The first of two lessons on territorial extent of empires in Europe in 814 at the end of Charlemagne’s rule and another after the death of Charlemagne. Students extend and refine their map interpretation skills by examining the use of color to denote territorial ownership. In addition, students make predictions about likely paths of invasion. Key questions: How do physical geography, cultural, economic, and political factors affect borders? To what extent does the physical environment define borders?

Third of three lessons on the changing European borders, students learn about diffusion of the Black Death. The spread of the Black Death illustrates interaction as people, goods, and ideas move through both time and space. The Black Death decimated the population of Europe in the 1300s. Key questions: Where did the Black Death originate? How did the Black Death arrive in Europe? How did the Black Death affect life in Europe?

First of three lessons examine changing European borders, students compare maps illustrating changes of Europe's division of territory from 1000 A.D. (C.E.) to 1450 A.D. (C.E.). Unification of smaller regions into a larger state may form the basis for political power and the ability to exert influence over other countries. Students uncover the relationship between territorial extent and political power. Key questions: How did the consolidation of territory affect the formation of nation states?; How could stable borders contribute to the political stability of a state?

Second of three lessons on changing European borders, students determine the general routes and time span of the Crusades through maps depicting their routes. Includes primary sources to support comparison of the accounts of the Crusader victory in capturing Jerusalem in 1099. Concludes with an evaluation of crusades' success. Key questions: What areas were involved in the Crusades? What areas did the Crusader states seek to control? What role did the Byzantine church play in the Crusades and how they affected the Byzantines? How did the establishment of Crusader states influence the fall of Constantinople?

Students explore the sound, evolution, performance techniques, and culture of guitar-like instruments from around the world.

This is a presentation around the fundamentals of Taoism that can be taught in World History. This resource can be shared with students to help build background knowledge.

Who were the Ancient Greeks? Explore more about the Ancient Greeks and what they valued as a society in this Interactive Exploration.

This resource consists of two different types of looking, thinking and learning activities. These activities call on students' observation and critical thinking skills as they closely examine selected objects from Ancient Greece. The activities explore the themes of mythology, religion, sport, and trade.

The "Look at This" activities provide close-up views with guiding questions and background information. Students will learn more about what the ancient Greeks valued as a society.

The "Surprise Me" activities offer pop-up hot spots on selected objects to reveal intriguing information about Greek religion, gods, goddesses, trade, sport and mythology. Students will investigate how these objects relate to Greek religion and human need for protection from harm and healing from disease and injury.

This assignment is a review fo the Greece unit.  It allows students to use their notes for an in depth review of the materials taugh in the unit of Ancient Greece.  It could also be used as an alternative assessment.

This lesson will help students understand that Greek mythology was based on a polytheistic religion that was integral to culture, politics, and art in ancient Greece.  Students will see examples  of Western civilization’s symbols, metaphors, words, and idealized images which come from ancient Greek mythology.  The students will search for the names and area of influence for Greek gods and goddesses, and they will create a project which illustrates their understanding of the role of a Greek god or goddess.  Students will need Chromebooks, Ipads or other devices by which they can access the Internet.  

The Military Women’s Memorial commemorates the 80th anniversary of the attack on Pearl Harbor on December 7, 1941 – a date that lives in infamy – through the story of Anna Urda Busby, a nurse who was stationed there and who experienced the attack firsthand. The Spotlight Series takes a look at stories from both our Register, an interactive online database of military women, and our world class collection.The Military Women’s Memorial, a 501(c)(3) nonprofit organization, is the only historical repository documenting all military women’s service. It is located at the ceremonial entrance to Arlington National Cemetery and features an education center, interactive exhibitions, a world-class collection of military women’s stories, and engaging programs and events for all generations. Find out more about us at www.womensmemorial.org.Music: https://www.bensound.com

Gianna Fimbres drove fuel tankers in Iraq during Operation Desert Storm. She shared her story with the Military Women’s Memorial and preserved it in our register - Hear her story in her own words. You can also preserve your stories by registering your service.The Military Women’s Memorial, a 501(c)(3) nonprofit organization, is the only historical repository documenting all military women’s service. It is located at the ceremonial entrance to Arlington National Cemetery and features an education center, interactive exhibitions, a world-class collection of military women’s stories, and engaging programs and events for all generations. Find out more about us at www.womensmemorial.org.

In 1970, Aida Nancy Sanchez deployed to Vietnam as a physical therapist, where she treated Americans, Vietnamese, and even the president of Cambodia. The Spotlight Series takes a look at stories from both our Register, an interactive online database of military women, and our world class collection.The Military Women’s Memorial, a 501(c)(3) nonprofit organization, is the only historical repository documenting all military women’s service. It is located at the ceremonial entrance to Arlington National Cemetery and features an education center, interactive exhibitions, a world-class collection of military women’s stories, and engaging programs and events for all generations. Find out more about us at www.womensmemorial.org.Music: Mushroom Funghi, https://freemusicarchive.org

This is is a summative assessment that prompts students to think of the most important information that others need to know about Hinduism. The assignment requires students to evaluate the most salient information and share in a creative and witty way.

Students will read Adolf Hitler's September 1, 1939 Address to the Reichstag to analyze, (1) the rationale Hitler provides for his coming invasion of Poland, (2) causes of WWII, and (3) examples of nationalism.

The attached lesson is an in-depth review of the religion of Islam.  We will discuss the history, beliefs and principles, and spread of Islam.  

I show a version of "A Christmas Carol" to my AP European History class just before Winter Holiday as a preview of Time Period 3. 1815-1914. I favour the 1984 George C. Scott version, or the 1999 Patrick Stewart version, but any version would probably suffice.

Nobody does social commentary on the effects of the Industrial Revolution and the reforms that came after quite like Charles Dickens. And this assignment can be partially used as students are watching and also after the movie to call back to once direct instruction begins. It's proven to be a wonderful way to not only end school just before the Holiday break but to make connections to a major focus in European History.

GoOpenVA does not have AP Key Concepts available for alignment, so I have listed them below:

Key Concept 3.1IC Great Britain established its industrial dominance through the mechanization of textile production, iron and steel production, and new transportation systems in conjunction with uniquely favorable political and social climates.

Key Concept 3.2IIIB By the end of the century, higher wages, laws restricting the labor of children and women, social welfare programs, improved diet, and increased access to birth control affected the quality of life for the working class.

Key Concept 3.3IIIA,B,D Political revolutions and the complications resulting from industrialization triggered a range of ideological, governmental, and collective responses.

As with all movies, please double check with your administrators and/or media specialists regarding the playing of films within the classroom setting. The below link is a good rule of thumb:

http://www.ala.org/advocacy/sites/ala.org.advocacy/files/content/copyright/fairuse/web-digital%20delivery%20in%20classroomrev3psa.pdf

Artworks can offer an opportunity to consider creativity in places and times that may be different from our own. Spending time to look carefully at the form, imagery, texture, and patterns of a work of art can help students consider and become curious about the materials and techniques, artistic conventions, and cultural contexts of unfamiliar objects. Use this interactive exercise to guide students as they examine an Ancient American work of art, document the ideas it presents to them, and consider how their thoughts connect with what we know about the artist's own ideas and intentions.

Spending time with a work of art can be an opportunity for thoughtful inquiry and ideation. Imagining what lies beyond the frame of an artwork gives students the opportunity to consider contextual clues and think about how artistic decisions are made.

Art is often about making ideas and beliefs visible. For centuries, religions across the globe have used images to represent complex and abstract ideas about humankind's place in the cosmos. Students can use this interactive exercise to spend thoughtful time with a religious work of art and become curious about the way art can help communicate sacred and profound ideas.

Spending time with a work of art can be an opportunity for thoughtful inquiry and ideation. For students, documenting their ideas as they work to interpret an artwork offers the chance to exercise metacognition. With this interactive exercise featuring an artwork by Congolese artist Sammy Baloji, students are can gain insight into how they process information and formulate ideas.