandmother + Character profile - Mr Ebi Satrapi + Character profile - Mrs Taji Satrapi + Character profile - Uncle Anoosh + Analysis of film stills Crossword Metalanguage Video: The Man who Changed the World Worksheet for video: The Man who Changed the World

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.

John Schumann's 'I Was Only 19' gives a narrative of a 19-year old conscript in the Australian Army in 1968-69, at the time of the Vietnam War. The song describes selection, training, experiences in Vietnam and reflections on the war after his return. The terms and concepts in the song are explained and are followed by a set of activities. The set of activities includes: 1. What did you learn about the experiences of Anzac soldiers at Gallipoli and after the war? 2. How did the song make feel? Why? 3. How does John Schumann use language and tone to help you feel this way? 4. Is the song for or against war? Why?

Unit of work on Madeleine L’Engle’s novel, A Wrinkle in Time. This bundle includes: Activities for Chapters 1-6 Activities for Chapters 7-12 Metalanguage mix and match Sequence the Events activity Word Search 3 Cloze activities Crossword Crack the Code revision activity True or false revision activity Who said? quotes activity Powerpoint presentation Textual codes and conventions

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 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.