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 unit, students will gain knowledge of the Ottoman Empire and will work together to demonstrate that knowledge in a presentation and simulation of the culture and time period.

This lesson plan explores the geography of Ancient Palestine and modern day Israel, and provides students with background information on Abraham, the Exodus from Egypt, the divided Kingdoms, and the eventual Jewish Diaspora following the captivity in Babylon.

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.

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?

In this lesson, students review the life of Cicero and his thoughts on ideal government. A set of discussion questions is provided. In an associated activity, students will form small groups and discuss quotes from Cicero's speeches and writings.

In this lesson, students will compare and contrast the empires of the Ottoman Empire, Rome, and China, learning the similarities and differences as well as identifying and explaining characteristics of why empires rise and fall.

This lesson investigates the concept of "the Other" in Conflict Resolution through the exploration of Cypriot history and geography, using analytical, literacy, and writing skills to unravel intolerance within a society.

In this lesson, students read how the Roman Republic attempted to limit the power of its political leaders. A set of discussion questions is provided. In an associated activity, students discuss the merits of a constitutional amendment that applies the Roman concept of the short-term problem-solving dictator to contemporary America.

This lesson discusses how a teacher can use the game of chess to instruct students on Medieval class structure. The students become engaged with the game and discover the connections with the history as they improve their skills in chess.

Students learn about life in Babylonia through the lens of Hammurabi's Code. This lesson is designed to extend world history curricula on Mesopotamia and to give students a more in-depth view of life in Babylonia during the time of Hammurabi.

In this lesson, students will link what they already know about Aboriginal Australians to the new topic, identify basic and clear differences between modern society and Aboriginal living, and identify what they would like to learn more about Aboriginal Australians.

This lesson includes information pertaining to the ways in which man lived during the Old Stone Age and the New Stone Age. Students will acquire knowledge through the utilization of a PowerPoint presentation while completing a graphic organizer throughout the lesson.

In this lesson, students review the different types of governments they might encounter while studying world history.

In this lesson, students will learn about the life of Plato and his beliefs about government. A set of discussion questions is provided. In an associated activity, students will examine Plato's criticisms of democracy and discuss whether each criticism is valid of American democracy today.

The article examines the development of the Roman Empire from 27 B.C. to 393 A.D.

This article examines features of the Roman Republic. From its beginnings as a small cluster of huts in the tenth century B.C.E., Rome developed into a city-state, first ruled by kings, then, from 509 B.C.E. onward, by a new form of government: the Republic.

In this lesson, students read about Solon, a social and political reformer of ancient Rome. A set of discussion questions is provided. In an associated activity, students will consider activities American citizens should participate in to keep our democracy strong.

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.

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