This lesson is a very brief introduction of the European Union, Eurozone, and the Europe Debt Crisis. Through a PowerPoint centered discussion, students are introduced to the European Union.

In this lesson, students review the different types of governments they might encounter while studying world history.

In this lesson, students trace patterns of agricultural expansion through space and time, especially as they relate to climate and geography. How are patterns of human settlement and human population growth linked? Do you see evidence for how agriculture spread and retreated from different places based on historical events?

With this digital collection, students will review documents that offer different perspectives on the meaning and experience of the revolution. Students will be asked to consider the following essential questions: 1. What social conditions and conflicts contributed to the revolution? How do the writers and artists represented in this collection explain their support of or opposition to the revolution? 2. How did the United States seek to influence events in Mexico? How did Americans in Mexico represent their experience of the revolution? 3. How did Mexican artists respond to the revolution? What visual record did they create of the people who led and participated in the war?

This is an activity which has the students interacting with a primary source document dealing with the annexation of Hawaii. This document is a petition against the United States against annexation in both Hawaiian and English.

In this lesson, students consider how art and drawings from the scientific revolution played a role in the development of the democratic and industrial revolutions.

In this activity, students will compare immigration statistics with the arrival of invasive species to understand how and why invasive plants came to America.

In this lesson, students will learn about the life of Plato and his beliefs about government. A set of discussion questions is provided. In an associated activity, students will examine Plato's criticisms of democracy and discuss whether each criticism is valid of American democracy today.

In this lesson, students examine primary source documents and testimonies from England and Wales collected by Parliamentary commissions who began to investigate the industrial employment of women and children in the early 1840s. A set of discussion questions is provided for each artifact.

In this lesson, students will compare and contrast textual evidence provided by primary and secondary sources. The second learning objective is for students to evaluate the influence and importance of the media's role in public opinion of Hiroshima.

In this lesson, students review the causes and effects of the Mexican War. A set of discussion questions is provided. In an associated activity, students will argue their position on the question: "What was the fairest way to settle the conflict over California land grants?"

Students will compare propagandistic strategies in artworks to modern-day examples of persuasive techniques and create a propaganda poster for a current political leader.

In this lesson, students explore the battle over the Church of England during the reign of Elizabeth I. Discussion questions are provided. In an associated activity, students will consider alternative choices Elizabeth I may have made instead of beheading Mary, Queen of Scots. After small group discussion, they will share their choice(s) with the class.

In this lesson, students investigate the use of pesticides and associated issues that Carson revelaed in her book Silent Spring. Discussion questions are provided. In an associated activity, students will form small groups to discuss which policy the UN's World Helath Organization should adopt regarding the use of DDT to combat malaria.

In this lesson, students will use political cartoons to become familiar with the issues of nativism and protectionism, specifically in regard to the era of the Red Scare.

This lesson will guide students to look at the writings of scientists of the Scientific Revolution about the relationship between science and religion. The key point is that the famous confrontation between Galileo and the Roman Catholic Church was not typical of the time. Primary sources will give the students insight into how European thinkers did not set out to destroy religion, but instead were interested only in scientific truth.

With this digital collection, students will review a small sample of the different ways in which religious change drove the development of print culture. Through them, students will gain a better understanding of the immense challenges caused by religious change in this period, and the different ways in which print culture was shaped and re-shaped in order to meet them. Students will keep the following questions in mind as they review the documents: 1. Why did so many religious thinkers and leaders seek to solve the problems they encountered through the printed word? 2. What is the intended audience for these works? How did the authors and creators try to interact with that audience through the materials they produced? 3. How does the changing nature of print culture reflect the changing nature of religion during this period? 4. How does the religious printing market reflect the increasingly globalized world in the early modern period? 5. What parallels are there between early modern print culture and modern mass media?

In this lesson, students learn about the transition from the ancient Roman polytheistic religion to Christianity. A set of discussion questions is provided. In an associated activity, students discuss laws and governments acts concerning church and state. Then, students will research at least five different religions in their current community and make a report on one of the five, concluding the report with a paragraph on why religious tolerance is important.

In this lesson, students will work in small groups to analyze revolutionary thinkers: Galileo, Newton, Copernicus, Locke, Voltaire, Rousseau, Montesquieu, Descartes, Brahe, Kepler. Students will take what they learn in analyzing primary sources and apply it in creating a “Facebook” page for these thinkers. They will choose their thinkers based on which primary source they are most drawn to.

This interactive map shows the spread of Islam over a period of time.