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Enhances spatial awareness, collection and analysis of data, understanding of geographical information and building inquiry skills.

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Esri Australia is the nation's leading provider of GIS technology, location analytics capabilities and geospatial solutions.

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Foster and encourage critical thinking, access to knowledge, and the development of interpretation and location of information.

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Virtual Songlines | First Nations Software | Indigenous Design

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As Australia's leading First Nations Interactive Design Agency, we focus on four pillars which we integrate into our project delivery: 1.Cultural Heritage Experience Design 2.Authentic First Nations Virtual & Motion Development 3.Virtual Histories & Interactive Narrative Design 4.Virtual Heritage Experiences

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Interactive presentation and collection of ideas. Promotes critical thinking, collaboration and discussions.

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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Provides education videos, promotes communication, collaboration, and media and digital literacy.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Socrative is an effective digital formative assessment tool that provides real-time insights into students' understanding of content. Below are the benefits of using Socrative:

Real-Time Feedback: Instant results allow teachers to adjust instructions immediately, while students receive prompt feedback to enhance learning (King & Ritchie, 2012).

Engage Students: Interactive features like the Space Race game and polls keep students involved.

Supports Formative Assessment: Data collected can be used for quick check-ins, exit tickets, and quizzes.

Data Collection and Analysis: Automatically generated reports help teachers identify trends and inform future lessons.

Differentiated Instruction: Quizzes can be customised based on student abilities, providing targeted support (Watts-Taffe et al., 2012)

Accessible: The program works on various devices and uses classroom codes to protect student privacy.

Socrative can make learning more interactive and fun. The formative assessment program promotes critical thinking and aids in helping students understand key concepts.

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Login or sign up for free on Socrative - your assessment partner for real-time assessments and instant insights.

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Flourish is a data visualisation tool that enhances classroom learning, particularly in history. It allows students to create interactive timelines and maps, fostering creativity and design thinking. Key benefits include:

Data Literacy: Helps students understand complex data through interactive visual aids, promoting critical thinking and analysis.

Project-Based Learning: Supports both group and individual projects, encouraging engagement and ownership in storytelling with data (Almulla, 2020)

Real-World Relevance: Prepares students for data-centric careers by providing practical experience (King & Ritchie, 2012).

Cross-Curricular Integration: Applicable in various subjects, fostering student collaboration (Neuenhaus et al., 2013).

Time-Saving: Teachers can quickly create visual aids, allowing students to focus on content.

Accessibility: Cloud-based platform that enables easy sharing via any web browser.

Overall, Flourish enhances learning by equipping students with skills in digital literacy and historical inquiry while creating compelling visual experiences.

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Flourish | Data Visualization & Storytelling

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Beautiful, easy data visualization and storytelling

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Canva is a user-friendly digital design tool that offers several benefits for the classroom. Key advantages include:

Accessible and Free: Canva is free for schools, integrates with Learning Management Systems (LMS), and provides cloud-based access.

Supports Teachers: Educators can easily create engaging curriculum-aligned resources.

Fosters Literacy and Creativity: It encourages students to express themselves creatively and take ownership of their work (Colwell & Hutchinson, 2015).

Enhances Engagement: Interactive features make learning more dynamic (D’Mello, 2021).

Cross-Curricular Use: Ideal for subjects like history, enabling students to create timelines, posters, and infographics (Neuenhaus et al., 2013).

Builds Collaboration: Promotes teamwork and communication among students. In history classes, students can create timelines, biographical posters, and analyses of events, boosting both individual and collaborative project work (Vass & Littleton, 2010).

In history classes, students can create timelines, biographical posters, and analyses of events, boosting both individual and collaborative project work.

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Socrative is an online interactive quiz platform that provides immediate feedback to students, aiding in the learning process. It is an effective tool for evaluating and monitoring student progress. Teachers can create fun and engaging interactions for their students. There are various quiz options available, including multiple choice, short answer, and true/false questions. Additionally, there is an option for an exit ticket, which serves as a useful summative assessment to confirm student understanding of a specific piece of content.

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Login or sign up for free on Socrative - your assessment partner for real-time assessments and instant insights.

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Where can native title be claimed?

Native title may be claimed in areas such as

vacant (or unallocated) Crown land

parks and public reserves

some leases (such as non-exclusive pastoral leases)

land held by government agencies

some land held for Aboriginal and Torres Strait Islander communities and

oceans, seas, reefs, lakes, rivers, creeks and other waters that are not privately owned.

Native title rights cannot be claimed in relation to minerals, gas or petroleum under Australian law. Native title in tidal and sea areas can only be of a non-exclusive nature, as exclusive native title is considered inconsistent with other common law rights regarding marine access and navigation.

Claimable rights and interests

The NTArecognises Aboriginal and Torres Strait Islander peoples' rights over their land and waters, according to their traditional laws and customs ( NTA s 223). While the native title rights recognised will be specific to each determination, they may include as the rights to:

maintain and protect sites

use the land for hunting or ceremony

camp and live on the land

share in money from any development on the land

have a say in the management or development of the land.

Extinguishment and partial extinguishment

Extinguishment or partial extinguishment of native title (NTA s 237A) means that native title holders are no longer able to fully exercise their traditional rights in an area. This is referred to as 'impairment' of native title rights, and is the result of certain past acts of government (generally prior to 1 January 1994 when the NTA came into force), such as granting of freehold land, granting of leases, or the construction or establishment of public works, that are inconsistent with the ongoing enjoyment of native title rights.

It was recognised in Wik Peoples v Queensland [1996] HCA 40 (Wik) that the granting of pastoral leases only partially extinguishes native title. Limited native title rights can coexist and be recognised alongside other rights in land held under pastoral lease. While some native title rights (such as the right to control access to, and use of the land) are extinguished by the granting of pastoral leases, other rights, such as rights to hunt, camp and perform ceremony may continue to be exercised. Because it was previously believed that the granting of pastoral leases extinguished native title, some acts which took place on native title land between 1 January 1994 when the NTA came into force and 23 December 1996 when Wik was decided may have actually been unlawful. These acts are known as 'intermediate period acts' and are validated by the NTA ( s 21).

Water rights

The NTArecognises that Aboriginal and Torres Strait Islander people hold rights and interests in waters according to their traditional laws and customs ( NTA s 211). The NTAsets out native title holders' rights to access and take water without requiring a licence for the purposes of:

The NTAonly provides native title holders with the same rights to waters as other landholders. Recognition of native title rights in waters does not extend to ownership or rights to commercial use of water. All states and territories have legislation that sets out the circumstances in which water can be taken, and when licences for taking water are required. Native title water rights can be extinguished or partially extinguished by past acts of government, such as the granting of water rights to third parties.

According to current law, native title holders who wish to use water resources for commercial activities, such as commercial irrigation, are required to apply through existing State and Territory water management regimes. Recent favourable court judgements regarding the right to trade in natural resources (see Rrumburriya Borroloola Claim Group v Northern Territory [2016] FCA 776; Willis on behalf of the Pilki People v State of Western Australia (No 2) [2014] FCA 1293; and Akiba v Commonwealth [2013] HCA 33; see Overturning aqua nullius), suggest that commercial use of water resources could be included in future native title applications.

This page was authored by Michael Cawthorn, consultant anthropologist, (updated 31.08.2020).

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Native title may be claimed in areas such as vacant (or unallocated) Crown land parks and public reserves some leases (such as non-exclusive pastoral leases) land held by government agencies some land held for Aboriginal and Torres Strait Islander communities and oceans, seas, reefs, lakes, rivers, creeks and other waters that are not privately owned.

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Observed annually on 26 May, National Sorry Day remembers and acknowledges the mistreatment of Aboriginal and Torres Strait Islander people who were forcibly removed from their families and communities, which we now know as 'The Stolen Generations'.

National Sorry Day is a day to acknowledge the strength of Stolen Generations Survivors and reflect on how we can all play a part in the healing process for our people and nation. While this date carries great significance for the Stolen Generations and other Aboriginal and Torres Strait Islander peoples, it is also commemorated by Australians right around the country.

The first National Sorry Day was held on 26 May 1998, one year after the Bringing Them Home report was tabled in Parliament. The Bringing Them Home report is a result of a Government Inquiry into the past policies which caused children to be removed from their families and communities in the 20 th century.

Following this, in 2000, there was one issue that was high on the agenda at the Sydney Harbour Bridge walk for reconciliation - an apology to the Stolen Generations.

It was also high in the sky, when a group of people - independent to the organisation of the walk - had the word 'Sorry' written in the clear blue skies above the Sydney Harbour Bridge.

Such was the intensity of feeling and support for Stolen Generations members - many of whom were among the huge crowd that day.

Today, twenty-three years after the Bringing Them Home report and twelve years since the National Apology, Aboriginal and Torres Strait Islander children are still 10.6 times more likely than non-Indigenous children to be removed from their families.

We cannot begin to fix the problems of the present without accepting the truth of our history. Sorry Day asks us to acknowledge the Stolen Generations, and in doing so, reminds us that historical injustice is still an ongoing source of intergenerational trauma for Aboriginal and Torres Islander families, communities, and peoples.
THE JOURNEY CONTINUES... Image: News Ltd HOW CAN I GET INVOLVED
Since the establishment of Sorry Day, we now recognise another important milestone in Australia's history on this date. On 26 May, 2017, at the conclusion of the 2017 First Nations National Constitutional Convention at Uluru, council member Megan Davis delivered the Uluru Statement from the Heart, a consensus document on constitutional recognition, developed by a 16-member Referendum Council of Indigenous and non-Indigenous community leaders. Over a six-month period the council travelled to 12 different locations around Australia and met with over 1,200 Aboriginal and Torres Strait Islander representatives. The meetings resulted in a consensus document on constitutional recognition, the Uluru Statement from the Heart.

The Healing Foundation is a national Aboriginal and Torres Strait Islander organisation that partners with communities to address the ongoing trauma caused by actions like the forced removal of children from their families.

Hear the Ngangkarri Women's Group message of strength, resilience and healing sang for Stolen Generations, families and communities at the Healing Foundation website.

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National Sorry Day 2020 | Reconciliation Australia

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Observed annually on 26 May, National Sorry Day remembers and acknowledges the mistreatment of Aboriginal and Torres Strait Islander people who were forcibly removed from their families and communities, which we now know as 'The Stolen Generations'. National Sorry Day is a day to acknowledge the strength of Stolen Generations Survivors and reflect on how [...]

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Reconciliation Week: May 27th to June 3rd - Bridging Now to Next

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Reconciliation Week: May 27th to June 3rd - Bridging Now to Next

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Paul Girrawah House has multiple First Nation ancestries from the South-East Canberra region, including the Ngambri-Ngurmal (Walgalu), Pajong (Gundungurra), Wallabollooa (Ngunnawal) and Erambie/Brungle (Wiradyuri) family groups.

Paul acknowledges his diverse First Nation history, he particularly identifies as a descendant of Onyong aka Jindoomang from Weereewaa (Lake George) and Henry 'Black Harry' Williams from Namadgi who were both multilingual, essentially Walgalu-Ngunnawal-Wiradjuri speaking warriors and Ngunnawal-Wallaballooa man William Lane aka 'Billy the Bull' - Murrjinille.

Paul was born at the old Canberra hospital in the centre of his ancestral country and strongly acknowledges his First Nation matriarch ancestors, in particular his mother Dr Aunty Matilda House-Williams and grandmother, Ms Pearl Simpson-Wedge.

Paul completed a Bachelor of Community Management from Macquarie University, and Graduate Certificate in Wiradjuri Language, Culture and Heritage and Management from CSU.

Paul provided the Welcome to Country for the 47th Opening of Federal Parliament in 2022. Paul is Board Director, Ngambri Local Aboriginal Land Council, Member Indigenous Reference Group, National Museum of Australia and Australian Government Voice Referendum Engagement Group.

Paul works on country with the ANU, First Nations Portfolio as a Senior Community Engagement Officer

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NRW2023 theme: Be a Voice for Generations

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The theme for National Reconciliation Week, Be a Voice for Generations, encourages all Australians to be a voice for reconciliation in tangible ways in our everyday lives - where we live, work and socialise.

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Create AI images from text with Craiyon. Generate, explore, and edit images online.

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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#083 Regenerating in Deep Time — The RegenNarration

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New finds, narratives & future possibilities, with leading archaeologist Peter Veth

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Flourish | Data Visualization & Storytelling

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Beautiful, easy data visualization and storytelling

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This content is well organised and structured for teacher accessibilty. Outlining key inquiry questions, case study lesson plans with inquiry prompts and highlights the key investigation of Lake Mungo as outlined in ACARA.

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Australian History Lessons for Year 7 Students - Australian History Mysteries

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We’ve made planning your Australian history lessons easy with our rich online resources for Year 7 students. The Australian History Mysteries secondary website includes a range of interactive case studies that have been designed specifically around the Australian Curriculum: history as outlined belo…

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The National Musuem Australia provides teacher resources and lessons onvarious historical topics. The Digital Classroom allows teachers to access various media and text streams in an ICT teaching approach.

How it Enhances Learning:

1. Engagement and Interactivity

The National Museum of Australia transforms a complex subject into an engaging and tangible lesson by offering clearly outlined classroom-delivered lessons that include multiple investigations exploring a specific topic. In this case, the focus is on Mungo Lady and Mungo Man in connection with Deep Time Australia. Additionally, they provide detailed guides for both students and teachers to follow. Extended resources are also available for a deeper exploration of Ancient Australia. This digital classroom allows students to interact with digital learning, collaborate with fellow students and the teacher, and conduct investigations into Deep Time Australia.

2. Flexible Access and Self-Paced Learning

This online and interactive digital learning tool can be accessed at any time by students. It provides them with the opportunity to complete investigation tasks in class and at home, deepening their understanding of the complex historical context of Ancient Australia. This flexibility supports self-paced learning, allowing students to revisit different topics within the unit for clarification, especially if they miss investigation lessons.

3. Collaboration and Communication

Since the lessons are online, students have the opportunity to work in small groups or as a class to investigate more complex and content-heavy topics. They can openly discuss different ideas and opinions regarding the subjects they are exploring. Peer-to-peer learning is encouraged and can occur in real-time, allowing students to develop their communication skills in small groups. The online platform facilitates collaboration and provides real-time feedback.

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Deep time history of Australia | Australia’s Defining Moments Digital Classroom | National Museum of Australia

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Discover how archaeologists investigate the ancient world and learn about Australia’s ancient past at Lake Mungo. Year 7 | History | Australian Curriculum aligned

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A website where teachers provide resources for lesson plans, purchasable only.

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Year 7 History Deep Time History of Australia (unit outline) by Rachel Davis

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This page failed to load. Our development team has been informed of the issue.

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ACARA provides a breakdown of the sub-strand of Australian history in Version 9 of the Australian Curriculum.

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Deep time history of Australia resource | V9 Australian Curriculum

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Teachers may experience some nervousness about teaching this content. Students have been taught about other ancient cultures in History for a long time, and teachers have been comfortable to cover this content. When teaching about deep time history of Australia, you are on the land that you are talking about and the First Nations Peoples of Australia are the longest living continuous culture in the world, so they are here. This presents many opportunities but it also brings some additional responsibilities. Teachers need to be confident that what they are teaching is authentic. A significant consideration in teaching Deep time history of Australia is asking about how this information has been shared and passed down from one generation to the next.

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History Skills provides a complete breakdown of lesson plans and includes resources to support teachers in delivering the topic.

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© History Skills

In this lesson, students will learn about the causes and effects of the arrival of early First Nations Australians on the Australian continent and their migration routes across the continent. Students will have the opportunity to achieve this through choosing their own method of learning, from reading and research options, as well as the chance to engage in extension activities. This lesson includes a self-marking quiz for students to demonstrate their learning.

Step 1: Download the reading questions worksheet below:

Arrival of First Nations Australians Rea

Microsoft Word Document 22.3 KB

Step 2: Answer the questions by reading the webpage below:

Download a copy of the worksheet and use the internet to complete the tables.

Arrival of First Nations Australians Res

Microsoft Word Document 22.9 KB

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First Nations Migration to Australia Lesson

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Explore the causes and effects of First Nations Australians' arrival on the continent, with flexible learning methods and a self-marking quiz to track progress.

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7 Great Digital Resources/Tools to use in a History Classroom

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7 Great Digital Resources/Tools to use in a History Classroom

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This list compiles seven digital tools and resources to assist teachers in digital and online learning. Below are a few tools:

1. iCivics: This tool is an American-based program to help students in "advancing civic learning by providing educators and students with the knowledge, skills, and resources" (iCivics, 2024).

2. Minecraft: Most students have either played Minecraft or have heard of it. Minecraft can be used to create worlds, students can re-enact battles, or explore various periods of time (Minecraft, 2011).

3. Recording a podcast, having historical figures discuss big topics. Students can choose a historical figure, research personal facts and events, and write a creative introduction before diving deep into a topic, whilst staying in character.

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As Carl Sagan once said, "You have to know the past to understand the present." But great history teachers know that doesn't mean you need to rely on ancient teaching tools.

Fortunately, cutting-edge digital software-much of it free-can breathe new life into history lessons, allowing students to drop into historical venues, converse with long-dead presidents or kings, and inhabit eras in ways that can shift their perspective.

While it can be hard to separate the wheat from the chaff, the best digital tools are ones that "support student engagement as they make rich and meaningful connections to people from the past," writes Matthew Farber, an associate professor of educational technology at the University of Northern Colorado.

We've compiled a list of seven teacher-tested tools, and we lay out how educators are using them both to enhance their lessons and to bring history closer to the present than ever.

AI-generated images spice up lessons

AI image generators are fun to mess around with-but they can also help drive critical thinking in the history classroom. Teachers can use them to generate fantastical images from before the dawn of photography, explained history educator and edtech expert James Beeghley in a presentation at ISTE 2023. For his U.S. history classes, Beeghley had the AI generate photograph-style images of scenes like the signing of the Constitution and Lincoln's Gettysburg Address, which he then added to his class presentations. World history teachers can go even further back in time, asking the AI what it looked like when visitors flocked to the Roman Colosseum, for instance. Teachers can use free image generators from Bing, Craiyon, or Canva to produce these images, then drop them into class presentations. (We recommend specifying "photograph-style" in your prompt for maximum realism.)

Beeghley warns that AI image outputs tend to be full of inaccuracies-but that can help create an engaging lesson. After generating a fake historical image based on your current unit of study-perhaps an intentionally deceptive one, such as of two famous figures who never met-challenge students to point out all the flaws and anachronisms they can find.
Courtesy of Canva
iCivics offers short games about governance

iCivics -a nonprofit founded by former Supreme Court Justice Sandra Day O'Connor-aims to improve civics education in America through free games. And unlike many other educational websites, the games feel modern-not as if they're from the age of dial-up internet.

Thanks to iCivics' games, "when I taught social studies to middle school kids, I observed their engagement with content that might otherwise be boring to 12- and 13-year-olds," writes Matthew Farber. "For instance, to help students learn about the Bill of Rights, I had them play ' Do I Have a Right?,' a game where players learn experientially by running a civil rights law firm." Other games include Counties Work, where students see the ins and outs of local governance, and LawCraft, which challenges students to craft a bill and try to get it through Congress.

iCivics now has about 20 different games, each lasting from around 10 to 30 minutes. After students play the games, "the next step for the teacher is to create a great performance assessment-although iCivics provides great reflective activities to use after the game has been played," notes social studies director Andrew Miller.

AI history chatbots are fun fodder for critical analysis
Courtesy of Hello History
While history teachers can't get Napoleon or Eleanor Roosevelt in class as a guest speaker, AI can help students "interact" with historical figures. In a presentation at ISTE 2023, edtech professor Maureen Yoder suggested that teachers check out Hello History -a ChatGPT-powered app that can let students carry out conversations with dozens of figures from around the world, from Cleopatra to Mahatma Gandhi.

The app is free until users hit a 20-message daily limit-so another option is to go directly to ChatGPT and prompt it, "Please roleplay as Thomas Edison for the rest of our conversation." When we tried it, the AI did a fairly good job of staying in character-refuting the notion that he stole ideas from Nikola Tesla by saying, "In the world of invention, it is not uncommon for individuals to draw inspiration from one another's work and build upon existing ideas." Though it misrepresented Edison's childhood hearing loss, suggesting it wasn't until his elder years that he developed partial deafness.

But that, too, presents an opportunity, as the dubious quality of AI-generated information can be made part of the assignment. Before his students write biographical essays, historian and history educator Jonathan S. Jones has students closely inspect history-related output from ChatGPT to identify "factual errors and information that was missing crucial context," then spend some time editing the AI's output to correct the errors and inaccuracies.

Minecraft gives a hands-on understanding of ancient buildings

When ancient structures or famous buildings come up in class, students can benefit from a deeper understanding of how those structures were built. To that end, some teachers are using Minecraft -the popular game that lets players gather resources and build blocky structures out of wood, stone, and more.

In a lesson on ancient Egypt, for example, students can dive into a digital Minecraft world "in groups of two or three" and gather resources to "create structures that show where Egyptians ate and lived," suggests Meenoo Rami, a former English teacher affiliated with Minecraft's Mentor Program. Or, instead of a blank world, teachers can help students load up one of Minecraft Education's prefabricated lessons. There's one that teaches about the construction of the pyramids; another that has students reconstruct UNESCO-recognized monuments in Syria, Iraq, and Afghanistan; and another that has students rebuild the inside of the Titanic. Minecraft Education isn't free (unlike the other tools on this list), but administrators can buy schoolwide subscriptions at a discount.
Courtesy of Minecraft Education
Google Arts & Culture's games make art history fun

If your history class covers art movements, cultural eras, or ancient artifacts and monuments, then Google Arts & Culture is quite possibly the site you've been dreaming of. The free-to-use website has incredibly diverse resources: thousands of digitized works of art, 3D models of famous buildings and sculptures, and 360-degree virtual walkabouts of museums like New York's Metropolitan Museum of Art.

Google Arts & Culture also offers a wide variety of educational games. Here are two of them:

Odd One Out - Players must try to identify the AI-generated "imposters" hidden next to three actual artifacts or works of art. (For example, "Find the AI Generated Throne.") Students click any of the real works of art to learn more about them. There's also a media literacy aspect: The more kids play, the better they may get at identifying AI-generated imagery based on telltale signs like a lack of concrete detail and some fuzziness around the edges. (Still, it's quite hard, even on your 20th try.)

3D Pottery - Another challenging game, this one asks players to manipulate a spinning ball of clay and re-create ancient works of pottery from around the world. Students get a hands-on understanding of this ancient art form-without the mess of real clay.

Recording podcasts turns students into historians

Podcasts are all the rage. But rather than having students listen to podcasts, some history teachers are encouraging students to produce their own.

In her ISTE presentation, Maureen Yoder proposed having small groups of students script podcasts with conversations between figures who never actually met in real life-like Albert Einstein and Isaac Newton, or Harriet Tubman and Rosa Parks. Students must decide, based on what they've learned, what these figures would likely say to each other. Then, members of each group can record the lines in character or input the script into text-to-speech software. Groups can edit the podcasts together using free audio editing software like Audacity.

Besides historical fiction podcasts, students can become genuine historians by recording and archiving conversations with elders in their communities. Inspired by StoryCorps, a nonprofit that aims to preserve stories from Americans of all backgrounds, Director of Technology and Innovation Kevin Brookhouser has his students prepare a list of questions and record conversations with their grandparents. "This is not just about sharing family stories; it's the academic work of a historian, creating primary sources for future scholars as we piece together our past," he writes. Recording is easy, Brookhouser explains; students can use their phone or tablet or a free online voice recorder on their Chromebook.

Mission US offers free games about American history

Many U.S. history teachers appreciate the story-driven games from Mission US. The games-complete with voice acting and animated cutscenes-have students play as a fictional child from a real era of American history and make difficult moral and strategic decisions. In one such game, For Crown or Colony?, "students are put in the shoes of a printer's apprentice in 1770 Boston and encounter both Patriots and Loyalists around the time of the Boston Massacre," writes Rebecca Rufo-Tepper, a director of digital learning and former public school teacher. "The goal is for students to choose where their loyalties lie. Along the way, they engage in empathy and explore issues of liberty, equality, and perspective." Rufo-Tepper recommends playing the game collectively at the whiteboard, having the class discuss what choices to make, before letting students break out to play it individually.

Other games on the site include 1866, Westward Expansion: A Cheyenne Odyssey; 1907, The Immigrant Experience: City of Immigrants; and 1960, The Civil Rights Movement: No Turning Back. It's worth noting that each game takes one to two and a half hours to finish, so they're not feasible to complete in one sitting. However, the site does save progress with a free account, so history teachers could spread out the gameplay over multiple class periods or assign it as homework.

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7 Digital Tools That Help Bring History to Life

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Challenging games, fun projects, and a healthy dose of AI tools round out our top picks for breathing new life into history lessons.

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At a glance

The objective of the National Agreement on Closing the Gap (the National Agreement) is to enable Aboriginal and Torres Strait Islander people and governments to work together to overcome the inequality experienced by Aboriginal and Torres Strait Islander people, and achieve life outcomes equal to all Australians.

For the first time, the National Agreement has been developed in genuine partnership between Australian governments and the Coalition of Aboriginal and Torres Strait Islander Peak Organisations (the Coalition of Peaks).

The expertise and experience of the Coalition of Peaks and its membership have been central to the commitments in this National Agreement. So too has the feedback from the extensive engagements in 2019 with Aboriginal and Torres Strait Islander people across Australia. A summary of what was heard from the engagements and how it was incorporated into the National Agreement is available.

The views and expertise of Aboriginal and Torres Strait Islander people, including Elders, Traditional Owners and Native Title holders, communities and organisations will continue to provide central guidance to the Coalition of Peaks and Australian governments as the National Agreement is implemented.

The Partnership is grateful for the assistance of the Australian Institute of Health and Welfare (AIHW) and the Australian Bureau of Statistics (ABS) in developing the National Agreement. The AIHW led a number of workshops to assist the Partnership Working Group to consider and develop the target framework, developed trajectories to inform decisions about the level of ambition for different target areas, and provided technical advice on the targets, indicators and data availability. The ABS provided data and technical advice for targets and indicators.

All parties to the National Agreement acknowledged the need for it to be a flexible, "living" document, working with the best evidence as it becomes available.

This is the current version of the National Agreement, as agreed by Joint Council. The original, signed National Agreement is available on the Resources page.

Any Joint Council agreed changes to the timeframes for delivery of commitments in the National Agreement are reflected in the comments in the Implementation Tracker.

Priority Reforms

At the centre of the National Agreement are four Priority Reforms that focus on changing the way governments work with Aboriginal and Torres Strait Islander people.

The Priority Reforms will:

Strengthen and establish formal partnerships and shared decision-making

Build the Aboriginal and Torres Strait Islander community-controlled sector

Transform government organisations so they work better for Aboriginal and Torres Strait Islander people

Improve and share access to data and information to enable Aboriginal and Torres Strait Islander communities make informed decisions.

See the Priority Reforms here
Outcomes and targets

The National Agreement on Closing the Gap (the National Agreement) has 19 national socio-economic targets across 17 socio-economic outcome areas that have an impact on life outcomes for Aboriginal and Torres Strait Islander people.

Outcomes are the desired result for Aboriginal and Torres Strait Islander people.

Targets are specific and measurable goals that will be monitored to show how progress is being made across each of the outcome areas. Under each of the targets there are indicators that help to provide an understanding of how progress will be tracked.

The National Agreement includes areas for data development actions. These are areas that are important for our understanding of Aboriginal and Torres Strait Islander outcomes but cannot be measured currently.
See the Targets here
Implementing the National Agreement

An Implementation Tracker has been developed to help track progress for each Party to the National Agreement on delivering against the commitments in the National Agreement. Any Joint Council agreed changes to the timeframes for delivery of commitments in the National Agreement are reflected in the comments in the Implementation Tracker.

Each party to the National Agreement developed their own Implementation Plan, and will report annually on their actions to achieve the outcomes of the Agreement.

Implementation plans have been developed with Aboriginal and Torres Strait partners.

Each implementation plan sets out how policies and programs are aligned to the National Agreement and what actions will be taken to achieve the Priority Reforms. They include information on funding and timeframes for actions.

The Joint Council will review implementation plans and may provide advice on how the parties can better work together to achieve shared outcomes. This includes where progress against the Priority reforms and targets is not on track.
See the Implementation Plans here See the Implementation Tracker here
Accountability and reporting

The Productivity Commission has published a dashboard comprising data and associated supporting materials on progress towards the targets. The dashboard will be updated on a regular basis (at a minimum, annually) and will be maintained for the full term of the National Agreement.

In addition to the dashboard, the Productivity Commission will complete a comprehensive, independent review of progress every three years. This review will provide an analysis of progress towards the Priority Reforms, targets, indicators and trajectories. It will also examine the factors contributing to progress by drawing on evaluations and other evidence.

For the first time, there will be Independent Aboriginal and Torres Strait Islander-led reviews within twelve months of each independent review by the Productivity Commission. These reviews are an opportunity to better understand Aboriginal and Torres Strait Islander peoples' experiences of change as a result of this National Agreement.

The Joint Council will provide an annual update on progress toward achieving the National Agreement to the parties to the Agreement.

The Commonwealth, states and territories, local governments and the Coalition of Peaks share accountability for the implementation of the National Agreement and are jointly accountable for the outcomes and targets under the National Agreement.
See the Productivity Commission Dashboard

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National Agreement on Closing the Gap | Closing the Gap

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The objective of the National Agreement on Closing the Gap (the National Agreement) is to enable Aboriginal and Torres Strait Islander people and governments to work together to overcome the inequality experienced by Aboriginal and Torres Strait Islander people, and achieve life outcomes equal to all Australians.

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A NEW WAY OF WORKING TOGETHER

Closing the Gap acknowledges the ongoing strength and resilience of Aboriginal and Torres Strait Islander people in sustaining the world's oldest living cultures.

Closing the Gap is underpinned by the belief that when Aboriginal and Torres Strait Islander people have a genuine say in the design and delivery of policies, programs and services that affect them, better life outcomes are achieved. It also recognises that structural change in the way governments work with Aboriginal and Torres Strait Islander people is needed to close the gap.

All Australian governments are working with Aboriginal and Torres Strait Islander people, their communities, organisations and businesses to implement the new National Agreement on Closing the Gap at the national, state and territory, and local levels.

This is an unprecedented shift in the way governments have previously worked to close the gap. It acknowledges that to close the gap, Aboriginal and Torres Strait Islander people must determine, drive and own the desired outcomes, alongside all governments.

This new way of working requires governments to build on the strong foundations Aboriginal and Torres Strait Islander people have, through their deep connection to family, community and culture.

Implementation Plans have been developed and delivered by each party to the National Agreement, in partnership with Aboriginal and Torres Strait Islander partners. They set out how policies and programs are aligned to the National Agreement and what actions will be taken to achieve the Priority Reforms and outcomes.

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Closing the Gap acknowledges the ongoing strength and resilience of Aboriginal and Torres Strait Islander people in sustaining the world’s oldest living cultures.

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This video introduces the discovery of human remains in Australia near Mungo, National Park New South Wales. The human remains have been dated to approximately 42,000 years ago.

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Mungo Man: What to do next with Australia's oldest human remains | Australian Story (2018)

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This is a short clip providing breakthrough scientific information on how First Nations Australians were the first to leave Africa and migrate to Australia. This occurred approximately 70,000 years ago, much earlier than groups who migrated to Europe and Asia. The video provides students with an introduction to human migration, specifically centred on Australia.

This video resource aligns with the Australian Curriculum, Assessment and Reporting Authority (ACARA) AC9HH7K01 and AC9HH7K02 (ACARA, 2025). The content description outlines that year 7 students will examine and interpret theories of historical significance relevant to human evolution and migration (ACARA, 2025).

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Aboriginal DNA provides human migration clues

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Digital Literacy | V9 Australian Curriculum

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This page describes the structure of the Digital Literacy general capability and describes the connections between the capability and specific learning areas.

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Artificial Technology (AI) in the Classroom

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Artificial Technology (AI) in the Classroom

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Australian Curriculum V9 outlines what is AI, how can it be used and how it looks in the classroom.

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Defining AI and AI types
Artificial Intelligence (AI) refers to computational systems that mimic human intelligence and are capable of performing complex tasks. The main goal of AI is to develop autonomous systems to solve problems that previously required human intelligence, thereby automating complicated and time-consuming processes. Most AI systems simulate natural intelligence to solve complex problems.
Source: https://research.csiro.au/cor/machine-learning/ accessed 2/9/23

In November 2023, OECD member countries approved a revised version of the Organisation's definition of an AI system.
"An AI system is a machine-based system that, for explicit or implicit objectives, infers, from the input it receives, how to generate outputs such as predictions, content, recommendations, or decisions that can influence physical or virtual environments. Different AI systems vary in their levels of autonomy and adaptiveness after deployment." Source: https://www.oecd-ilibrary.org/science-and-technology/explanatory-memorandum-on-the-updated-oecd-definition-of-an-ai-system_623da898-en accessed 17/4/2024
The AI systems that we see around us today are the result of decades of steady advances in AI technology. Digital computing can be traced back to the 1940s and the beginnings of artificial intelligence to the 1950s. The evolution of AI is rapid and ongoing.

AI is designed and implemented by humans and is not neutral; as a result, there are many considerations, including but not limited to:

Bias: AI-based decisions are susceptible to inaccuracies, discriminatory outcomes, embedded or inserted bias. This may originate from biased training data or bias in the initial design.

Safety: Safety by design principles. This proactive and preventative approach focuses on embedding safety into the culture and leadership of an organisation. It emphasises accountability and aims to foster more positive, civil and rewarding online experiences.

Environmental impact: Like other digital technologies, the infrastructure of the AI industry and the training and maintenance of AI models has an impact on the environment through mining, water use and emissions.

Copyright and intellectual property: Generative AI in particular has implications for copyright and intellectual property, including the data used to train models.

There are now a wide variety of AI digital tools available that are used for several purposes across many domains including security systems, autonomous vehicles, chatbot programs like Chat GPT, software used to translate texts into other languages, virtual assistants operated by speech recognition, weather warning systems and self-operated checkouts at supermarkets.

Users engaging with these systems may miss the contribution they make to the systems by inputting data. They may also be unaware of the function of the AI, such as identification of produce in a supermarket self-checkout.

Ethical considerations associated with AI

There is no doubt that there are ethical conundrums and some wicked problems associated with AI that can be better understood through purposeful, scaffolded critical thinking and ethical reasoning.

The ethical complexity of AI includes such phenomena as the rapid harvesting of big data in real time (by AI). This can be used to generate profiles and predictions about humans that then influences the options available to them. AI could be part of the intentionally deceptive creation of user experiences designed to take advantage of human behaviour. This is known as "dark pattern" UX design. It may mean humans do not know that their options have been restricted or they have been unconsciously influenced to make decisions when using AI. Monitoring this is difficult since proprietary and "black box" algorithms mean that humans cannot inspect or audit automated processes that influence decision-making. Regulation, laws and design standards can address this; however, ethically, students should explore the tensions and limits to individual human agency in an AI world.

Biases in the data AI systems are trained on can perpetuate discriminatory stereotypes or unfairly represent, omit or negatively portray certain groups, particularly when AI systems are trained using historical data generated by biased human interactions.

Ethical actions include the consideration of the diversity of data input and incorrect data labelling in supervised or semi-supervised machine learning. Limited data sets can unfairly amplify one point of view over another depending upon the data used to build and train the system. An understanding that out-of-date or disproven data may be used in datasets that AI systems use to create outputs assists in informing ethical decision-making. Students could consider the source and authorship of the data being used to inform outputs gathered from AI systems like large language models used for research and validation.

Students could consider the decision-making processes of predictive algorithms, and the need for human responsibility (human-in-the-loop or HITL) to mitigate against the potential for bias and discrimination in AI systems. Ethical considerations are interrelated with sustainability considerations as the use of AI can either positively or negatively impact the planet and contribute to climate change.

AI can be used to manipulate and deceive when used unethically, as seen in the rise of deepfakes and AI generated image-based bullying and abuse. Students could consider the part they might play in maintaining an ethical approach to using AI by avoiding the creation of such content and in seeking appropriate permissions.

Designers of AI are accountable for ethical practices and should consider Safety by design principles, algorithmic and privacy impact on the users of AI systems for which they are responsible.

Ethical understanding is developed through the investigation of a range of questions drawn from various contexts in the curriculum. Exploring ethical dilemmas associated with AI through learning area content provides students with opportunities to develop the skills and dispositions described in the Ethical Understanding general capability.

Ways of thinking

Thinking approaches referred to in the Australian Curriculum help students to understand how AI works and about how to use or design AI systems, in particular computational thinking, systems thinking, critical and creative thinking, and design thinking.

Computational thinking involves:

decomposition: breaking problems into parts

pattern recognition: analysing the data or relationships and looking for patterns to make sense of the data or problem

abstraction: removing unnecessary details and focusing on important aspects of structure or data

algorithms: creating a series of ordered steps that solve or can investigate a class of problem

models, experiments and simulations: creating and applying models or simulations that represent situations or conduct experiments

generalisation: recognising and explaining patterns in solutions and extending to new situations

Systems thinking helps people to think holistically about the interactions and interconnections that shape the behaviour of systems.

Design thinking allows students as designers to empathise and understand needs, opportunities and problems; generate, iterate and represent innovative, user-centred ideas; and analyse and evaluate those ideas.

Critical and creative thinking is highly valued in a data-driven world where AI is ubiquitous. However, teachers and students should be aware that as advances in AI continue, it will become increasingly unlikely to be able to discern misleading or harmful content such as deep fakes through critical thinking alone.

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Artificial intelligence (AI) | V9 Australian Curriculum

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Artificial Intelligence (AI) refers to computational systems that mimic human intelligence and are capable of performing complex tasks. The main goal of AI is to develop autonomous systems to solve problems that previously required human intelligence, thereby automating complicated and time-consuming processes. Most AI systems simulate natural intelligence to solve complex problems.

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Collection of Deep Time History - Australia

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Collection of Deep Time History - Australia

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The National Museum of Australia has a collection of Deep Time History on First Nation's Australia.

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Deep time history of Australia | Australia’s Defining Moments Digital Classroom | National Museum of Australia

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Discover how archaeologists investigate the ancient world and learn about Australia’s ancient past at Lake Mungo. Year 7 | History | Australian Curriculum aligned

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Digital Classroom Resources Accessible on The National Museum of Australia 

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Digital Classroom Resources Accessible on The National Museum of Australia 

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The National Museum of Australia provides online classroom resources in art and social sciences, such as History.

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Produced with the generous support of the Gandel Foundation, Australia's Defining Moments Digital Classroom is a dedicated Australian Curriculum Humanities and Social Sciences resource. It aims to enliven the teaching and learning of History, Geography and Civics and Citizenship through a wide range of student-centred resources.

Australia's Defining Moments Digital Classroom follows the success of the Museum's Defining Moments in Australian History website and outreach project.

Proudly supported by:

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Australia's Defining Moments Digital Classroom

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Produced with the generous support of the Gandel Foundation, Australia's Defining Moments Digital Classroom is a dedicated Australian Curriculum Humanities and Social Sciences resource. It aims to enliven the teaching and learning of History, Geography and Civics and Citizenship through a wide range of student-centred resources.

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Education Perfect is a self-paced and accessible at home for learning. It can be used in various subjects and is tailored to grades and academic levels. Teachers can adjust the content provided.

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Education Perfect | Learning, Assessment and Analytics Platform

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Education Perfect is a leading learning, assessment and analytics platform for years K-12. Learn More.

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Humanities and Social Science Strand Structure V.9

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Humanities and Social Science Strand Structure V.9

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Year 7 history content descriptions and elaborations in detail.

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F-10 Curriculum | V9 Australian Curriculum

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ACARA acknowledges the Traditional Owners and Custodians of Country and Place throughout Australia and their continuing connection to land, waters, sky and community.

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(Queensland Curriculum & Assessment Authority , 2022)

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Digital Literacy: P- Year 10 General Capabilities

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Digital Literacy: P- Year 10 General Capabilities

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A Powerful Model for Understanding Good Tech Integration - (Terada, 2020)

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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"Life is divided into three terms - that which was, which is, and which will be. Let us learn from the past to profit by the present, and from the present, to live better in the future." - William Wordsworths

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Marvin Gaye is shot and killed by his own father | April 1, 1984 | HISTORY

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On April 1, 1984, one day short of his 45th birthday, Marvin Gaye is shot and killed by his own father, bringing a tragic end to the life of a musical artist at the peak of his career. Gaye was known as “the Prince of Motown,” the soulful voice behind hits as wide-ranging as “How […]

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Behaviour management strategies for secondary teachers | Teaching Personnel news and blogs

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Pupils misbehave when they’re bored or struggling, and as a teacher, this can derail your lesson plan. Those who are struggling in the classroom will find it…

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These resources build your awareness and understanding of Aboriginal and Torres Strait Islander histories, cultures, and contributions. Doing these professional learning activities helps you deliver your Reconciliation Action Plan (RAP) Actions. The activities are teacher-led. You can use them solo, in small groups or during staff meetings.

Each resource aligns with:

the National Quality Standard (early learning)

the Australian Professional Standards for Teachers (primary and secondary)

at least one RAP Action.

You can also register for  Narragunnawali webinars and workshops for more insights on reconciliation in education.

Time spent engaging with this professional learning can be added to your Elective Professional Development hours. Please check the professional development guidelines with the Teacher Accreditation Regulatory Body in your state or territory.

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Narragunnawali supports all schools and early learning services in Australia to develop environments that foster a high level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Narragunnawali (pr

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These resources build your awareness and understanding of Aboriginal and Torres Strait Islander histories, cultures, and contributions. Doing these professional learning activities helps you deliver your Reconciliation Action Plan (RAP) Actions. The activities are teacher-led. You can use them solo, in small groups or during staff meetings.

Each resource aligns with:

the National Quality Standard (early learning)

the Australian Professional Standards for Teachers (primary and secondary)

at least one RAP Action.

You can also register for  Narragunnawali webinars and workshops for more insights on reconciliation in education.

Time spent engaging with this professional learning can be added to your Elective Professional Development hours. Please check the professional development guidelines with the Teacher Accreditation Regulatory Body in your state or territory.

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Narragunnawali supports all schools and early learning services in Australia to develop environments that foster a high level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Narragunnawali (pr

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Harmony Week 2025 and Harmony Day 2025 - Twinkl

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Harmony Week 2025 will be celebrated from the 18th to the 24th of March, falling around Harmony Day on the 21st. It promotes the joy and value of multiculturalism.

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Learn About Harmony Week | What is Harmony Day? Celebrate Multiculturalism with Ozzie

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According to scholars at the University of Paris, the Black Death is created on March 20, 1345, from what they call "a triple conjunction of Saturn, Jupiter and Mars in the 40th degree of Aquarius, occurring on the 20th of March 1345″. The Black Death, also known as the Plague, swept across Europe, the Middle East and Asia during the 14th century, leaving an estimated 25 million dead in its wake.
READ MORE: Pandemics That Changed History: Timeline
Despite what these 14th-century scholars claimed the most common ailment known as the Black Death is caused by the yersinia pestis bacterium. The plague was carried by fleas that usually traveled on rats, but jumped off to other mammals when the rat died. It most likely first appeared in humans in Mongolia around 1320-although recent research suggests it may have existed thousands of years earlier in Europe. Usually, people who came down with the plague first complained of headaches, fever and chills. Their tongues often appeared a whitish color before there was severe swelling of the lymph nodes. Finally, black and purple spots appeared on the skin of the afflicted; death could follow within a week. Later, a pneumonic form of the plague developed that was less common but killed 95 percent of the people who contracted it.

After the nomadic tribes of Mongolia were devastated by the plague, it moved south and east to China and India. Wherever it went, the death toll was high. It is thought that the disease made its way to Europe in 1346. In one famous incident, the Tatars, a group of Turks, were battling Italians from Genoa in the Middle East when the Tatars were suddenly stuck down by the plague. Reportedly, they began catapulting dead bodies over the Genoans' walls toward their enemy, who fled back to Italy with the disease. Although this account may not be true, it is certain that rats carrying the plague hitched rides on ships from Asia and the Middle East to Europe. In port cities everywhere, the Black Death began to strike. In Venice, 100,000 people died in total, with as many as 600 dying every day at the peak of the outbreak.
READ MORE: Rats Didn't Spread the Black Death-It Was Humans
In 1347, the disease worked its way to France and Paris lost an estimated 50,000 people. The following year, Britain fell victim. Typically, countries would believe themselves to be superior and immune to infection when their neighbors came down with the plague, but soon found they were mistaken as the Black Death traveled across Eurasia, spreading devastation in its wake. By the time the worst was over in 1352, one third of the continent's population was dead.

Devastation on this scale brought out the worst in people. Often, it was not the movement of stars that was blamed for the disease, but the minorities in the community. Witches and gypsies were frequent targets. Jewish people were tortured and burned to death by the thousands for supposedly causing the Black Death. Preachers claimed that the disease was God's punishment for immorality. Many turned to prayer and those that did survive ascribed their good luck to their devotion, resulting in the rise of splinter religions and cults in the aftermath of the plague's destruction. Alternatively, some resorted to useless home cures to try to avoid the disease, bathing in urine or menstrual blood in an attempt to deter it.

The plague popped up periodically until the 1700s, but never again reached epidemic proportions after the 14th century.
READ MORE: How 5 of History's Worst Pandemics Finally Ended

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According to scholars at the University of Paris, the Black Death is created on March 20, 1345, from what they call "a triple conjunction of Saturn, Jupiter and Mars in the 40th degree of Aquarius, occurring on the 20th of March 1345″. The Black Death, also known as the Plague, swept across Europe, the Middle [...]

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Home Affairs on the Australian Government website provides resources for early childhood, primary and lower secondary student's on the importance of Harmony Week. Below the hyperlinked resources is a simple and interactive audio recoirding of how to say "Hello" in various languages.

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An amazing collection of teacher recourses for Harmony Week. Both free and paid resoruce are availble. Activities are catered towarads primary school student's. However, the collection of activities can be used in sedoncadry classrooms as a fun, inclusive and 'Brain Breaks,' during lessons on racism, inclusitivity and allyship sessions.

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Celebrate cultural diversity on Harmony Day 2025 (and all year) with this teacher-created collection of printable activities, worksheets, crafts and more from…

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Australian Curriculum Assessment and Reporting Authority

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Australian Curriculum Assessment and Reporting Authority

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Year 7, 8 and 9 Hisory Curriculum.

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F-10 Curriculum | V9 Australian Curriculum

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ACARA acknowledges the Traditional Owners and Custodians of Country and Place throughout Australia and their continuing connection to land, waters, sky and community.

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Australian Curriculum, Assessment and Reporting Authority

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Australian Curriculum, Assessment and Reporting Authority

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Year 7, 8 and 9 English Curriculum.

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F-10 Curriculum | English – Year 7, 8, 9, 10

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Curriculum page content has changed, now showing and side-by-side content descriptions.

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"If you fell down yesterday, stand up today." - H.G.Wells

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"If you fell down yesterday, stand up today." - H.G.Wells

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"If you fell down yesterday, stand up today." - H.G.Wells

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March 18: U.S bombs Cambodia for the First Time

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March 18: U.S bombs Cambodia for the First Time

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U.S. B-52 bombers are diverted from their targets in South Vietnam to attack suspected communist base camps and supply areas in Cambodia for the first time in

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"Freedom is the right to tell people what they do not want to hear." - George Orwell

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"Freedom is the right to tell people what they do not want to hear." - George Orwell

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"Freedom is the right to tell people what they do not want to hear." - George Orwell

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March 14: FBI debuts "10 Most Wanted" List

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March 14: FBI debuts "10 Most Wanted" List

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The FBI debuts “10 Most Wanted Fugitives” list | March 14, 1950 | HISTORY

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The Federal Bureau of Investigation institutes the “Ten Most Wanted Fugitives” list in an effort to publicize particularly dangerous fugitives. The creation of the program arose out of a wire service news story in 1949 about the “toughest guys” the FBI wanted to capture. The story drew so much public attention that the “Ten Most […]

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Creative writing offers a way to express thoughts and emotions, whether it’s stories, poems, or flash fiction.

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Be You: Beyond Blue Resources for Educators

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Be You: Beyond Blue Resources for Educators

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As an educator, it’s important to pay attention to your own wellbeing and to seek additional support when you need it.

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"You cannot find peace by avoiding life." Virginia Woolf

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"You cannot find peace by avoiding life." Virginia Woolf

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March 13: William Herschel Discovers Uranus

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March 13: William Herschel Discovers Uranus

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The German-born English astronomer William Herschel discovers Uranus, the seventh planet from the sun. Herschel's discovery of a new planet was the first to be made in modern times, and also the first to be made by use of a telescope, which allowed Herschel to distinguish Uranus as a planet, not a star, as previous astronomers believed.

Herschel, who was later knighted for his historic discovery, named the planet Georgium Sidus, or the "Georgian Planet," in honor of King George III of England. However, German astronomer Johann Bode proposed the name "Uranus" for the celestial body in order to conform to the classical mythology-derived names of other known planets. Uranus, the ancient Greek deity of the heavens, was a predecessor of the Olympian gods. By the mid-19th century, it was also the generally accepted name of the seventh planet from the sun.

The planet Uranus is a gas giant like Jupiter and Saturn and is made up of hydrogen, helium, and methane. The third largest planet, Uranus orbits the sun once every 84 earth years and is the only planet to spin perpendicular to its solar orbital plane. In January 1986, the unmanned U.S. spacecraft Voyager 2 visited the planet, discovering 10 additional moons to the five already known, and a system of faint rings around the gas giant.
READ MORE: Who Named the Planets?

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The German-born English astronomer William Herschel discovers Uranus, the seventh planet from the sun. Herschel's discovery of a new planet was the first to be made in modern times, and also the first to be made by use of a telescope, which allowed Herschel to distinguish Uranus as a planet, not a star, as previous astronomers believed.