This lesson is designed to acquaint students with the major differences and similarities between the main forms of European and American Government prevalent during the first half of the nineteeth century, i.e., after the major revolutions of the previous century, and to familiarize students with the philosophical rationales undergirding each form of government, particularly the theoretical and practical relationship between the individual and the state.

With this digital collection, students will examine sources that speak to some of the ways French people brought about—or resisted—the transition from monarchy to republic and from subject to citizen. Students will consider the following questions as they review the documents: 1. How did French writers and artists represent the king and the country’s traditional hierarchy before and during the Revolution? 2. What did citizenship mean in the new republic? 3. How did ordinary people as well as the government use print publications to influence events during the Revolution? 4. What impact did the political ideals of the French Revolution have on social customs?

In this lesson, students learn about the impacts of imperialism in Sudan. Discussion questions are provided. In an associated activity, students will role play members of a Board of Inquiry, investigating for the British government to find out who was responsible for what went wrong in Khartoum. In addition, students will conduct additional research and write a 1-2 page response to a question that explores current global issues.

In this lesson, students review the causes and effects of the Boxer Uprising in China, 1900. A set of discussion questions is provided. In an associated activity, students will consider who was most responsible for the uprising and resulting war. They will also evaluate whether the Boxer Treaty of 1901 was fair or not.

In this lesson, students read a fictional story based on the descriptions of Babylonian life, including how taxes were collected. A set of discussion questions is provided. In an associated activity, students play various roles in a simulation trial to settle the dispute introduced in the fictional story they read.

In this unit, students will gain an understanding of terrorism and its role in domestic and international politics and become more aware of various definitions of terrorism. Students will also be acquainted with different ways in which terrorism may be addressed.

In this writing activity, students use the images and texts in the documents provided to write a well-organized essay drawing on evidence from three primary sources that helps to support this point of view: "Scouting was thus both an instrument of colonial authority and a subversive challenge to the legitimacy of the British empire." In other words, scouting would "train" African boys to accept colonial power as well as empower Scouts to use the movement to resist or oppose colonial power.

In this lesson, students discuss the influence of colonial experience on Baden Powell's decision to found the Boy Scouts. They will also describe activities related to scouting in Africa. Then, students will explain how a cultural tradition (scouting) can express social conflict and political struggle in a particular time and place.

In this activity, students examine a series of primary source documents that relate the rise and spread of the Boy Scout movement in Africa and how it exposed the hypocrisy and instability of British imperial rule. A set of discussion questions is provided.

In this writing activity, students use the images and texts in the documents provided to write a well-organized essay of at least five paragraphs in response to the following question: Describe and analyze the effect of the Black Death in 14th century Italy for its effect on families and children who became ill or who were survivors of parents and siblings who died, based on analysis of evidence in the documents.

In this lesson, students analyze and compare different types of available evidence on the physical and social effects of the Black Death. Students will also develop possible explanations for the difference between contemporary narrative accounts of the Black Death and other types of evidence. Students will also develop research questions that could lead beyond the current sources to suggest strategies for resolving the historical disputes raised by conflicting evidence.

This teaching module offers an array of evidence to investigate the experience of children during the Black Death and question the traditional view that the epidemic caused wide-spread social chaos resulting in the abandonment of family members, even of children by their parents. A set of discussion questions is provided.

In this lesson, students assume the role of historians analyzing primary source material - investigating archival New York Times articles for evidence about the causes and consequences of the atrocities against Armenians. Following, there are opportunities to explore related contemporary issues, including laws prohibiting discussion or denial of historical events and current United States policy refusing to officially recognize the Armenian genocide.

In this lesson, students will analyze the use of imagery to symbolize the power of ancient kings and compare those images to those of modern famous men, either politically or culturally important figures. The module overview, from which the supplemental resources can be accessed, is located at http://teachmiddleeast.lib.uchicago.edu/historical-perspectives/rulership-and-justice/before-islam/index.html

In this lesson, students address influences and impact of colonial powers. Using assigned reading material along with the teachers' guidance, students will learn and understand the economic and political motives of the European powers and the effects on the social, cultural and religious structure of Imperial Muslim World. The module overview, from which the supplemental resources can be accessed, is located at http://teachmiddleeast.lib.uchicago.edu/historical-perspectives/empires-to-nation-states/islamic-period/index.html

In this lesson, students explore the concept of identity and the types of identities and their impact on individuals. The module overview, from which the supplemental resources can be accessed, is located at http://teachmiddleeast.lib.uchicago.edu/historical-perspectives/empires-to-nation-states/islamic-period/index.html

Students will examine some of the maps and artifacts of the empires of the ancient Middlle East in an effort to characterize them and compare and contrast them to modern states. The module overview, from which the supplemental resources can be accessed, is located at http://teachmiddleeast.lib.uchicago.edu/historical-perspectives/empires-to-nation-states/before-islam/index.html

In this lesson, students will examine some images to determine what they convey about the nature of empire and the capacity to express important cultural values. The module overview, from which the supplemental resources can be accessed, is located at http://teachmiddleeast.lib.uchicago.edu/historical-perspectives/empires-to-nation-states/before-islam/index.html

In this lesson, students will read about and examine visuals to compare and contrast the cities of the Middle East during the period between Alexander and Muhammed. The module overview, from which the supplemental resources can be accessed, is located at http://teachmiddleeast.lib.uchicago.edu/historical-perspectives/empires-to-nation-states/late-antiquity/index.html

In this lesson, students will research the various interpretations that explain the end of the Roman Empire and evaluate the factors that seem to contribute to the end of the empire. The module overview, from which the supplemental resources can be accessed, is located at http://teachmiddleeast.lib.uchicago.edu/historical-perspectives/empires-to-nation-states/late-antiquity/index.html