In this lesson, students investigate the life and times of Mansa Musa, especially related to his pilgrimage and decisions he made about his homeland. Students will discuss changes brought about in Mali as a result of his pilgrimage.
In this lesson, students will explore the Mongol Empire and China at the time of Mongol domination. They will also recognize Marco Polo's role as an official of Kublai Khan.
In this lesson, students investigate how and why Timbuktu became a great center of Islamic scholarship.
In this lesson, students will summarize the first leg of Marco Polo's return voyage and become familiar with South Asia in the 13th century.
In this lesson, students explain the reasons for the decline and fall of Timbuktu.
In this lesson, students will become familiar with the geography and early history of Turkey and learn about Constantinople and its historical importance.
In this lesson, students make an illustrated timeline of the history of Timbuktu, using the notes and information they have gathered throughout the unit.
In this lesson students apply the intelligence gathered at the intelligence briefing and through their primary source analysis to prepare a toast for one Early Modern empire.
In this lesson, students will understand how people are affected by places and events. Students will explore how the Roman Catholic Church controlled daily life in medieval Europe. Then students will communicate their opinions in an essay including historical facts.
In this lesson, students will use videos, text, and images of the murals themselves to explore the history of La Amistad and Woodruff’s murals.
In this lesson, students will review how communists took control of eight Eastern European nations after WWII. They will also investigate the rights of the people under communist control. A set of discussion questions is provided. In an associated activity, students will consider the advantages and disadvantages of democracy and capitalism.
In this lesson, students are given a realistic, first person account through the analysis of two photos of troops living trenches during World War I.
With this digital collection, students will examine advice manuals, letters, cartoons and other materials to explore the common features of colonial life and what Britons setting out for the Indian empire expected to find there, hoped to achieve, and the challenges they faced. Students will answer the following questions: 1. What do the different documents in this collection tell you about why Britons in the eighteenth and nineteenth centuries ventured out into the Empire? 2. How did the perspective on the British Empire differ between people who lived and worked in India versus people who remained in the British Isles? 3. How did Britons perceive native peoples? 4. Do any of these documents give you an idea of why England wanted to create an empire in the first place?
In this activity, students locate three current news articles about events in the Middle East. Students will consider the changes that took place in the Middle East as a result of WWI and how this impacts these countries currently.
In this lesson, students read about the Protestant Reformation. A set of discussion questions is provided. In an associated activity, students decide whether or not various government acts related to religion violate the First Amendment.
In this lesson, students learn about Machiavelli's life and belief systems and how they influenced his book, The Prince. A set of discussion questions is provided. In an associated activity, students will evaluate past presidential decisions and discuss whether Machiavelli would agree or disagree with them. Students will also provide their opinion on each decision.
This resource contains several documents on Magna Carta and its legacy throughout the Middle Ages, as well as ideas for uses in the classroom.
In this lesson, students read about the powerful West African empires that rose and fell between AD 400 and 1600. A set of discussion questions is provided. In an associated activity, the class will reflect on the life of Kunta Kinte (born in one of the Mandinka kingdoms) and imagine how his life would have been different if he had never been taken as a slave to Africa.
In this activity, students use color coding and then create a map key to show which countries belonged to the Allied Powers and which belonged to the Central Powers.
In this activity, students match the given key figures who played a role in WWI to their corresponding country on the map.