We all know that students can retain more knowledge when they have something concrete for it to stick to, why not actually build something that they can build their knowledge upon? Using the MakeDo kits and the stencils that come in this lesson. Let students take some cardboard that is just waiting to be recycled and upcycle it into the Rome Colosseum!!

In this activity, your students will work in groups using their knowledge about Ancient Mali to solve the clues needed to open a Breakout Box. In an added twist, students will only receive one part of the final clue.  They will need to use technology to communicate with each other in order to get the entire clue, open their box, and open the final Breakout Box. 

Students will be using 3 different ways of communication to talk about the Empire of Mali.  This activity will encourage different students to participate in different ways.

Need a quick way to review the location of Ancient Civilizations along with Africa, Asia, Europe, North America, and South America geographical features. I got just the thing! Print these maps poster size and fire up some robots and let's get to reviewing this important information in a fun way for the kids to enjoy!

Take your students on a virtual tour of Europe while reviewing how information travels over the internet and the importance of art in the European Renaissance.

Students examine images to determine how early humans used the environment. Students use skills of observe and identify details in images and then place them in eight categories: location, migration, physical geography, shelter, settlements, food acquisition, technological advancements, and social advancements. After learning characteristics of the Neolithic and Paleolithic eras, students determine whether or not images depict life in the Paleolithic or Neolithic Era. Students are challenged to make inferences and draw conclusions supported by evidence from the images. Key questions: How did early humans use the environment to meet their basic needs? How did hunter gatherer and agricultural societies differ in their use of the land?

This Story Map Journal examines U.S. global expansion. In the 21st century, the United States is defined as a world power for its economic and political influence. This status did not happen overnight, but was a step-by-step expansion that occurred across a century. During the 19th century the United States was motivated by Manifest Destiny to control land from the Atlantic to the Pacific Ocean. However, the leaders of the young nation were not satisfied with staying within the continent. From the Monroe Doctrine forward, the US expanded its international political and economic influence while gaining numerous territories. Students will explore this movement of global expansion through a GIS Story Map and Library of Congress primary sources. Contains links to student materials and teacher materials for creating lesson plans.

This Story Map Journal has students exploring the causes, course, and results of the direct conflicts between the United States and the Soviet Union during the Cold War. They will analyze documents, videos, photographs, drawings, and maps to understand the conflict, competition, compromises, and reactions of this worldwide event in an attempt to argue who is at fault and if the Cold War is even over. Major question: where and how did the United States and the Soviet Union find themselves in direct conflict in the years following World War II? Contains links to student materials and teacher materials for creating lesson plans.

The purpose of this lesson is to showcase the contributions of artists of the Renaissance.  Students will differentiate between art produced during the medieval period and the Renaissance period.    They will research to learn about Renaissance figures and create an art show for an artist which they will present to the class.  

Students will read excerpts from Erasmus and Machiavelli and summarize the message of each passage.

Students will read excerpts from Erasmus and Machiavelli then highlight three quotes from each passage that they feel summarizes the main ideas. Students will then choose one author's work make a "tweet" to show their understanding of the content.

Students will read excerpts from Erasmus and Machiavelli.
*Remixed to add more student engagement. Students will highlight three quotes from each passage that they feel summarizes the main ideas. Students will then choose one author's work make a "tweet" to show their understanding of the content.

This Renaissance Essentials Sheet provides a solid review for students of the main ideas of the Renaissance. Though it is designed for World History II, it can easily be adapted to be used in World History I.

Students will view a series of images and will match those images to reasons that the Renaissance began in Italy.
*Remixed to include reasons as a matching activity rather than having students come up with the reasons.

The Renaissance is known as a rebirth of culture that began on the Italian Peninsula. Many crusades had their points of departure from this region. The interaction with the Middle East resulted in increased trade and diffusion of ideas. Students identify the benefits of geographic location for the northern Italian city-states in terms of their local conditions (site) and the developing trade connections throughout Europe and the Middle East (situation). Key questions: How did land and sea routes connect people and places? How does location influence the ability to interact with the rest of the world?

Explore objects from Ancient Rome and discover how Romans portrayed themselves and wished to be remembered. This student-facing resource includes text, images, maps, as well as interactive exercises that call invite students to closely examine authentic objects from Ancient Rome.

The first three activities provide close-up views with guiding questions and background information. What will you learn about the connections between power, status, citizenship, and images in ancient Rome? How do these objects relate to identity and how people are portrayed or remembered? Who is represented and who is not?

The next three investigations offer pop-up hot spots on selected objects to reveal intriguing information about Roman culture, gods, goddesses, and mythology.

How do these objects relate to what the Romans thought was important?

Students should analyze the Frontispiece to 'A Discourse concerning a New World and another Planet' by John Wilkins (1640) after learning about notable scientists of the period. In their analysis, students should attempt to identify technological advances and theories portrayed in the frontispiece.

Students should analyze the Frontispiece to 'A Discourse concerning a New World and another Planet' by John Wilkins (1640) after learning about notable scientists of the period. In their analysis, students should attempt to identify technological advances and theories portrayed in the frontispiece.

Print a copy of "A Discourse concerning a New World and another Planet" by John Wilkins (1640) after learning about the Scientific Revolution.
*Remixed to direct students to circle objects on the print and then identify who that idea is associated with. For example, circle the telescope and label it Galileo.

Rebekah Edmondson and Mahnaz Akbari both served in Afghanistan – Rebekah as a member of the Cultural Support Team and Mahnaz as a commander of the Female Tactical Platoon. Learn about the unique role American and Afghan women played at a time when US servicewomen were not allowed to fill combat positions.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.