F-10 Curriculum (V8)
F-10 Curriculum (V9)
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This unit of work consists of five classroom activities that introduce students to the Magna Carta, or Great Charter that describes the civil liberties granted by King John of England in 1215. The activities explore the key concepts established in the Magna Carta, including the rule of law and the parliamentary system of ...
This is a website about the women’s suffrage movement in Victoria in the 19th and 20th century. The resource is presented in three sections: Introductory information; Story Objects; and Story Education Resources. There are 17 Story Objects that tell the stories of how Victorian women won the right to vote, key participants ...
This resource is a YouTube playlist containing a series of videos from a speech the NSW Governor Marie Bashir gave to senior high school students at Government House in 2010. She speaks on a range of topics, including the Australian system of government, the history of Australia and NSW, and her life. She also answers ...
This unit of work develops students’ understanding of Australia’s system of government and Australia’s place in the world. It compares key features of Indonesian government with Australia's system of government and considers Australia's international responsibilities and how international law impacts on Australian law.
How was England changed forever by one battle in 1066? In that year, a Norman army led by Duke William of Normandy sailed to England and defeated the Saxon army of Harold Godwinson at the Battle of Hastings. Visit the site of the battle during a re-enactment by medieval history buffs. This is the first of two clips.
How was William of Normandy able to defeat the Saxon army of Harold Godwinson in 1066 and become the king of England? The Norman's victory at Hastings marked the beginning of their complete conquest of England over the following few years. Discover the tactics of both sides in the Battle of Hastings. This clip is the second ...
Have you heard of Magna Carta? This document from the 13th century has been hugely influential for many modern democracies. Watch this clip to find out how it came about and why it is still so important today.
Under the shoguns, Japan was deliberately isolated from the outside world from around 1600 CE. However, by the mid-19th century, Western imperialism was entering a new phase of expansion that no Asian state was able to resist. Discover what happened when the West came beating on the doors of a closed society. This clip ...
What was the status of each social class in shogunate Japan? During the period from around 1600 to 1868, Japan was a feudal society. As in medieval Europe, each group had its place in a strict social order. Watch this clip to discover the roles of each group during the age when the Tokugawa shoguns ruled the country. This ...
Imagine being transported to England in the middle of the 13th century. What was life like for common people? Who had the power to control the lives of others? In this clip, learn about the feudal system, which was widespread in Medieval Europe. This clip is first in a series of five.
What are the essential things you need to survive? Food, water, medicine, shelter, sanitation ... anything else? How do you obtain these basic requirements? How might people living in Medieval Europe have survived if they had no money or land? In this clip, discover a useful practice that helped peasants negotiate a living. ...
This resource is a webpage with information, study guide and resources on the depth study, The Asian world: India, to support the Australian Curriculum in History.
This is an online exhibition rich in historical information, animations and source material about the Vikings in general and their westward expansion in particular. The exhibition, developed by the Smithsonian's National Museum of Natural History, contains three elements, two intended for students and one for teachers. ...
This is a rich teacher resource about ancient China. It contains 15 background information sheets; 11 lesson plans for whole-class discussions to introduce particular topics; four inquiry grid worksheets for gathering information; and nine follow-up lesson plans for activities that extend the content. The staff room resource ...
This is an assessment package that uses the Year 8 Australian Curriculum history achievement standard to gather evidence about how well students have demonstrated what they know, what they understand and what they can do for the depth study 'The Western and Islamic World: Medieval Europe' (c.590–c.1500). Students use researched ...
This is an online interactive resource about ancient Egypt developed by the British Museum. The resource has ten sections: Egyptian life; geography; gods and goddesses; mummification; pharaoh; pyramids; temples; time; trades; and writing. Each section contains three elements: 'Story', 'Explore' and 'Challenge'. The 'Challenge' ...
What are the dangers of relying on one historical source for an understanding of an ancient society? How important is it for historians to verify information? In this animation of one of history's most significant documents, Zhou Dugaun's 'A Record of Cambodia: the land and its People', consider the reliability of Zhou's ...
This resource is a YouTube playlist containing a series of videos taken as a group of senior high school students are given a guided tour of NSW Government House in 2010. The tour covers primary sources such as architecture, furniture and images significant to the history of Australia and NSW.
This lesson plan guides students to compare and contrast different perspectives of the French Revolution as depicted in two works of art. They will discuss the use of satire and caricature to comment on historical and current events and will create satirical cartoons based on contemporary issues.
This resource for students is the first in a series of thirteen, focusing on a study of the novel 'Animal Farm'. This resource provides contextual information including short descriptions of Marx, the Tsar,Trotsky and Stalin; information about the political systems of democracy, totalitarianism, socialism, communism and ...