This course surveys the increasing interaction between communities, as the barrier of distance succumbed to both curiosity and new transport technologies. It explores Western Europe and the United States' rise to world dominance, as well as the great divergence in material, political, and technological development between Western Europe and East Asia post–1750, and its impact on the rest of the world. It examines a series of evolving relationships, including human beings and their physical environment; religious and political systems; and sub-groups within communities, sorted by race, class, and gender. It introduces historical and other interpretive methodologies using both primary and secondary source materials.

This lesson is based on Pearson's My World History and Geography adopted for instruction in TN for the 6th grade World History class.
It covers the unit on early human migration and the Ice Age adaptations.

This is a remixed version of World History: Culture, States, and Societies to 1500 by Berger, et al. It's a textbook suitable for the World History survey. I have reorganized the text in order to provide a more globally integrated narrative. Each chapter invites students to compare and contrast developments across regions during a period of time.

This version of the book retains the text of the original but with updated references to chapters. I verified and, if necessary, updated links to online resources. In cases where the exact illustration used in the original version was not available, I have substituted equivalent ones. I also created and edited segues and other “connective tissue” as well to (hopefully) ensure that this version of the book reads as smoothly as the original.

Additional changes include:

More concise lists of “key terms” in each chapter
Expanded coverage of the Persian Empire
Expanded coverage of the end of the Yuan Dynasty
Added brief overview of the early Ming Dynasty including the voyages of Zheng He
Work on this adaption was generously sponsored by a grant from Michigan Colleges Online, a project of the Michigan Community College Association.

World History: Cultures, States, and Societies to 1500 offers a comprehensive introduction to the history of humankind from prehistory to 1500. Authored by six USG faculty members with advance degrees in History, this textbook offers up-to-date original scholarship. It covers such cultures, states, and societies as Ancient Mesopotamia, Ancient Israel, Dynastic Egypt, India’s Classical Age, the Dynasties of China, Archaic Greece, the Roman Empire, Islam, Medieval Africa, the Americas, and the Khanates of Central Asia.

It includes 350 high-quality images and maps, chronologies, and learning questions to help guide student learning. Its digital nature allows students to follow links to applicable sources and videos, expanding their educational experience beyond the textbook. It provides a new and free alternative to traditional textbooks, making World History an invaluable resource in our modern age of technology and advancement.

World History Encyclopedia is a non-profit organization publishing the world's most-read history encyclopedia. Its mission is to engage people with cultural heritage and to improve history education worldwide.

The website offers thousands of free history articles, with a writing style aimed at students from middle school level and up. Articles are complemented by videos, timelines, 3D models, and interactive maps. The search function offers many filters, including the possibiliy to search for primary source texts.

Additionally, the organization published free teaching materials in its education section (https://www.worldhistory.org/edu/).

The world in 1750 was the product of a long and complex global history. Humans lived across most of the habitable world. In some ways, they did things the same as their ancestors—most people farmed, they moved around only a little, their states were some kind of monarchy, and religion was the most present large-scale community in their lives. Things were changing, but nobody was quite sure how they were going to change. This was signified by an encounter between the Qianlong Emperor and Lord Macartney.

World History teachers face many challenges to incorporating primary sources in their teaching—the pressures of coverage in survey courses, the lack of available materials, and inadequate training in dealing with unfamiliar sources from a range of cultures. World History Sources responds to these challenges (as well as the new opportunities offered by the Internet) by creating a website to help world history teachers and students locate, analyze, and learn from online primary sources and to further their understanding of the complex nature of world history, especially the issues of cultural contact and globalization. This site includes scholarly reviews of online primary source archives, including teaching potential; Eight guides by leading world history scholars to analyzing primary sources: music, images, objects, maps, newspapers, travel narratives, official documents, and personal accounts; Eight multimedia case studies model strategies for interpreting particular types of primary sources (music, images, objects, maps, newspapers, travel narratives, official documents, personal accounts) and placing them in historical context; Sixteen case studies, written by high school and college teachers, discuss the planning and implementation involved in teaching a particular primary source.

World History, Volume 1: to 1500 is designed to meet the scope and sequence of a world history course to 1500 offered at both two-year and four-year institutions. Suitable for both majors and non majors World History, Volume 1: to 1500 introduces students to a global perspective of history couched in an engaging narrative. Concepts and assessments help students think critically about the issues they encounter so they can broaden their perspective of global history. A special effort has been made to introduce and juxtapose people’s experiences of history for a rich and nuanced discussion. Primary source material represents the cultures being discussed from a firsthand perspective whenever possible. World History, Volume 1: to 1500 also includes the work of diverse and underrepresented scholars to ensure a full range of perspectives.

Word Count: 164515

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This semester, we will read writing about travel and place from Columbus's Diario through the present. Travel writing has some special features that will shape both the content and the work for this subject: reflecting the point of view, narrative choices, and style of individuals, it also responds to the pressures of a real world only marginally under their control. Whether the traveler is a curious tourist, the leader of a national expedition, or a starving, half-naked survivor, the encounter with place shapes what travel writing can be. Accordingly, we will pay attention not only to narrative texts but to maps, objects, archives, and facts of various kinds.
Our materials are organized around three regions: North America, Africa and the Atlantic world, the Arctic and Antarctic. The historical scope of these readings will allow us to know something not only about the experiences and writing strategies of individual travelers, but about the progressive integration of these regions into global economic, political, and knowledge systems. Whether we are looking at the production of an Inuit film for global audiences, or the mapping of a route across the North American continent by water, these materials do more than simply record or narrate experiences and territories: they also participate in shaping the world and what it means to us.
Authors will include Olaudah Equiano, Caryl Philips, Claude Lévi-Strauss, Joseph Conrad, Jamaica Kincaid, William Least Heat Moon, Louise Erdrich, Álvar Núñez Cabeza de Vaca.
Expeditions will include those of Lewis and Clark (North America), Henry Morton Stanley (Africa), Ernest Shackleton and Robert F. Scott (Antarctica).

From 1900 to 2022, global electricity generation grew remarkably from 66.4 TWh to 29,165 TWh. Fossil fuels maintained a stable share of around 60% throughout this period, while renewables like wind and solar saw rapid growth from the 2000s. The 1960s saw a rise in oil power plants, but energy price shocks in the 1970s shifted focus to natural gas and nuclear generation, with significant investments in gas power plants from the 2000s onward.

Among the materials the Wright Brothers estate gave the Library of Congress in 1948 were 300 glass plate negatives and two nitrate negatives, most taken by the Wright brothers themselves between 1897 and 1928. About 200 views from 1900 to 1911 document their successes and failures with their new flying machines. The collection provides an excellent pictorial record of the Wright brothers laboratory, engines, models, experimental planes, runways, flights, and even their accidents. The collection also contains individual portraits and group pictures of the Wright brothers and their family and friends, as well as photos of their homes, other buildings, towns, and landscapes.

Does race still matter, as Cornel West proclaimed in his 1994 book of that title, or do we now live, as others maintain, in a post-racial society? The very notion of what constitutes race remains a complex and evolving question in cultural terms. In this course we will engage this question head-on, reading and writing about issues involving the construction of race and racial identity as reflected from a number of vantage points and via a rich array of voices and genres. Readings will include literary works by such writers as Toni Morrison, Junot Diaz, and Sherman Alexie, as well as perspectives on film and popular culture from figures such as Malcolm Gladwell and Touré.

In this course we will read and write about works that explore symbolic encounters in the American landscape. Some of the assigned works look at uneasy encounters between ordinary individuals and animals—wolves, eagles, sandhill cranes—that Americans have invested with symbolic significance; others explore conflicts between the pragmatic American impulse to impose order on unruly nature and the equally American inclination to enshrine the unaltered landscape.

Forensic scientists are recovering buried clues of the lives of early colonists and discovering the stories written in their bones. Using graphics, photos, and online activities, this Webcomic unravels a mystery of historical and scientific importance about the life of a recently discovered 17th century human body along the James River on the Chesapeake Bay. Students can analyze artifacts and examine the skeleton for the tell-tale forensic clues that bring the deceased to life and establish the cause of death. Teacher resources are included. Note: Turn off pop-up blocker to successfully experience all site features.

Students learn about archives and primary sources as they research original historical documents. While preparing an imaginative first-person account as if witnessing an historical event, they learn to appreciate the value of the first-person, eye-witness account and understand its limitations. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world — concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

powerpoints of the first seven chapters of the cinema scenes film history text