This course introduces students to modern world history and geography. It provides an opportunity for students to learn and further develop foundational research and writing skills by incorporating practice into every class session. Early in the course, students select a country to study, then all research and writing activities are focused on that country. It also utilizes the United Nations Sustainable Development Goals to help students explore their country.The course utilizes openly licensed textbooks and publicly available materials as course materials.This survey course is intended for freshmen and sophomore-level students who are interested in exploring historical, political and social contexts beyond their own. Students will have ample opportunities to practice foundational skills including writing, research, source citation, critical thinking and public speaking.It was originally taught over 13 weeks as part of a Fulbright US Scholar grant in the International College at Tunghai University in Taichung Taiwan. It was developed with support from the Open Education for a Better World Program.

This course surveys the rise, growth, and flowering of world civilizations in Africa, America, Asia, and Europe. It emphasizes diversity as well as universal themes which unite all human cultures. It is appropriate for grades 11-12, community college stidents, and university underclassmen.

The assignment asks students to write the history of a region and period that they have chosen in a world history course using five objects. Each of the five objects should represent different aspects of the region and period chosen. The political, economic, technological, social and religious aspects of the topic should also be explained using the five objects. The resource includes a grading rubric. 

Discusses social, economic, political, and environmental push and pull factors dealing with human migrations.

Created by NHPRC Teacher Participant/Creator Jeremy Mellema, for his US Government class, Adaptable to other courses and grades. This immigration mapping project asks the student to create 3 maps, and to gather data through research and conducting an interview. Finally, students write an essay connecting what they have learned from this project to American Democracy, and to current immigration law or events.

Created by NHPRC Teacher Participant/Creator Michelle Barretta Fallon for her Global History class. Adaptable to US History as well. She offers a scaffolded 3-part assignment to allow students to connect research from family history to research about Global History. Part 1 (Family Interview) and Part 2 (Country Research) could be used separately.

This compilation of secondary sources gives an account for how the Transatlantic slave trade became a key economic feature of the Western coast of Africa, as well as an important economic feature of the "New World" colonies. This is a guided reading with questions throughout for the purpose of assessing students' understanding. Student's are prompted to mark the text for key details as they follow along. An excellent source to print or to use digitally. 

The Indian Ocean Basin is becoming an important topic in middle and high school world history and geography courses, but one for which there are few instructional resources. This web-based resource helps teachers incorporate the Indian Ocean into world history studies by illustrating a variety of interactions that took place in the Indian Ocean during each era. The material is assembled into an integrated and user-friendly teaching tool for students in upper elementary, middle and high school. It offers students the chance to investigate primary sources that illustrate historical interactions, helping them to become more adept at the analytical historical thinking skills that are required by virtually all state history standards today.

This resource uses Gholdy Muhammad's Layered Text strategy to pull students into a multimodal lesson providing context for the 1918 Pandemic.

Database of Hebrew and Arabic texts recovered by a US Army team in Iraq. Primary Resources/Authentic Texts. The restoration and preservation of these documents is explained.

In this packet we look at works that span nearly a thousand yearsäóîfrom shortly after the foundation of Islam in the seventh century to the seventeenth century when the last two great Islamic empiresäóîthe Ottoman and the Safavidäóîhad reached their peak. Although the definition of Islamic art usually includes work made in Mughal India, it is beyond the scope of this packet. The works we will look at here come from as far west as Spain and as far east as Afghanistan.

Members of the Islamic Center of Washington, DC discuss the religious and spiritual significance of Ramadan and the celebration that concludes it, Eid al-Fitr, in this video segment from Religion & Ethics Newsweekly.

Whose Land is it? An exploration of who rightfully should claim the land being fought over by Israel and Palestine. Resource created by Jonathan Meyer, Gothenburg Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This OER story map was created by Joseba Moreno as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. This resource contains a document with a story map to help students follow the events and chronology of the Mexican revolution. The attached resource is designed for 9 - 12 World Language Arts teachers for student learning of Intermediate Learners of Spanish. Students will analyze and evaluate the events of the Mexican Revolution, This resource addresses the following NDE World Language Standard(s): NE WL.1.2d, 2.2d, 3.1dThe Story Map asks that the students look up information about the events, the context of the events, the main characters, and some of the consequences of the Mexican Revolution. 

This video provides a brief history of Latin American Liberation Theology and explains why the Vatican condemned it.

This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.

F.W. de Klerk's speech delivered at the opening of the 1990 session of the Parliament of South Africa in which he announced sweeping reforms that marked the beginning of the negotiated transition from apartheid to constitutional democracy.

This video from Religion & Ethics Newsweekly gives a primer on the history and evolution of madrasahs, institutes of higher learning in Islamic studies.

This class is a global survey of the great transformation in history known as the “Industrial Revolution.” Topics include origins of mechanized production, the factory system, steam propulsion, electrification, mass communications, mass production and automation. Emphasis on the transfer of technology and its many adaptations around the world. Countries treated include Great Britain, France, Germany, the US, Sweden, Russia, Japan, China, and India. Includes brief reflection papers and a final paper.