This course asks students to consider the ways in which social theorists, institutional reformers, and political revolutionaries in the 17th through 19th centuries seized upon insights developed in the natural sciences and mathematics to change themselves and the society in which they lived. Students study trials, art, literature and music to understand developments in Europe and its colonies in these two centuries. Covers works by Newton, Locke, Voltaire, Rousseau, Marx, and Darwin.

We will explore images that pertain to the emergence of Japan as a modern state. We will focus on images that depict Japan as it comes into contact with the rest of the world after its long and deep isolation during the feudal period. We will also cover city planning of Tokyo that took place after WWII, and such topics as the 1964 Tokyo Olympics.

This collection uses primary sources to compare American responses to Pearl Harbor and September 11. 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.

In BrainVenture Pyramids K-2 students learn about Egyptian pyramids as they read, write, listen, & create.

This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Aboriginal accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications? Each chapter is comprised of several sections and some of those are further divided. In many instances you will encounter original material that has been contributed by other university historians from across Canada who are leaders in their respective fields. They provide a diversity of voices on the subject of the nation’s history and, thus, an opportunity to experience some of the complexities of understanding and approaching the past. Canadian History: Post-Confederation includes Learning Objectives and Key Points in most chapter sections, intended to help identify issues of over-arching importance. Recent interviews with historians from across Canada have been captured in video clips that are embedded throughout the web version of the book. At the end of each chapter, the Summary section includes additional features: Key Terms, Short Answer Exercises, and Suggested Readings. The key terms are bolded in the text, and collected in a Glossary in the appendix.

The entirety of Shakespeare's Macbeth is provided in easy to access scene links. There are related resources linked at the bottom as well.

This collection uses primary sources to explore the Declaration of the Rights of Man and of the Citizen. 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 course covers the role of physics and physicists during the 20th century, focusing on Einstein, Oppenheimer, and Feynman. Beyond just covering the scientific developments, institutional, cultural, and political contexts will also be examined.

GeoInquiries™ are short, standards-based inquiry activities for teaching map-based content found in commonly used textbooks. Each activity is designed using a common inquiry model and can be presented quickly from a single computer and projector or modified for students’ hands-on engagement. Collections of 15-20 activities per topic complement your curriculum throughout the year.

Incorporates use of maps into every activity.

Various content areas and levels, aligned to standards, all CC By NC SA

This collection uses primary sources to explore early exploration of the Americas. 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 course covers French politics, culture, and society from Louis XIV to Napoleon Bonaparte. Attention is given to the growth of the central state, the beginnings of a modern consumer society, the Enlightenment, the French Revolution, including its origins, and the rise and fall of Napoleon.

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 – W3.2.1 Identify and describe the beliefs of the major world religions.
7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D. (G)
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 – G4.4.2 Describe examples of cooperation and conflict within the era under study.

This unit emphasizes the diaspora of human history.

Sixth graders are by nature a myopic people, and constantly in danger of not examining their own assumptions. Teaching large scale human history as a beginning to a closer study of culture, movement patterns and events allows students to understand the miraculous conditions that allowed humans to flourish. The perspective we take in this unit also challenges students to consider that the choices we make always provide a set of positive and negative consequences. In past pedagogy, the shift from hunting and gathering to agriculture was taught as the catalyst of human progress. While that is not entirely wrong, it limits students' thinking by not considering the things we lost with this "opportunity cost."

In keeping with the new geography-heavy 2015 standards, this unit begins with a role-playing simulation that asks students to learn specific biomes to imagine they are plopped down in a certain region of the world, with nothing but a basic tool kit (no clothing, food, or shelter!). Right away students understand the complexity of early survival and the interrelationship with the environment. Then, building on the interpretive skills they learned in Unit one, student examine cave paintings to hypothesis lifestyle choices and necessities for early paleolithic peoples. Students recall the mapping skills learned in Unit One to get a visual perspective of the human diaspora in the next lesson, which maps the migration out of Africa, and sets the stage to understanding the next big topic: shifting from hunting and gathering to an agrarian way of life. But first, students will culminate their learning of early humans in an analysis of the issue of who gets the rights to study Kennewick man's remains.

**From the new AAPS 6th grade curriculum; written by Rachel Toon for ATLAS

7 – W3.2.1 Identify and describe the beliefs of the six major world religions.

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.

"This course explores how our views of Jewish history have been formed and how this history can explain the survival of the Jews as an ethnic/religious group into the present day. Special attention is given to the partial and fragmentary nature of our information about the past, and the difficulties inherent in decoding statements about the past that were written with a religious agenda in mind. It also considers complex events in Jewish history -- from early history as portrayed in the Bible to recent history, including the Holocaust."

This collection uses primary sources to explore leaders of Latin American revolutions. 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.

President Truman was faced with the daunting decision of using the new atomic bomb during WWII to end the war. He considered a number of options before deciding to use the bomb. Was this the right decision? Was President Truman 's decision justified? Should he have used one of his other options....?