This LibriVox recording is of the entirety of Shakespeare's Macbeth. The recordings are broken up by Act for efficient listening purposes.

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.

This course surveys the history of the Middle East, from the end of the 19th century to the present. It examines major political, social, intellectual and cultural issues and practices. It also focuses on important events, movements, and ideas that prevailed during the last century and affect its current realities.

Selective survey of Latin American history from the wars of independence at the start of the nineteenth century to the present. Issues studied include: independence and its aftermath, slavery and its abolition, Latin America in the global economy, relations between Latin America and the US, dictatorships and democracies in the twentieth century, and revolution in Mexico, Cuba, and Central America.

In this class we will come to understand the vast changes in Spanish life that have taken place since Franco's death in 1975. We will focus on the new freedom from censorship, the re-emergence of movements for regional autonomy, the new cinema, reforms in education and changes in daily life: Sex roles, work, and family that have occurred in the last decade. In so doing, we will examine myths that are often considered commonplaces when describing Spain and its people.

First shown at the 1937 International Exposition in Paris, Guernica stands today as a universal statement against the horror of modern warfare. The painting was the response of the Spanish-born artist Pablo Picasso to the bombing of Guernica, a small Basque town in northern Spain that was destroyed on April 26, 1937, during the Spanish Civil War.

This collection uses primary sources to explore the construction of the Panama Canal. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Students will learn about the attack on Pearl Harbor and the US response of the Pearl Harbor Day observance.

A collection of nine excerpts from historical accounts of epidemics: two from ancient sources, one from the Black Death in 14th century Europe, one from the 1665 Plague of London, one from the late 18th century Yellow Fever outbreak in Philadelphia, two from smallpox epidemics on Native American reservations in the late 19th century, and two from the influenza pandemic of 1918.

All readings include a brief introduction to the historical context, a glossary, discussion questions, and sources. Discussion questions can be edited to support learning in various disciplines.

Week 21, Day 1 - Week 22, Day 3
Around the World in a Hundred Years (pages 9-13)
Introduce Book and Preview Technical Vocabulary
The book we will begin today is called Around the World in a Hundred Years. Now, that may sound a little strange because these days you can go around the world in a very short time. But this book is not about the present day. It’s about the age of exploration, centuries ago, when Europeans ventured out into the Atlantic Ocean. They traveled in ships.The book was written by Jean Fritz and illustrated by Anthony Bacon Venti.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Some state Social Studies Standards list several explorers specifically. This read aloud doesn’t replace social studies instruction, but it may provide background knowledge.
A world map and a globe will be essential.

Week 31, Day 2---Day 4
Starry Messenger
This book about Galileo is called Starry Messenger. It was written by Peter Sís
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
illustration
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This book can be read on two levels. The main, linear text is rather simple, but the sidebars are far more challenging. These are written in script and often have interesting shapes that reflect their meaning. With a few exceptions, this lesson plan is written around the main text.
On Day 1, have on hand two plastic water bottles, one full and one empty.

This collection uses primary sources to explore the history of Spanish missions in California. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore the Transatlantic Slave Trade. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

On June 28, 1919, Germany and the Allied Powers signed the Treaty of Versailles in the Hall of Mirrors at the famous Palace of Versailles, officially ending World War I. World War I, or the Great War, lasted from 1914 to 1918, and claimed the lives of nearly ten million soldiers and approximately thirteen million civilians. Germany and its allies in the Central Powers had lost the war, so representatives of the victorious Allied Powers including the United States, France, and Britain negotiated the terms of the treaty. President Woodrow Wilson and his allies wanted the treaty to provide a lasting peace following Wilson’s Fourteen Points speech delivered on January 8, 1918. European powers sought peace but also wanted to punish Germany, who they blamed for causing the war. Germans also expected that the Fourteen Points would be the basis for the peace talks when they signed the armistice in November 1918. When the Allied Powers met in Paris to discuss the world after the war, however, a much more punitive plan emerged.

Examines a number of famous trials in European and American history. Considers the salient issues (political, social, cultural) of several trials, the ways in which each trial was constructed and covered in public discussion at the time, the ways in which legal reasoning and storytelling interacted in each trial and in later retellings of the trial, and the ways in which trials serve as both spectacle and a forum for moral and political reasoning. Students have an opportunity to study one trial in depth and present their findings to the class.

This lesson and assessment will increase students understanding of several forms of government.

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7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).

7-W4.1.2 World Religions -- Using historical documents and historical and current maps, analyze the spread and interactions of major world religions from 300-1500 C.E. (G)
7-W4.1.3 Trade Networks and Contacts – Analyze the development, interdependence, specialization, and importance of interregional trading systems both within and between societies including • land-based routes across the Sahara, Eurasia and Europe • water-based routes across Indian Ocean, Persian Gulf, South China Sea, Red and Mediterranean Seas (G)
7 - G1.2.1 Explain why maps of the same place may vary as a result of new knowledge and/or advances in science and technology.
7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).
7 – G4.4.2 Describe examples of cooperation and conflict within the era understudy

HISTORY H1 THE WORLD IN TEMPORAL TERMS: HISTORICAL HABITS OF MIND Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

Compelling Questions:

How does historical thinking help us understand our world?

Chapter Supporting Questions:

How do we learn about the past?


Does thinking about the world with historical habits of mind help to make a better world?


How would you describe temporal thinking? Provide a scenario or specific event to illustrate.


What steps and tools do historians use to do their job?


How do historians collect and analyze evidence?


How do historians use evidence to construct theories, perspectives and hypotheses  (claims), and accounts about the past?


How and why are these historical claims controversial?

Queen Victoria of England reigned over a vast British empire from 1837 until her death in 1901. During her rule, England rapidly transformed into a modern, technologically-based economy exercising global military and cultural power, roiling with class and racial conflict. Victorianism extended far beyond the boundaries of Britain and informed international movements of the same period, including in the United States.