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.

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 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

This lesson aims to take advantage of The New York Times as a living textbook - a source that chronicled the Vietnam War as it took place and that continues to look back with the benefit of hindsight. The page offers a curated selection of three types of primary sources: photographs, original articles, and first-person accounts. Scroll down to find accompanying teaching activities that build students' analytical skills while encouraging inquiry.

In this activity, students collectively construct an illustrated timeline of historic events and people they have studied.

This lesson pairs a Times article about the historical resonance of Europe's refugee crisis with an excerpt from "Defying the Nazis" that chronicles the Sharp's relief and rescue mission in 1939. Together, these texts raise important questions about whether there are "lessons" of history and invite reflection on how individuals and governments choose to respond to those in need.

This lesson presents two sides of a debate about Magna Carta's significance. Students read an Op-Ed essay in The Times and an essay in the Wall Street Journal, and decide what they think: Is the document worthy of celebrating 800 years later? Or is its importance just a myth?

This lesson compares the moment of euphoria when the Berlin Wall fell in 1989 with today's Berlin, a transformed city in which many do not remember the oppressive divisions of the past. In follow-up activities, students can evaluate the choices made since 1989 and decide if the Cold War is really over.

The purpose of this lesson is to help students understand the issues that have created two Koreas and have kept them apart for more than 50 years. Students will analyze the issue of reunification and develop their own position paper on how reunification might occur.

In this lesson, students will examine perspectives for and against the U.S. trade embargo on Cuba, investigate the historical background of the embargo, develop a position on the embargo, and articulate viewpoints in a public forum.

This unit brings together multimedia resources describing Imperialism. Multiple documents are available for analysis of policies among competing nations that led to Colonialism, Social Darwinism, Racism, Nationalism and Paternalism.

This unit brings together multimedia resources describing early human migrations and river valley civilizations. Multiple documents are available for examining the social and governmental developments in ancient Mesopotamia, the Indus Valley, Egypt and China.

This unit brings together multimedia resources describing the Middle Ages. Multiple documents are available for examining feudalism, the Crusades, The Plague and many features of European society.

This unit brings together multimedia resources describing the Renaissance and Reformation. Multiple documents are available for examining the origins and cultural impact of the Renaissance on philosophy, art, science and government.

This unit brings together multimedia resources describing the Age of Exploration. Multiple documents are available for examining notable voyages of discovery from various perspectives including economic, technological innovation, and trade as well as explaining the consequences for native peoples and enslaved populations.

This unit brings together multimedia resources describing Absolutism. Multiple documents are available for examining power and authority, absolute monarchies, and revolutionary movements that result in sweeping changes in technology, philosophy and government structure. Note: The chapter on The Scientific Revolution and Enlightenment is not included.

This unit brings together multimedia resources describing the Civil War in England and revolution in France and the Americas. Multiple documents are available for examining the causes and effects of the French, American and Latin American revolutions.

This inquiry leads students through an investigation of the efforts made by individuals, organizations, and institutions that eventually resulted in the end of apartheid in 1994. In investigating the work of Nelson Mandela, South African organizations, and international institutions, students create an illustrated timeline that showcases the breadth of the struggle to end apartheid and begin to evaluate the reasons that apartheid officially ended.

This lesson examines the lives and experiences of women during the English Civil Wars through primary sources and documents.

In this project, students select a modern trend and follow it through various media outlets. By choosing articles, analyzing them, and writing about them, students begin to see how their respective trend influences the modern world. In the second half, students go back through history and research the same trend in the past. After compiling historical data on the trend, students combine the modern and the historical into a research paper that expresses their new understanding of the world.