In this activity, students view a video of Cuban poet, Omar Perez, reading his original poem "The Concept" and then reflect on the poem and how it speaks to revolution.

HISTORY H1 THE WORLD IN TEMPORAL TERMS: HISTORICAL HABITS OF MIND Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

Compelling Questions:

How does historical thinking help us understand our world?

Chapter Supporting Questions:

How do we learn about the past?


Does thinking about the world with historical habits of mind help to make a better world?


How would you describe temporal thinking? Provide a scenario or specific event to illustrate.


What steps and tools do historians use to do their job?


How do historians collect and analyze evidence?


How do historians use evidence to construct theories, perspectives and hypotheses  (claims), and accounts about the past?


How and why are these historical claims controversial?

This Teaching with the News lesson provides a background to the ongoing crisis in Ukraine, has students analyze political cartoons, and asks them to monitor the Ukrainian crisis in the news.

In this bulletin board activity, students work collaboratively to explore sections of old maps. By closely examining these unique historical documents, students learn to see maps as more than just tools for locating places.

This article examines how Venice's economic and diplomatic relationship with Egypt, Syria, and other areas along the eastern Mediterranean shore was tied to the Islamic world.

This EDSITEment-reviewed Web site, from the University of Washington, provides a unit resource teachers can use to help their students understand Chinese history, culture and society.

In this lesson students will gain an understanding of the history of the African slave trade, the Trans-Atlantic slave trade, and the development of slavery in America through discussing historical facts, art work, and excerpts from the book, Copper Sun.

This presentation is used with a lesson that allows students to gain an understanding of the history of the African slave trade, the Trans-Atlantic slave trade, and the development of slavery in America through discussing historical facts, art work, and excerpts from the book, Copper Sun.

This unit follows a general introduction of Athens and Sparta including historical context, geographical location, demographics, etc. This unit will begin with teaching about the people of Athens and Sparta and the competition between the two. Students will learn about the Persian Wars and the Peloponnesian Wars, focusing on the involvement of Athens and Sparta. Students will read articles describing the two city-states and the spartan education system in an open textbook. Based on their knowledge of both Sparta's and Athens' societal and military ventures, students will decide if the spartan education system was beneficial. They will then compose a persuasive essay on this topic.

Students will use primary text and visual sources to determine the effect of gender on point of view. Students will participate in a roundtable discussion on Western views of the status and role of Chinese women in their society and then write an essay summarizing the lesson.

In this article, the author investigatesthe changes in Chinese food production with the expansion of frozen foods and the impact this has on their culture, the environment, and food production.

This informational booklet explains each of the rights as written in the Universal Declaration of Human Rights.

In this lesson, students will learn about the environmental, economic, and political issues surrounding global climate change policy.

Students will gain a better, more human understanding of the overwhelming sense of Nationalism that led Europe not only into a race for colonies and resources, but an arms race leading up to the war and eventually would continue to drive men to go "over the top" in the face of heavy casualties throughout the grinding years of the war, through an analysis of several primary sources from the WWI period. Students will then use this understanding of Nationalism in successive assessments to evaluate different national perspectives, and finally, in summative assessment will create their own primary source document that demonstrates why nations and individuals fought this war.

Students trace Joan of Arc's history from childhood, through her death, and on to her nullification trial. Reading the words of laborers, pages, knights and clerics, students gain authentic historical context for a charismatic and complicated figure and better understand Joan's place in the history of the Hundred Years' War.

Students will analyze primary text and visual sources in order to identify the roles of women in the British Empire. Students will identify different views of the British Empire based on the provided documents. Students will write an essay summarizing the lesson.

Students will analyze primary text and visual sources in order to identify the roles of women in the development of the Cape Colony. Students will identify point of view in a variety of sources and understand the difference between different types of written documents, such as journals and diaries, letters, or legal documents. Students will write an essay summarizing the lesson.

The 6th grade MI Open Book Geography Text explores the five themes of geography, first by providing an introduction to the study of geography itself, then focusing in on a theme each chapter while studying a region of the world. The final chapters explore the themes in action in other regions.

Using an inquiry based approach, Michigan high school students learn about World History from the fifth Era through today.

During the thirteenth century, the Mongols built an empire from scratch through remarkable feats of organization, planning, endurance, courage, slaughter, destruction, and terror. The empire was ruled by a combination of exploitation and protection of those conquered. The Mongol peace-keeping and encouragement of long distance communications, resulted in the widespread exchange of ideas, goods, and techniques, as well as in the spread of disease.