Students will use the study guide to help prepare them for a unit test.

This Ancient Indian Lesson Plan can fit a 1 or 2-week time frame. It focuses on the themes of Geography, Religion, Achievements, Politics, Economics, and Social Structure (G.R.A.P.E.S.). Included in this unit of study is a breakdown of relevant NC Essential Standards, concepts, and skills that match the lesson goals. Some goals will overlap, additional standards and goals can be added to lengthen the unit. Student learning objectives, engagement opportunities, accommodations, and assessment ideas are included.

 In this culminating activity, students will use available items from the makerspace to create a new innovation to demonstrate the advancement (and superiority) of one of the countries involved in the Cold War.  The learner will summarize the governments in conflict that lead to the space race and arms race during the Cold War.

In this online lesson, students learn about the causes and effects of the Reformation in Europe through various media.

In this online lesson, students are introduced to resources that will help them better understand the effects and implications of the reopening of the ancient Silk Road between Europe and China, including Marco Polo's travels and the location of his routes.

Students will create a digital presentation of their topic.  Areas highlighted will be Human-Environment Interaction, Politics, Economics, Culture (to include Religion) and Technology.  Students will also discuss the important points of the previously created timeline. 

In this lesson, students will participate in a concept formation lesson designed to teach them an understanding of the concept absolutism. In order to develop comprehension of the concept, students will uncover the critical attributes of absolutism from analsyis of a series of examples and non-examples. Students will learn about the absolute monarchies in power during the age of enlightenment and examine contemporary examples. In the process of identifying the concept, students will also understand the similiarities and differences of constitutional monarchies and totalitarianism.

In this lesson, students will be introduced to some of the ways in which advertisers used World War I to sell their products. Students will examine how these materials present a positive picture of the war. The class will also look at some of the materials produced for or by the troops themselves as amusements and propaganda.

This article explains how Christianity was adopted in Ethiopia in the fourth century. It also explains how Askum's geographic location played an important role in the development and spread of Christianity in this region.

This article examines the spread of Christianity in Kongo. It explains why the Kongolese adopted the religion and its impact.

Examine the relationship between methods used to gain independence within Africa and political stability.

Explore reasons for European colonization in Africa and investigate effects of colonial-imposed borders.

Students will explore the Age of Enlightenment through a Power Point presentation and class discussion. Students will then further explore this period of history and its prominent figures by designing a dinner party for 12 Enlightenment thinkers. This project will encourage students to learn more about the period and the philosophers associated with it, as well as synthesize what they have learned while utilizing higher order thinking, group work skills, and creativity.

Students will explore the Age of Enlightenment. Students will then further explore this period of history and its prominent figures by designing a dinner party for 12 Enlightenment thinkers. This lesson will encourage students to learn more about the period and the philosophers associated with it, as well as synthesize what they have learned while utilizing higher order thinking, group work skills, and creativity.

This website provides articles and supplemental materials, including a timeline, related to the Agriculutral Revolution.

This article assesses the impact of this agrarian revolution. From the 16th century onwards, an essentially organic agriculture was gradually replaced by a farming system that depended on energy-intensive inputs.

In this lesson, students examine the relationships between and among powers inside and outside Afghanistan in connection to United States military aggression in the territory.

This is the news article which is attached to the lesson plan of the same name.

Seventh grade students will review the tools and mental constructs used by historians and geographers. They will develop an understanding of Ancient World History, Eras 1 – 4. Geography, civics/government, and economics content is integrated throughout the year. As a capstone, the students will conduct investigations about past and present global issues. Using significant content knowledge, research, and inquiry, they will analyze the issue and propose a plan for the future. As part of the inquiry, they compose civic, persuasive essays using reasoned arguments.

Few geo-political events have resonated through the past 70 years like Neville Chamberlain?s decision to pursue the policy of appeasement in reaction to German aggression leading up to the Second World War. Leaders throughout the world have invoked appeasement to justify military action ever since. The decisions that went into Chamberlain?s policy, however, were far from straightforward. Historians have continually debated and reinterpreted these events. In this lesson, students address the issue of appeasement and explore and weigh evidence against and in favor of the policy.

Students will learn about the history behind Argentina's Dirty War through music, research, and discussion. Special attention is paid to the documentary film, Las Abuelas de Plaza de Mayo and the Search for Identity, which deals with the victims of the Dirty War as well as citizens who heroically stood up to the junta.

The Art of Illumination project is a great way for students in grades 5-12 to experience the medieval process of illumination as authentically as possible. After researching the history, people, and art of the Medieval Ages, students will have the opportunity to create an illuminated text of their own.

This article explains the artistic interaction betwen the Islamic world and Europe and Asia. The technical aspects of calligraphy, painting, and bookbinding are important facets of the study of Islamic art.

We will explore images that pertain to the emergence of Japan as a modern state. We will focus on images that depict Japan as it comes into contact with the rest of the world after its long and deep isolation during the feudal period. We will also cover city planning of Tokyo that took place after WWII, and such topics as the 1964 Tokyo Olympics.

This article explains how Islamic scientists during the medieval period made many contributions to the fields of astronomy and astrology.

Students will watch a short set of videos and respond to questions set provided on the Aztec and the Incan Empires. 

Students will watch a short set of videos and respond to questions set provided. 

On March 1, 1896, a massive Ethiopian army routed Italian forces at the Battle of Adwa. The battle marked the largest military triumph of an African state over a European army in the 19th century and helped Ethiopia retain its independence during Europe's "scramble for Africa." In this lesson students read three different textbook accounts of the battle - two American and one Ethiopian - to investigate the question: How did Ethiopia defeat Italy at the Battle of Adwa?

The Battle of the Somme was a definitive campaign of the First World War. Unprecedented casualties resulted from intense trench warfare and new military technologies. In this lesson, students analyze and compare three different accounts of the battle?s first day -- one from a British journalist who paints a rosy picture of the Allied offensive and two from combatants that provide starkly different portraits of the event.

An examination of the results of European Imperialism during the "Scramble for Africa," comparing and contrasting primary sources regarding imperialism. This video lesson includes support materials such as background reading, teaching tips, activities, and discussion questions.

This is a collection of images from Medieval manuscripts depicting important stories from the Bible.

Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. The accompanying teacher guides provide lesson activity ideas, vocabulary, and additional reading resources to compliment each act's theme. The 5 act themes are: First on the Land, The Road to Zacatecas, The Roanoke Voyages, A New Voyage to North Carolina, and , The Tuscarora War.

These porcelains from the collections of the Freer Gallery are part of a 1,500-year-old tradition of making porcelains in Jingdezhen, China. Porcelain production during the Kangxi period (1662–1722) expanded China’s export trade with Europe, sparked the Chinamania craze in the nineteenth century, and bolstered the East-West exchange that endures to this day.

The Smithsonian 3D Program is a small group of technologists working within the Smithsonian Institution's Digitization Program Office. We focus on developing solutions to further the Smithsonian's mission of “the increase and diffusion of knowledge” through the use of three-dimensional scanning technology, analysis tools, and our distribution platform.

This work is already transforming core functions of our museums. Researchers in the field can now come back not only with specimens, but also 3D data documenting entire sites. Curators and educators are using 3D data as the basis for telling stories and sending students on quests of discovery. Conservators are using 3D data to track the condition of a collection item over time using 3D deviation analysis tools, showing exactly what changes have occurred to an object.

Students will learn about stereotypes associated with Muslims and then stereotypes associated with groups in their own school. Students will learn about Muslims - through an article and video clips - look for stereotypes/monoliths in their own schools and create a school campaign that attempts to fight these stereotypes using announcements and psoters.

This web site allows students to view parts of the Bayeux Tapestry which tells the story of early Enligh History through a series of pictures. The activities attached to it allow students to create their own tapestry story along with the creation of objects from the time period. There are also suggestions for ways to tie the tapestry in with other subject areas.

Using documents from the Garrison Family Papers (the anti-imperialism scrapbook of William Lloyd Garrison, Jr.) at Smith College, students will analyze the impact of British colonial rule in India and predict the outcome of India’s nationalist movement.

In this lesson students will identify the characteristics of the Meiji Oligarchs, explain who else wanted to have a say in how Japan was run, describe how building an empire was THE key question driving the Japanese; and demonstrate how Japan built its empire at the expense of China, Korea, and Russia.

This article examines the Byzantine Empire's interaction with Islamic culture and its profound effect on its art.

This article explores Justinian I's rule of the Byzantine Empire. It describes his contributions to law, religion, art, and architecture and discusses his lasting legacy.

Students will use primary source materials: maps, literature, political cartoons, and drawings from newspapers in order to analyze the impact of industrialization in Europe and its change on society.

In this problem-based learning module, students will use their knowledge of the ancient Roman Empire and will work to analyze critical theories historians agree contributed to the fall of Rome. Students will then work to compare the problems faced by the Romans with problems citizens of the United States still largely face today. Through this investigation, students should recognize how modern technology, government agencies, laws and resources help to solve societal problems that could have once destroyed an empire. With this new understanding, students should work to present a solution to a major problem that plagued the Roman Empire during the years leading up to its collapse.

In this lesson, students learn the meaning of capitalism, socialism, and communism and explain how a pure capitalist society is different from a pure communist society. Students identify and explain the problems with how communist societies function in practice.

In this lesson from the Utah Education Network, students will examine the causes and effects of WWI. This lesson contains a PowerPoint presentation, student worksheets and vocabulary lists. The lesson would be ideal for a review or a general overview.

Students will engage in a virtual tour of the Cave of Chauvet to see the remains and the cave paintings which were discovered in the 1990's. This site also has detailed explainations of the archeological work being done at the site and the observations of the people who have been inside the cave.

Caesar Augustus was arguably the most important Roman Emperor, restoring the empire and overseeing a period of relative peace, prosperity, and expansion. Historians have noted the apparent contradictions of August, who could be at once ruthless and forgiving, rash and calculating. In this lesson, students corroborate evidence and arguments from a set of primary and secondary sources as they investigate the question: What kind of leader was Augustus?

Students take on the roles of various people in Elizabethan society (Puritan, Catholic, Protestant).

The story of "“Humpty Dumpty" has been around for a very long time.  Long ago one idea that came to the light was that of a large cannon that fell and could not be put back together again.  It is fun to compare fiction and to make predictions about what might have really happened.  Most students will in their backgrounds relate to this captivating story.  

In August 1966, Mao Tse-Tung launched the Cultural Revolution. He encouraged the creation of ?Red Guards? to punish party members and others who were harboring counter-revolutionary tendencies. In the decade that followed, China was turned upside down as millions of Chinese youth attacked traditional standard bearers of power and authority ? among them party leaders, teachers, and family members. This lesson explores the motivations of Chinese youth in participating in the Cultural Revolution. Through a series of primary documents, students consider what it may have been like to experience this tumultuous period of Chinese history.

These activities provide students with a way to explore the Christmas Truce of 1914 through multiple media. It lends itself to the exploration of many themes: War, Peace, Kindness, Globalism, Humanity. The discussion questions suggested here focus on the universality of the human experience. Although it uses a picture book as the anchor text, the activities could be used in middle and high school as well. The timing is flexible depending on the use of the discussion questions and how many tasks you choose to do.

These activities provide students with a way to explore the Christmas Truce of 1914 through multiple media. It lends itself to the exploration of many themes: War, Peace, Kindness, Globalism, Humanity. The discussion questions suggested here focus on the universality of the human experience. Although it uses a picture book as the anchor text, the activities could be used in middle and high school as well. The timing is flexible depending on the use of the discussion questions and how many tasks you choose to do.

This is REMIX  with adding accessibility by headers and organize by numbers.These activities provide students with a way to explore the Christmas Truce of 1914 through multiple media. It lends itself to the exploration of many themes: War, Peace, Kindness, Globalism, Humanity. The discussion questions suggested here focus on the universality of the human experience. Although it uses a picture book as the anchor text, the activities could be used in middle and high school as well. The timing is flexible depending on the use of the discussion questions and how many tasks you choose to do.

This assignment will allow students to dig deeper into a theme/lens of American History 2.  This can be adapted to work with any time period or extended to last the entire semester to see change over time.  Students will incorporate research and writing, technology, and even art.  Students will research the time period through one of the following lenses: Conflict/War, Technology, Government and Policy, American Dream, American Identity.  For use with other units or time periods you could include Business and Economy.Students will create a webpage on a Google Site created by the teacher.  Students must include on their page a summary of their topic, a timeline, a student created video, and a student created visual.

This article explains the commercial exchange relationship between Venice and the Islamic World.

These docmument based questions and essay prompt provide the student with an in-depth opportunity to evaluate the concepts behind capitalism and communism using primary sources. Selections are taken from: Friedrich Engels, Ralph Waldo Emerson, Adam Smith, Karl Marx and others.

This activity asks students to reflect on similarities and differences between the following religions and belief systems: Buddhism, Confucianism, Christianity, Hinduism, Islam, Judaism, Shinto, and Daoism. Although not a religion, the philosophical writings of Confucius are included because it is one of the major belief systems that flourished along the Silk Roads.Using quotations from translations of religious texts, students are asked to organize these quotations into broad categories of essential concerns. The quotations will be posted on a silk routes map as reminders of how cultural interchange and belief systems are represented in the ancient and contemporary world.

This lesson aligns with the 7th grade Social Studies curriculum and works best when integrated into an interdisciplinary unit, such as Reliving the Middle Ages Across Lliterary Genres. Interdisciplinary Units are effective when teachers from two different content areas collaborate to plan lessons, assessments, activities and projects that support their content skills and standards. The content being taught in one course supports the content in another and students approach difficult, content-specific texts with more familiarity and gain better comprehension.  Students read two nonfiction articles about the Middle Ages, which lasted from about A.D. 500 to A.D. 1500. Both texts examine one of the most significant events of this time period-- the spread of the bubonic plague, or the Black Death. Each text is organized into cause-and-effect pattern of organization. One outlines HOW the disease spread (causes) and the other explains how it affected Europe (effects). Students analyze two texts by different authors writing about the same topic, the Black Plague, and compare/contrast how each author shapes their presentations of key information by emphasizing different evidence. 

This lesson plan seeks to have students understand the causes and effects of the Industrial Revolution on a global scale. The lesson asks them to analyze primary sources; photographs, cartoons, drawings, data, and periodicals. In the end, students should formulate opinions about the benefits and drawbacks of industrialization in different world regions.