This lesson focuses on the music and poetry of Afghanistan, but teachers may conduct an analysis on global music in any given period of history, depending on what is pertinent to the grade level. Students will take into consideration important political events or conflicts, the ruling party of the area, the belief systems in place, and specific cultural features. Students will also learn to identify traditional musical instruments, consider the value of oral traditions, study the ghazal as a form of poetry and song, while creating their own musical works and poetry.

This unit follows a general introduction of Athens and Sparta including historical context, geographical location, demographics, etc. This unit will begin with teaching about the people of Athens and Sparta and the competition between the two. Students will learn about the Persian Wars and the Peloponnesian Wars, focusing on the involvement of Athens and Sparta. Students will read articles describing the two city-states and the spartan education system in an open textbook. Based on their knowledge of both Sparta's and Athens' societal and military ventures, students will decide if the spartan education system was beneficial. They will then compose a persuasive essay on this topic.

7– G6.1.1 Investigations Designed for World History Eras 1-4
Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. Students investigate contemporary topics and issues that they have studied in an ancient world history context. The investigations may be addressed at the conclusion of each Era or may be included at the conclusion of the course.

7-H1.4.3. Use historical perspectives to analyze global issues faced by humans long ago and today.
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 under study.
7-C1.1.1 Compare and contrast principles and competing ideas about the purposes of government in historical societies.
7-C1.1.2 - Examine what it has meant to be a citizen in the era under study.
7-C3..6.2 Compare and contrast various forms of government in the eras under study.
7-C4.3.1 - Explain how governmental systems addressed issues and formed policies throughout history and how those policies may not be consistent with our views on similar issues today.
7-E2.3.1 - Explain how governments during the eras under study made decisions that impacted the economy of that society and other societies

7– G6.1.1 Investigations Designed for World History Eras 1-4
Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. Students investigate contemporary topics and issues that they have studied in an ancient world history context. The investigations may be addressed at the conclusion of each Era or may be included at the conclusion of the course.

7-H1.4.3. Use historical perspectives to analyze global issues faced by humans long ago and today.
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 under study.
7-C1.1.1 Compare and contrast principles and competing ideas about the purposes of government in historical societies.
7-C1.1.2 - Examine what it has meant to be a citizen in the era under study.
7-C3..6.2 Compare and contrast various forms of government in the eras under study.
7-C4.3.1 - Explain how governmental systems addressed issues and formed policies throughout history and how those policies may not be consistent with our views on similar issues today.
7-E2.3.1 - Explain how governments during the eras under study made decisions that impacted the economy of that society and other societies.
E1.1 Individual, Business, and Government Choices
Describe how individuals, businesses, and governments make economic decisions when confronting scarcity in the market economy.
E1.1.1 Explain the role of incentives in different economic systems (acquiring money, profit, goods, wanting to avoid loss, position in society, job placement).
E1.1.2 Describe the circular flow model (that businesses get money from households in exchange for goods and services and return that money to households by paying for the factors of production that households have to sell) and apply it to a public service (e.g., education, health care, military protection).

E.2.3.1 Explain why national governments make decisions that impact countries (Tariffs, Embargoes, Trade agreements) explain China’s impact on world trade.

E3.1 Economic Interdependence
Describe patterns and networks of economic interdependence, including trade.
E3.1.1 Explain the importance of trade (imports and exports) on national economies in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum in Africa, mineral resources in Asia).
E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).
E3.1.3 Determine the impact of trade on a region of the Eastern Hemisphere by graphing and analyzing the Gross Domestic Product of the region for the past decade and comparing the data with trend data on the total value of imports and exports over the same period.
E3.1.4 Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet home offices, international work teams, international companies).

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
D2.Eco.14.6-8. Explain barriers to trade and how those barriers influence trade among nations.
D2.Geo.1.6-8. Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.

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.

The 6th grade MI Open Book Geography Text explores the five themes of geography, first by providing an introduction to the study of geography itself, then focusing in on a theme each chapter while studying a region of the world. The final chapters explore the themes in action in other regions.

Using an inquiry based approach, Michigan high school students learn about World History from the fifth Era through today.

During the thirteenth century, the Mongols built an empire from scratch through remarkable feats of organization, planning, endurance, courage, slaughter, destruction, and terror. The empire was ruled by a combination of exploitation and protection of those conquered. The Mongol peace-keeping and encouragement of long distance communications, resulted in the widespread exchange of ideas, goods, and techniques, as well as in the spread of disease.

Today we live in a world that is extremely and irreversibly global. Our marketplaces offer seemingly limitless products from around the world. People utilize the Internet in order to connect to a body of collective learning previously unseen in history. This is in stark contrast to the origin of small hunting and gathering bands of Homo sapiens on the plains of East Africa. that existed close to 200,000 years ago. From these origins, Homo sapiens gradually migrated throughout the world. This lengthy journey culminated 14,000 years ago, with the human colonization of the last region of the earth, the Southern Cone of Argentina. At the end of this lengthy process of migration, the earth was divided into four distinct areas called world zones.

The Crusades began in 1096 and lasted until 1291. During two centuries of atrocious fighting between Christians and Muslims to control the Holy Land, the end result was the establishment of a bitter hatred between the two religions. From an exploration standpoint, however, the result was not as dismal. Crusading in the areas of northern and eastern Europe led to the expansion of some kingdoms and the creation of new political units. While religious fighting was occurring, traders moved into the area and started to profit economically from use of the land. When the Catholic Crusaders returned from the Middle East in the 12th and 13th Centuries, they brought back with them tales of new lands and peoples as well as cloth such as silk and foods such as sugar—all of which they had never experienced before.

Questions raised in this chapter: Why were African slaves used primarily for forced labor in the cotton and sugar plantations in the Americas? (Instead of indentured servants and or Native Americans) 2. Why was the Trans-Atlantic slave trade transformative to the economic way of life in the Americas? 3. How did African slavery in the New World differ fundamentally from past instances of slavery and other systems of labor in the same era? 4. How did the geography of the region dictate the role of slaves?

Drawing and quartering, burning at the stake, tar and feathering, the pillory, the wooden wheel, the rack - all were devices or methods used for torturing humans conjured up over the ages. But in 18th Century Europe, a new movement, a new set of ideas was sweeping through the continent. A new type of thought, of “enlightenment,” was engaging the philosophes -- French philosophers or thinkers. These thinkers applied methods of science to understand society and to make improvements in it. With the application of reason, the philosophes believed government, law, and society could be reformed. According to the philosophes, the role of punishment and torture should be questioned too.

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.

This unit is designed to provide 11th grade students with a basic understanding of the 5 Major World Religions.  Included for each religion are:  origins, development, beliefs, and impact.  The unit incorporates elements of online learning with face-to-face interactions.

In June 1941, German Chancellor Adolf Hitler violated a non-aggression pact with Josef Stalin and launched a massive invasion of the Soviet Union. This offensive, named “Operation Barbarossa,” was motivated by a desire to crush one of Europe’s last holdouts against Nazi domination as well as Hitler’s disdain for communism and the Slavic people. Additionally, Hitler sought to commandeer the Soviet Union’s natural resources, including natural oil and gas and vast agricultural areas of Ukraine that could serve as the Nazi “breadbasket.”