In this lesson, students investigate factors that have contributed to the rise of Islamist terrorist groups in the last 100 years. A set of discussion questions is provided. In an associated activity, students will review and discuss policies that the United States might adopt to try to counter Islamist terrorism.

This guide is meant to completed as students view the video The Road to War. The video can be accessed at: http://macarthurmemorial.org/404/World-War-I-Resources

In this resource, students can read about some of the codes and codebreakers that have sealed the fate of queens and of wars throughout British history, as well as learning about different spies and creating their own coded messages.

With this digital collection, students will examine documents that demonstrate some of the ways in which Renaissance writers and artists imagined the New World and its utopian possibilities. Students will keep the following questions in mind as tthey review the documents: 1. How does the exploration of the Americas contribute to the European imagination of an ideal society? 2. What qualities do these writers identify as the basis of an ideal society? 3. How do these writers use representations of Native American and utopian societies to critique their own European societies? What social problems do they perceive to be most urgent? 4. Are native people idealized or denigrated in these representations? Do they inhabit a world that is preferable to the Europeans’ world?

This inquiry leads students through an investigation of the complex trade networks throughout Eurasia, collectively know as the "Silk Road." By investigating the compelling question, students evaluate the descriptor "Silk Road" by considering its accuracy and determining whether or not this label should continue to be used or if there is a more appropriate title that better reflects the network's historical, sociocultural, and economic role.

This simulation focuses on a U.S-led effort to bring together many elements of both Israeli and Palestinian society to hold discussions about the needs and interests of both sides before entering into formal negotiations. The simulation provides an opportunity to view this longstanding conflict from the perspectives of those immediately impacted by it: in particular, the communities of ordinary Israelis and Palestinians who have yet to see much benefit in their own lives from the peace process.

In this lesson, students examine the use of numerous, strict rules in Singapore society and whether this is an "ideal existence" or an abuse of human rights. A set of discussion questions is provided. In an associated activity, students will discuss the question: Should the United States become more like Singapore?.

In this lesson, students will learn about Herbert Spencer's "social Darwinism" theory and how many Americans enthusiastically embraced it to justify laissez-faire capitalism. A set of discussion questions is provided. In an associated activity, students will review proposed federal estate tax laws and vote on which one they believe is the fairest law.

This article describes and illustrates ancient Egypt's social pyramid and provides a discussion of the duties at each level of the pyramid.

In this lesson, students are given a realistic, first person account of the war in an interactive format. The lesson uses a reader's theater script created from excerpts of diary entries from a Turkish soldier during the Gallipoli campaign. It can be used in conjunction with "Life in the Trenches: Photograph Analysis."

This module covering Poland's Solidarity movement up to the fall of Communism includes teaching strategies, primary sources, a lesson plan, discussion questions, and a writing prompt.

In this lesson, students read about Solon, a social and political reformer of ancient Rome. A set of discussion questions is provided. In an associated activity, students will consider activities American citizens should participate in to keep our democracy strong.

In this lesson, students review the history of the government in South Africa, including apartheid and the later end of white-minority rule. A set of discussion questions is provided. In an associated activity, students will evaluate a "bill of rights" and recommend whether or not South Africa should have included them in their new constitution.

In this activity, students study an image and answer a series of questions. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.

In this activity, students study political cartoons and answer a series of questions. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.

This map view shows the spread of Christianity. From this map, additional maps can be accessed: The Roman Empire, The Jewish Disapora, The Communities of the Gospels.

In this activity, students use a set of primary source documents and background knowledge about WWI to answer questions.

This guide is meant to completed as students view the video Stalemate. The video can be accessed at: http://macarthurmemorial.org/404/World-War-I-Resources

In this selection of activities, students will continue to have questions about terrorism as our world is ever-changing. Of course, combatting terrorism is hard and uncertain, and this issue has become extremely politicized. We need to focus on terrorism rather than Muslims in general, and remember that terrorism is not a clash of civilizations between "the East" and "the West," but between the vast majority of humanity and the extremist few.