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.

This cooperative learning activity helps students examine the development of a small country in a time of transition, in this case the breakup of the Soviet Union, which coincided with a national disaster and a war. Using photographs, maps, and historical information, students will write diary accounts of a teenager's life in Armenia.

This lesson is designed to give students a brief overview of the Berlin Wall from its construction in 1961 to its demise in 1989.

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.

The purpose of this lesson is to analyze how globalization is affecting the financial socialization of young people in Morocco and the broader middle east, and reflect on how notions of "tradition", "modern", "need", and "want" affect consumer behavior in varying cultural contexts.

 Inquiry DescriptionStudents will examine resources to determine how fighting over power led to both World War II and the Cold War using primary and secondary sources.  

The atrocities committed by the Japanese in China during the 1930s are well documented. Various Japanese textbooks, however, have downplayed or overlooked the scale and scope of these events. In this lesson, students examine how two textbooks ? one Japanese and the other Chinese ? depict what happened during the Japanese occupation of Nanking. Students then corroborate each textbook with an excerpt from historian Jonathan Spence?s The Search for Modern China.

In this lesson, students explore Keynesian Economics. A set of discussion questions is provided. In an associated activity, students will consider proposals to create more jobs in times of recession or depression. Students will rank them by importance and then defend their top choice before the class.

This lesson, using video segments from the Wide Angle film "To Have and Have Not" (2002), can be used after a lesson on the Communist Revolution and Mao's rule. A basic knowledge of China's geography, of the tenets of Chinese Communism, and of Mao's efforts to redirect the course of China's future by means of the Cultural Revolution, is required for the successful completion of the lesson.

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.

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.

In this activity, students view a video of Cuban poet, Omar Perez, reading his original poem "The Concept" and then reflect on the poem and how it speaks to revolution.

This unit brings together multimedia resources describing the Great War and the Russian Revolution. Multiple documents are available for evaluating conditions and events that led to international conflict and a troubled resolution in the West as well as major regime change in Russia.

This unit brings together multimedia resources describing the period between WWI and WWII. Multiple documents are available for analysis of economic and militaristic conflicts that led to power struggles, alliances, and political transformations, both in the West and Asia.

The Industrial Revolution (ca. 1750-1900) may have involved fewer beheadings per capita than preceding political revolutions, but it was certainly transformative for people in all walks of life. In Europe, feudalism was a thing of the past, but without modern forms of transportation, the average person still had to rely on their local community for the production of food and durable goods. Prior to industrialization, most people lived as farmers; life revolved around subsistence agriculture. People worked the land with simple, homemade tools to grow their own food. Production of goods (clothing, for example) happened on a small scale, often within workers’ homes. Trade happened on a small scale within communities. Life expectancy was short, although it had increased at a slow rate since the Middle Ages. All of this, however, would change dramatically as the Industrial Revolution started in Great Britain and caused sweeping changes around the world. This global event transformed how people worked, played, traded and traveled. It changed politics, economics, and family structures and continues to shape our world today.