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?

Students explore the cultural exchange that ocurred between America and Japan in their initial encounter in 1853. Students will view visual images and read and analyze narrative accounts. They will also complete several webquests to collect data and inform their analysis and response to a historical question.

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.

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.

In 1095, Pope Urban II launched the First Crusade, calling forth knights and peasants from across Western Europe to march against Muslim Turks in the Byzantine Empire and ultimately ?re-conquer? the holy city of Jerusalem. In this lesson, students compare Christian and Muslim perspectives of the First Crusade by analyzing different accounts of the siege of Jerusalem.

This lesson plan is designed as a guide that offers different ways to engage your students in the article "Fractured Lands" by Scott Anderson, published by The New York Times with support from the Pulitzer Center on Crisis Reporting. In "Fractured Lands," Anderson explores the modern Middle East through the eyes of six individuals, tracing their lives from the U.S.-led invasion of Iraq through the Arab spring, up to the present day. While these people come from different countries, ethnicities and socio-economic backgrounds, their interlinked narratives provide a window into a turbulent region and help the reader understand the macro-narrative of modern Middle Eastern history. Throughout "Fractured Lands" Anderson raises questions about leadership, governance, identity, dissent and the consequences of history, which enrich our understanding of current events and may also help us better anticipate the future.

This lesson plan is designed as a guide that offers different ways to engage your students in the article "Fractured Lands" by Scott Anderson, published by The New York Times with support from the Pulitzer Center on Crisis Reporting. In “Fractured Lands,” Anderson explores the modern Middle East through the eyes of six individuals, tracing their lives from the U.S.-led invasion of Iraq through the Arab spring, up to the present day. While these people come from different countries, ethnicities and socio-economic backgrounds, their interlinked narratives provide a window into a turbulent region and help the reader understand the macro-narrative of modern Middle Eastern history. Throughout “Fractured Lands” Anderson raises questions about leadership, governance, identity, dissent and the consequences of history, which enrich our understanding of current events and may also help us better anticipate the future.

In this lesson, students learn about two early historians. A set of discussion questions is provided. In an associated activity, students will participate in 2 news conferences where Herodotus will answer questions from the press on the Persian Wars and Thucydides will answer questions about the Peloponnesian War.

In this lesson, students make an illustrated timeline of the history of Timbuktu, using the notes and information they have gathered throughout the unit.

The Committee of Public Safety's assumption of political power and rule between 1793 and 1794 marked what was arguably the most radical phase of the French Revolution. The Committee justified its excesses as necessary to protect against domestic and foreign counter-revolutionaries. In this lesson, students question the motives of the Committee through analyzing excerpts from the "Decree Against Profiteers" and "Law of Suspects."

In this lesson, students will examine the major events and significance of hte Korean War, including U.S. involvement in the war. Students will read primary source materials to understand the political, social, emotional, and cultural costs of the Korean War.

During the thirteenth century, the Mongols built an empire from scratch through remarkable feats of organization, planning, endurance, courage, slaughter, destruction, and terror. The empire was ruled by a combination of exploitation and protection of those conquered. The Mongol peace-keeping and encouragement of long distance communications, resulted in the widespread exchange of ideas, goods, and techniques, as well as in the spread of disease.