Students will complete a Task Sheet/Choice Board about Capitalism and Socialism. Task choices also include the impact of labor unions. Lesson take around 90 mins. I split it up over two block periods, starting the first day with an introduction lecture on the factors of production, Smith, and Marx. Works well for World History II but could be adapted for Personal Finance or Economics.

This is the first lesson in a sequential unit. Students view ceramic vessels from different time periods and cultures and discuss their meanings, functions, and original contexts. They develop criteria for value and meaning of these objects, and create a timeline to situate the objects in history.

This lesson is part of a sequential unit. Students are tested on what they learned about the history of ceramic forms in "Ceramics: A Vessel into History -- Lesson 1." They start work on a personal clay vessel that has a specific use or meaning in their contemporary culture, which could be discerned through study by future archeologists and art historians.

This lesson is part of a sequential unit. Students hold a critique session to evaluate the work of their peers using the criteria for value and meaning they developed in "Ceramics: A Vessel into History -- Lesson 1."

During the teaching of Ancient Chinese Philosophies, this is a formative assessment to check for students understanding and application of the Chinese Schools of Thought.

During the teaching of Ancient Chinese Philosophies, this is a formative assessment to check for students understanding and application of the Chinese Schools of Thought.

The resource is helpful for students to practice understanding the differences between the three major American civilizations. 

 This inquiry provides students with an opportunity to examine nine of China’s most impactful innovations and their contributions to the modern world. These innovations and inventions fall into three categories: 1) Communication innovations including, written language, paper, and printing; 2) Military innovations including the Great Wall of China, gunpowder, and fireworks, and; 3) Economic innovations including, common currency, silk, and the Silk Road.  The Communication innovations were the widest ranging chronologically with written language appearing in the Shang Dynasty (1,600-1,046 BCE) and paper-making not happening until 100 BCE in the Wu Dynasty and then printing in the Tang Dynasty in the 7th and 8th centurie CE. Military innovations unfolded first with early fireworks and the parts of the Great Wall of China in Qin Dynasty (221-206 BCE). Gunpowder was developed in the Tang dynasty (9th century) and began to be used in rockets in 13th century. but was mostly built in Ming (14th – 17th CE). Economic innovations go all the way back to 3,000 BCE with the development of silk. Three thousand years late the Silk Road begins to open up and common currency appears with the Qin in 3rd century BCE.

The purpose of this lesson is to help students understand the various religions of the ancient river valley civilizations.  Students will read and relate creation narratives or myths to the class, and for a personal experience with history, the students will write a creation myth of their own and share it orally with the class. **Be sure to preview creation myths to ensure the stories are appropriate for your class.

Students will research how the development of the atomic bomb affected people in World War II, participate in a debate about the bomb's use, and investigate how it has affected people's lives since 1945.

The third of three lessons on Eastern Hemisphere examine how the physical environment influences human activities. Through maps students examine the link between the physical environment and distribution of cultures within Africa. They will consider the sequence and locations of various African empires as they consider how the environment affected their growth and longevity. They will also examine a Story Map Tour of images associated with each of the empires and note key characteristics of the societies. Key Questions: How did physical geography influence the distribution of cultures within Africa?; How do artifacts and buildings convey information about past civilizations?

The second of three lessons on Eastern Hemisphere, students learn how physical environment influences human activities. Silk roads connected Europe with China and other areas of East Asia by overland routes. Deserts and mountains posed obstacles for travelers and merchants. Students examine physical maps of the area and determine which routes would best avoid obstacles. They compare the routes they have chosen with the overland and maritime routes of the time period. Key questions: How did physical geography influence the trade routes of the silk roads? Why Europeans traded with China? What are the costs and benefits of cultural interaction?

The first of three lessons on Eastern Hemisphere, students examine maps to discover the link between the physical environment and the distribution of cultures. Key questions: How did physical geography influence the distribution of cultures within the eastern hemisphere?; How does the physical environment link and divide regions?

Who were the ancient Egyptians? Explore objects from ancient Egypt to discover how the Egyptians lived and what they believed in this Interactive Exploration featuring works of art from the VMFA's collection.

This resource consists of background information on Egyptian geography and climate, Egyptian life and society, role of the pharaoh, the purposes of ancient art, the role of scribes, hieroglyphics, the afterlife and mummification, Nubia (Egypt's southern neighbor), comparisons/contrasts to art from other parts of Africa, and a discussion on the legacy of Egyptian art (Egyptomania).

Woven throughout the informational narrative are several different types of looking, thinking and learning activities, all of which call on students' observation and critical thinking skills as they closely examine selected art and artifacts. Reflection questions that encourage deep thinking are featured, along with clickable popups on images that further explain Egyptian art and society. Activities like "Look At This," "What's the Story," "Be the Scribe," will bring student engagement, reflection, and critical and creative thinking to any ancient Egypt lesson!

The Egyptian Barter Game is a lesson designed to get students active in the classroom while learning about Egyptian culture and the barter system. It is a card game (using homemade cards and other materials) which should be played more than once so students can consider their strategies used to barter their "haves" for their "needs." It should not be students' first introduction to Egyptian culture but should come after some exposure to what life was like in ancient Egypt. Addresses Virginia SOL: HSS.2.9, HSS.3.2, HSS.3.8, HSS.3.9

The Egyptian Barter Game is a lesson designed to get students active in the classroom while learning about Egyptian culture and the barter system. It is a card game (using homemade cards and other materials) which should be played more than once so students can consider their strategies used to barter their "haves" for their "needs." It should not be students' first introduction to Egyptian culture but should come after some exposure to what life was like in ancient Egypt. Addresses Virginia SOL: HSS.2.9, HSS.3.2, HSS.3.8, HSS.3.9

The Egyptian Barter Game is a lesson designed to get students active in the classroom while learning about Egyptian culture and the barter system. It is a card game (using homemade cards and other materials) which should be played more than once so students can consider their strategies used to barter their "haves" for their "needs." It should not be students' first introduction to Egyptian culture but should come after some exposure to what life was like in ancient Egypt. Addresses Virginia SOL: HSS.2.9, HSS.3.2, HSS.3.8, HSS.3.9

The is an extension activity or assessment after a lesson on Enlightenment philosophers. Students are given scenarios from history and present day. Students then respond to the scenario with how an Enlightenment philosopher would respond. The historical scenarios are based around World History II situations.

Students will analyze the Pears' Soap advertisement to identify which motivation for European imperialism is evidenced in the ad.
*Remixed to add essay. Students write an essay based on the ad and Rudyard Kipling's "The White Man's Burden".

The second of two lessons of Europe in Middle Ages, students examine primary and secondary sources of Viking invasions. Information is uncovered about areas invaded, conduct of invaders, and effects on populations invaded. Students then examine maps to determine the sequence of Viking invasions. Key questions: What do sources tell us about Viking invasions?; How did physical geography influence Viking invasions and patterns of settlement?; How did Viking invasions change over time?; How did invasions of the Magyars and Vikings differ?