This website gives you the opportunity see the world through different people all over the world on a variety of topics. Watch videos, see lesson plans about global issues and looking at it from a lense of focus on 100 people.
The Two Day plan is intended to be completed in two fifty-minute class periods, with 2 homework assignments, the lesson includes the definition of genocide, historical background on the Armenian case, a review of other major genocides, a short national TV news piece, and readings from survivor testimonies.The Ten Day lesson includes film, primary documents, and the UN Declaration of Human RightsPart II, examines the economic developments of competing empires with subsequent loss of territory and rise of state repression over time. The final product is a colorful timeline linking seemingly disparate elements into a visible pattern. Students will also gain the opportunity to place the Armenian Genocide next to other acts of genocide and human rights abuses throughout history.Part III builds on the basic information learned in Part I and the larger historic and political overview gained in Part II. Students can participate in a mock re-enactment of the 1921 trial of Soghomon Tehlirian, who assassinated the mastermind of the Armenian Genocide and was later acquitted. The mock trial allows students to develop historical empathy with the victims and survivors of the Armenian Genocide.
This video offers a brief review of 5 wonderful films that focus on specific topics in modern Latin American History.
This resource will teach students about the cause and effect of factors that lead to the Agricultural Revolution. Students will learn about BCE/CE timelines with a timeline worksheet. Includes assessment about early humans and the Agricultural Revolution.
Created by NHPRC Teacher Participant/Creator: Sean McManamon to meet NYC Social Studies Scope and Sequence for World History. Adaptable to other grades. Cumulative assignment for the end of the year. Assignment asks students to connect family history interview to World History periodization.
Created by NHPRC Teacher Participant/Creator David Richman for his AP World History course. Adaptable to US History. Adaptable to other grades. Assignments ask students research the effects Executive Order 9066 had on families of Japanese descent, to analyze primary sources, and to create an illustrated story book detailing Ms. Wakatsuki’s time spent at Manzanar, a Japanese internment camp.
Primary source documents serve as the bedrock of all reliable social studies. They provide firsthand facts, descriptions, opinions, and accounts which illuminate the distant world of the past while allowing us to better understand the present. To many students, however, primary source documents are foreign, verbose, and tedious.
In order to reach out to these students, a history teacher’s best weapon is often adaptation, especially through the medium of film. Passionate actors, perceptive directors, witty screenwriters, and elaborate costumes bring dusty historical documents back to life through an immersive audiovisual experience.
Yet with a bit of inspection, these cinematic adaptations of history can reveal much more than secondary historical details. By analyzing these films as primary source documents themselves, audiences can gain insight into the time period in which the movies were made.
This curriculum unit considers the story of Spartacus—the celebrated hero of ancient history and the 1960 film directed by Stanley Kubrick—as both a primary and secondary source of history. How does Spartacus compare to the ancient sources recorded before the common era? And how does Spartacus reveal the political and social turmoil which afflicted the United States throughout the 1950’s and 1960’s?
This can be an activity to use with your colleagues in assessing your unit design with the new Iowa Social Studies standards or with students as an intro (or closing) activity for a "Atlantic Revolutions" unit. A teacher could use SS-WH.9-12.14. Compare various systems of government, such as monarchies, democracies/republics, empires, and dictatorships, and their methods of maintaining order and/or control.SS-WH.9-12.23. Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness of sources throughout world historySS-WH.9-12.20. Evaluate methods used to change or expand systems of power and/or authority.or choose from: https://iowacore.gov/sites/default/files/k-12_socialstudies.pdf
This is an activity that can be done after the reading of Number the Stars. It's a lesson plan that will allow them to research what actually happened during the Holocaust to the Jews that were caught, luckily, unlike Annemarie's friend.I have also included the website to the LiveBinders binder that I made to go alongside with the lesson plan. It has websites about the Holocaust if you want to have the students all visiting the same sites. There are also a varying amount of questions that go along with each website in the binder.
This is a teacher's guide with a lesson plan and a video. David Schanzer, associate professor of the practice at the Duke Sanford School of Public Policy University and director of the Triangle Center on Terrorism and Homeland Security, discusses the impact of September 11 on foreign relations, domestic policies, and American Muslims.
- U.S. History
- World History
- Material Type:
- Lesson Plan
- Duke-UNC Consortium for Middle East Studies Outreach Program
- Date Added:
Thus begins this amazing; bookâ€”both a thrilling story of personal danger in Italyâ€™s underground movement, and a fully detailed, authentic report on the crumbling of Italian Fascist morale under the terror of German occupancy.
The gripping adventures experienced by S. K. during his undercover work in Italy give us a picture of methods which more than match all we have heard of German and Russian espionage work. Yet they are absolutely bona fideâ€”the authorâ€™s credentials have been carefully checked. He remains anonymous for the protection of those colleagues still carrying on the Democratic revolution.
Working with groups of fearless Italian patriots, it was S. K. who first revealed to the outside world through confidential information on Germanyâ€™s flame-throwing tanks, the intention of Mussolini to move against Greece, the use of American dollars for the purchase of oil in French African ports by submarine captions, the shipping of Messerschimitts to Central America, the existence of camouflaged airports in Nicaragua and Bolivia, the sending of Stukas to Japan, and the building of new Condors in Holland.
In addition to these sensational disclosures, agent in Italy now reveals fully detailed story of the German occupation of Italy, giving facts and figures, including an estimate of 400,000 Germans now keeping the junior Axis partner under shaky control.
Filled with tense and breathless incident, this book, the first to disclose the bitter ordeal of Italy, bring the excitement of the mystery novel to one of the most important factual documents of our day.
In this lesson, students will engage in interactive exercises in the classroom and in the museum to better understand the history of the American Dream, how it applies to their own lives and the lives of Arab Americans. This lesson can be used in Social Studies classrooms as well as English classrooms discussing the theme of the American Dream.
Created by NHPRC Teacher Participant/Creator Kenneth Porter for his Senior Leadership class. We all have different stories, reasons and various paths that we personally took or our relatives traversed to arrive at this nation of ours. This assignment tasks the student with researching the story of a relative/guardian who emigrated to this country. The student will learn the when, the what, the why and the how behind their story, in order to reveal to the student more about their own story.
These primary source excerpts are broken into 2 groups: Cuban perspectives and American perspectives of the Bay of Pigs invasion. Consider having students work in pairs or small groups to read, discussion and answer the questions for their perspective. Then have students from both perspectives share observations. Consider using a guided question such as "Why are views so different for the same event, especially of those who fought at the Bay of Pigs?"
Description: The attached unit has incorporated Media Literacy for Social Studies by scaffolding a variety of primary source document activities of varying perspectives on New Imperialism (1850-1914) which allow the studnt to identify possible bias or misinformation. The guided questions which accompany the primary sources ask the student to explain differing responses and to think critically about why those responses may be different depending on the context.
This resource was created by Cierra Morten, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
Early in the Spring 2020 semester, University of Tennessee at Chattanooga students in my Ancient to Modern Latin American Visual Culture Art History course embarked upon an intensive first-hand visual analysis and research project that involved working directly with original artifacts from Ancient Latin America housed within the University of Tennessee at Chattanooga Library’s Special Collections. This unique opportunity and the publication of their findings were made possible thanks to the generous support and assistance of Special Collections Director Carolyn Runyon and her dedicated staff.
By examining the wide array of Pre-Columbian objects in the George and Louise Patten Salem Hyde Papers and Cultural Artifacts Collection, these upper division students formed small research groups dedicated to specific artifact types, such as human figurines, animal figurines, tools and lithics, vessels, anthropomorphic ceramics, replicas, and sherds. They carefully recorded their original observations of their selected objects of study in written field notes, photographs, and drawings. Later, they compared their initial observations with preliminary collection data developed independently by Archaeology students of Dr. Andrew Workinger, leading to further questions and insights surrounding these extraordinary pieces predominantly from pre-contact indigenous cultures of the Central and Intermediate regions of Latin America that today comprise Costa Rica, Ecuador, Panama and Colombia. Building upon their analysis, the Art History student research groups then re-examined their selected artifacts through analytical frameworks focused on Gender and the Body, Color, Pattern and Materiality, Spirituality and the Object, Form and Function, and Identity and Representation. In presenting their findings to their peers, students received feedback that allowed them to refine their analysis and develop the original individual and group catalog essays that comprise this exhibition publication. Their research sheds further light on the extraordinary value and diversity of the ancient artifacts of Latin America that uniquely form part of UTC’s Special Collections, as well as the innovative power of interdisciplinary research and collaboration.
These educational videos provide an invaluable resource on Ancient Nubia for Middle and High School Ancient World History and Geography teachers and students. The video content aligns with Geography, Economics, Civics, and Historical Thinking Social Studies standards across the nation. Key concepts and inquiry skills from each content area weave seamlessly throughout the videos and associated lesson plans. This unit overview document links to developed resources on the Archeology in the Community site.
This video explains how and why Fidel Castro supported the MPLA in Angola from 1975 to 2002. The Battle of Cuito Cuanavale was the largest military confrontation in Africa after World War II. The civil war in Angola was one of the longest and bloodiest conflicts of the twentieth century.