Survey of Indian civilization from 2500 BC to present-day. Traces major political events as well as economic, social, ecological, and cultural developments. Primary and secondary readings enhance understanding of this unique civilization, and shape and improve understanding in analyzing and interpreting historical data. Examines major thematic debates in Indian history through class discussion.

This recourse contains a chart and asks students to compare the Cherokee tribes that stayed in the Appalachians to the tribes that migrated across the US to Oklahoma during the Trail of Tears as well as to the Great Plains tribes who were already in the region. The comparison chart contains a section for culture, agriculture, local governance, and treaties with the US government. 

With increasing public awareness of the multiple effects of global environmental change, the terms water, energy, and food crisis have become widely used in scientific and political debates on sustainable development and environmental policy. Although each of these crises has distinct drivers and consequences, providing sustainable supplies of water, energy, and food are deeply interrelated challenges and require a profound understanding of the political, socioeconomic, and cultural factors that have historically shaped these interrelations at a local and global scale.

This is a resource to accompany the novel "Esperanza Rising" by Pam Munoz Ryan. In the novel, the main character, Esperanza, by a turn of events, is forced to work in the produce fields in California. This resource provides nonfiction an social studies connections to help students make real world connections. 

This website provides pedagogical resources for teachers who want to address the global history of slavery and captivity during the medieval period, broadly defined.

First and foremost, this website provides historical sources (texts, images, and audio files) that can be assigned as readings or used for in-class activities. Each source is accompanied by a brief introduction giving cultural context and historical background, a set of discussion questions, and a short list of thematic keywords to assist comparison across geographical, temporal, and cultural boundaries. The copyright status of each image is stated in its caption; all translated texts are shared under a Creative Commons BY-NC-ND 4.0 license. Click on a region of the map or a century on the timeline below to begin browsing.

In addition, each region and century page offers a selected bibliography of scholarly works to help teachers present slavery and captivity in an appropriate, historically and culturally specific context. These suggestions for further reading are based on the recommendations of scholars in history, religion, anthropology, archaeology, area studies, art history, languages, and classics. A selection of general works which introduce, define, and theorize the concepts of slavery and captivity are posted here. Click on a region of the map or a century on the timeline below to begin browsing.

Finally, the Notes from the Field section presents pedagogical ideas, suggestions, and reflections by experienced teachers. As of late July, it will also offer a selection of historical sources in DBQ format suitable for AP World History classes. Scroll down to Notes from the Field to browse within the teaching context most appropriate for you.

This website provides a general overview of the history of immigration to Iowa. It also provides several primary sources that address the following questions. Why do people move or choose to immigrate? What did immigrants experience when they arrived in America? How does one's culture influence where they choose to live?

A Four-Cornered Hat, Wari (Huari) culture, c. 500–900 C.E., camelid fiber, 17.8 x 18.4 cm, 57.8 cm circumference, Bolivia or Peru (The Metropolitan Museum of Art) A conversation between Dr. Sarahh Scher and Dr. Steven Zucker. Created by Smarthistory.

In this activity, students will go shopping at different grocery stores in search of the best prices for their foods. Students will use vocabulary involving food, money, and numbers. They will also learn about culture through use of discussing grocery stores. Students will also learn how to ask and answer questions about shopping and selling.

In the world today there is a lot of attention to dance many people love to do it. Some do it professionally some do it for fun and socializing. For socializing and having fun the best dances are social latin dances. One of them is salsa and the other is bachata. These dances are similar in some ways but there are many ways they are different as well. I will talk about the differences now and let you choose which one fits you better. The differences between bachata and salsa are really big! If you’ve heard Latin music before you know the difference right away. The timing is the same in both dances, but salsa music tends to be faster y picante (spicy), bachata is slower and kind of suave (smooth), it’s a romantic dance. The basic steps for each of them are completely different. In salsa you have a straight line for the basic steps while in bachata you have latteral movements. Unlike salsa, in bachata dance there are no turns, instead, you bring your partner in close the whole time. Now it is your turn you know some of the major differences between two dances select one of them.

In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

Step 1 - Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood.

Step 2 - Investigate: Students play an interactive board game to explore the challenges of buying and selling sustainable, climate-resilient fish.

Step 3 - Inspire: Students research and present recipes for a class competition, “La Gran Receta de los Océanos.”

This class looks at the birth and international expansion of an American industry of political marketing, with a special emphasis on Latin America. We will focus our attention on the cultural processes, sociopolitical contexts and moral utopias that shape the practice of political marketing in the U.S. and in different Latin American countries. By looking at the debates and expert practices at the core of the business of politics, we will explore how the "universal" concept of democracy is interpreted and reworked as it travels through space and time. Specifically, we will study how different groups experimenting with political marketing in different cultural contexts understand the role of citizens in a democracy.

In this lesson from the World Affairs Council of Seattle - Global Classroom Program, students learn about United Nations Sustainable Development Goal #16: Peace, Justice, and Strong Institutions. Students will engage in a series of individual and collaborative learning activities that prompt them to reflect on the concepts, peace, and justice, and how they are important to creating stable and inclusive societies. Students will work in small groups to assess how societies can enhance civic engagement, representative decision-making, and protect individual and collective freedoms. Students will discuss how to leverage partnerships and cultivate relationships that result in community building. In addition, students will identify and describe the characteristics associated with the rule of law and examine specific case studies that highlight the progress and challenges nations face on this issue. Finally, students will evaluate the role of citizens and government leaders in effectively addressing social and political issues, including action steps that can be taken to support peaceful and inclusive communities.

Students often need space to discuss the issues that face them on their developmental journey as they grapple with a range of emotions, navigate peer challenges, and consider their place in the world. No matter the content area, teachers can support productive whole-class discussions by establishing a practice of Class Circles or Class Council. In Class Council or Class Circle, students sit in a circle, pass around a talking piece, and respond to questions posed by the teacher. This community-building practice can help students address hypothetical conflicts in a safe space, explore encounters and moments that stem from class conflict, and reflect on shared and personal experiences.

Teachers can also use circles for academic content by eliciting prior knowledge when launching a unit or reflecting on a new class practice. As students become comfortable with Class Council or Class Circle, teachers can gradually release control of the circle to students, identifying peer leaders who eventually facilitate the circle and contribute topics and questions.

This course examines the social, cultural, political, and economic history of the United States, from the Civil War to the present. It uses secondary analysis and primary documents, such as court cases, personal accounts, photographs, and films, to examine some of the key issues in the shaping of modern America, including industrialization and urbanization, immigration, the rise of a mass consumer society, the emergence of the US as a global power, and the development of civil rights activism and other major social movements.

A Book of Two Hundred 100-Word Stories

Word Count: 22360

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The goal of the lesson is to educate upper primary school students on the racist Halloween costumes present in today's society. Students will learn about where blackface originiated and how it contributes to the oppression of Black people all across the world. Students will learn using a Powerpoint and Kahoot!. 

The Spanish O.R. Index is a Google site of Internet resources that can be used in the Spanish-language classroom. Indexed resources contain authentic or authentic-like materials and are marked with keywords for thematic unit or content. By referring to the Google site, teachers can use the time looking for usable resources as time to create and scaffold.

This resource is based on the 2015 Climate Change Summit, and it shares both environmental and social concerns related to climate change. This is an activity for elementary school students to role-play. It is a UN-style discussion of climate change from different cultures and perspectives around the world.

In this flipped lesson, students will complete an exit/entrance ticket type activity using a thinking stragegy entitled "Compass Points".  Students will answer 4 questions about their learning and will record their responses to the questions using an application called Recap by Swivl.  They will complete this exit ticket activity after their review of the Spanish verbs that have an irregular "yo" form in the present tense.(ACTFL Standards: Connections - 3.2 & Comparisons - 4.1)

This is a set of multi-day lessons that help a teacher instruct students on creating family trees and using Ancestry.com's database to explore who they are and where they come from. At the end of the unit, students will create a presentation that explores and explains their culture of who they are and where they came from.