This inquiry investigates the multifaceted views of imperialism in China during the late 19th and early 20th centuries by investigating the compelling question Do the Boxers deserve a bad rap? Students consider not only the brutal events of the Boxer Rebellion in China, but also the reasons why the Boxers rebelled against foreign powers in the first place. While progressing through the inquiry, students consider the political, economic, and religious reasons for both imperialism and the Boxer Rebellion. Students then consider the actions of the Boxers and whether or not those actions might be misunderstood.

In this lesson, students will understand the definition of isolationism as it applies to the U.S. pre-WW II through analysis of political cartoons by Dr. Seuss dealing with isolationism. Students will be able to make their own decisions about whether the U.S. should have stayed out of the war based on his political cartoons.

In this activity, students examine a series of newspaper headlines. They will use the documents and background knowledge to answer questions. Each document dates from 1914 and is from the American newspaper The Virginian-Pilot.

In this lesson, students read how Asoka, one of the first rulers of ancient India, rejected military conquest in favor of spreading a philosophy of nonviolence and respect for others. A set of discussion questions is provided. In an associated activity, students work in a small group to write their own edicts.

In this lesson, students will collaboratively analyze the content of editorial cartoons that focus on the rise on Hitler's dominance of Europe. Students will also demonstrate their knowledge of the chronology of WWII in Europe by placing the cartoons in an order that shows a progression of WWII in Europe.

This lesson introduces students to the writing, art, and religious beliefs of ancient Egypt through hieroglyphs and tomb paintings. In the first part of this lesson, the class creates a pictorial alphabet of its own and then learns and uses the symbols of the Egyptian hieroglyphic alphabet. In the second part of the lesson, students identify and represent in their own drawings figures from the Book of the Dead, a funereal text written on papyrus and carved on the walls of tombs to help guide the deceased through the afterlife.

This lesson plan consists of three learning activities that build upon one another and should, therefore, be used sequentially. Activity 1 introduces the students to artifacts and archaeology. Activity 2 considers pyramids as artifacts and examines the scale of these great structures. Activity 3 asks students what clues pyramids give us about the ancient Egyptians. The lesson can be extended by considering other aspects of ancient Egyptian culture.

This resource contains a collection of documents to introduce students and teachers to the reign of Elizabeth I, including the marriage question and succession, her style of monarchy, religious and foreign policy, and her relationship with Mary, Queen of Scots.

This resource discusses the relationship between England and Spain in the late 1500s up to and through Spain's attempted attack on England.

In this lesson, students will review the collapse of communism in Eastern Europe and the Soviet Union and wha timpact the emerging democracies in these countries has. They will also investigate the rights of the people. A set of discussion questions is provided. In an associated activity, students will consider the characteristics of a democracy and rank them from most to least important.

In this lesson, students will learn about the armistice that ended of World War I and the Paris Peace Conference, which decided the fate of post-WWI Germany. A short PowerPoint centered discussion introduces students to the armistice and various national reactions to it. Students then assume the roles of one of the "Big Four" leaders at the Paris Peace to debate the fate of post-war Germany and create their own version of the Treaty of Versailles. Finally, students compare their Treaty of Versailles with the actual Treaty and then make predictions about its effects on the post-World War I world.

This presentation is intended for use with "Ending the War to End All Wars." In this lesson, students will learn about the armistice that ended of World War I and the Paris Peace Conference, which decided the fate of post-WWI Germany. A short PowerPoint centered discussion introduces students to the armistice and various national reactions to it. Students then assume the roles of one of the "Big Four" leaders at the Paris Peace to debate the fate of post-war Germany and create their own version of the Treaty of Versailles. Finally, students compare their Treaty of Versailles with the actual Treaty and then make predictions about its effects on the post-World War I world.

In this lesson, students will come to understand the different types of energy sources and how they affect the people living around them by looking at energy use in Japan and the United States. Students will also compare and contrast the nuclear events at Fukushima and Three Mile Island. Then, students will write essays on energy options and effects.

In this lesson, students investigate the causes and effects of the Glorious Revolution, as well as the individuals who played a major role in the events of the time. A set of discussion questions is provided. In an associated activity, students will consider James II's goal and debate both sides of the question.

This set of resources is designed to expand knowledge of early immigration, and reveals evidence about the names, origins, occupations, and households of people who chose to live and work in England in the era of the Hundred Years War, the Black Death, and the Wars of the Roses. Their nationalities ranged from other parts of the British Isles, including Scots, Irish, and Channel Islanders, to mainland Europeans from countries including Portugal, Sweden, Greece, and Iceland.

In this lesson, students will learn how the use of agriculture both benefited and challenged ancient civilizations. A set of discussion questions is provided. In an associated activity, students discuss and report on questions related to modern environmental problems.

The ability to express yourself well through writing and speaking are important skills that you will use throughout your life. We will be conducting historical inquiry and research while we develop these skills together. This way we will not simply be passive participants in absorbing information, but active participants in cooperatively learning how to process complex information to develop conclusions. We will typically do four projects involving short essays and one Topical Presentation project each nine weeks grading period. These will contain both individual and group components.

In this lesson, students read about the historical development of the European Union. A set of discussion questions is provided. In an associated activity, students will imagine that the United States, Canada, and Mexico have formed a North American Congress and discuss which legislative areas should be assigned to the North American Congress and which should remain with the national legislatures of the countries.

In this lesson, students learn about the development of the European Union. A set of discussion questions is provided. In an associated activity, students consider whether the U.S. should join the EU nations in a transatlantic federal union.

Students will examine the effect of the Syrian crisis on the lives of young people from that country, especially those who are refugees.