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Confucianism Explained
Only Sharing Permitted
CC BY-NC-ND
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5.0 stars

This video explains the teachings of Confucius. Education is the path to moral excellence, which is central to building a harmonious society. Education is a lifelong process and the purpose of learning is to acquire virtues.

Subject:
Philosophy
Religious Studies
World Cultures
History
Ancient History
World History
Ethnic Studies
Material Type:
Lecture
Lesson
Module
Unit of Study
Author:
Anupama Mande
Date Added:
07/09/2020
Early Muslim Civilizations (622-1629) Unit (9th Grade World Studies)
Only Sharing Permitted
CC BY-NC-ND
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0.0 stars

Mini-Unit Rationale:In this unit, the content to be covered will all fall under the subheading of early Muslim Civilizations. Previously the students have studied early river valley civilizations such as in the Fertile Crescent, the Indus River Valley, the Americas, the Huang River Valley and the Nile River Valley. The students will be able to use their previous knowledge of the basic constructs of a civilization to build upon the content in this chapter (10) that outlines the creation, spread and division of the Muslim political and religious empires of the Middle East. This mini-unit will lead students to the next mini-unit, which covered the spread of Islam into South and Southeast Asia through religious, cultural and political diffusion among other varying factors.This mini-unit will consist of five 45-minute lessons to be taught to a college-prep level freshman World Studies course in a private, co-educational Catholic high school classroom. There are sixteen students in the class, of varying academic abilities. Some students in the general education class have 504 accommodation plans and two have IEP’s, but they are grouped heterogeneously into this social studies course with all college-prep level students. The school is a 1 to 1 school, and all students have iPads with Ebook textbooks, internet capability, QR code readers and the whole slate of Google Apps downloaded onto their tablets. The students will all have multiple new applications downloaded onto their iPads prior to this mini-unit, and will learn how to use them during tutorial portions within this mini-unit.Overall Goal:This mini-unit is designed to help students develop as historical thinkers, critical thinkers, and digital citizens through the lens of analyzing the origins, division and spread of early Muslim civilizations.Overall Objectives:1. Students will be able to... identify the prophet of Islam, Muhammad, and explain how his teachings spread the Islamic beliefs throughout the Middle East and eventually, the world.2. Students will be able to... explain how Islam affected all aspects of religious and secular society for Muslims, and how this led to advancements and innovation in many parts of the world.3. Students will be able to... explain the divisions that emerged within Islam and the differences between their major beliefs.4. Students will be able to... explain the rise of the Umayyad and Abbasid caliphates and how those empires affected the Middle East and the surrounding lands.5. Students will be able to… read and understand detailed maps and virtual reality images of the important historical sites of Mecca and Medina, and explain their significance to the rise and spread of Islam.Overall Standards:NCSS Standards Strands:Time, Continuity and Change: Evaluate the impact of the institutions, values, and beliefs of people in the past on important historical decisions and developments, and compare different interpretations of the causes and consequences of these decisions and developments.Individuals, Groups and Institutions: Evaluate different interpretations of the influence of groups and institutions on people and events in historical and contemporary settings.Individuals, Groups and Institutions: Analyze examples of tensions between belief systems and governmental actions and policies.Power, Authority and Governance: Examine persistent issues involving the rights, responsibilities, roles, and status of individuals and groups in relation to the general welfare.Global Connections: Describe and explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.CSDE Common Core Social Studies Standards:GEO 6–7.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.GEO 6–7.3 Explain how cultural patterns and economic decisions influence environments and the daily lives of people.GEO 6–7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another.GEO 6–7.5 Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.CIV 6–7.1 Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and officeholders).CIV 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.HIST 6–8.1 Use questions about historically significant people or events to explain the impact on a region.INQ 9–12.5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.Connecticut Common Core Literacy Standards:CCSS.ELA-LITERACY.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CCSS.ELA-LITERACY.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.CCSS.ELA Literacy and Reading RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.Diocese of Bridgeport Standards:Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding competing narratives and interpretation; and constructing narratives and interpretation.Diocese of Bridgeport Historical Thinking Skills:Skill 1: Trace the emergence and decline of Muslim civilizations.Skill 2: Explain how geography and history are linked.Skill 3: Describe the tenets of Islam.Skill 4: Analyze the reason for the division of Islam.Skill 5: Evaluate the role of religion in the development of the Muslim empires in the Middle East.Skill 6: Describe the major characteristics of Muslim empires.Skill 7: Describe examples of cultural diffusion from the Muslim Empires.Skill 8: Describe the characteristics and advances of the Golden Age of Islam.Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and instructions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.ISTE Net Standards for Students:Empowered Learner: 1C: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.1D: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.Digital Citizen: 2B: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.2C: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.Knowledge Constructor: 3A: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3C: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.Innovative Designer: 4A: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.Creative Communicator: 6B: Students create original works or responsibly repurpose or remix digital resources into new creations.6C: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.6D: Students publish or present content that customizes the message and medium for their intended audiences.Global Collaborator: 7B: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.7C: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.7D: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.Overall Unit Assessments:Formative Assessments: Teacher will monitor student progress by circulating and assessing student on-task behavior while providing immediate feedback and redirection if necessary.Teacher will check daily student progress via student-group Google Doc sheets.Students will take various Google Forms formative assessments to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.Answer Garden formative assessment will be posed to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.Students will participate in interactive Kahoot Quizzes to help both teacher and student understand individual real-time comprehension levels.Summative Assessments:Students will create an original telecast in small groups of three to display their knowledge and understanding of the Umayyad and Abbasid Empires and/or the Golden Age of Muslim Civilization, and this mini-unit overall.Students will take a summative assessment at the end of Chapter 11 (after multiple mini-units are completed) in the form of a pen-to-paper Unit test.Summary of Mini-Unit:Students will begin this unit by learning about the context of the time period, and the geography of the land and cities from where the early Muslim civilizations emanated. Then, they will learn about the major tenets of Islam and a religion and Muslims as a culture and the political systems of the early empires. Next, students will analyze the origins and spread of conflict that lead to the division of Islam into the two major sects of the religion: Sunni and Shi’a. Finally, students will learn about the Umayyad and Abbasid empires and analyze their contributions to society and culture in the Middle East, as well as trace the emergence and decline of those Muslim empires.Technology Rationale:The 9th grade students will be using various technologies each day of this mini-unit, ranging from iPad applications, to QR codes, to engaging Smart-board technology. The integration of technology into this mini-unit will optimize students’ learning experience by encouraging student collaboration, providing innovative ways of communicating their own ideas, and engaging students as global citizens who demonstrate an understanding of digital citizenship and proper use of technology in an academic setting. Some of the technologies used by the teacher and students are included to streamline the transition process and create a paperless classroom environment, which will provide many benefits for the class and even transcend the classroom, such as environmental and economical.

Subject:
Ancient History
World History
Material Type:
Lesson Plan
Author:
Rebecca Corso
Date Added:
07/21/2017
The Epic of Gilgamesh
Unrestricted Use
Public Domain
Rating
5.0 stars

This video offers a summary and analysis of the main themes in the Epic of Gilgamesh. The world’s first recorded epic poem, from Mesopotamia, explores important questions: can humans defy aging and conquer death?

Subject:
Literature
World Cultures
Ancient History
World History
Ethnic Studies
Material Type:
Lecture
Lesson
Module
Student Guide
Unit of Study
Author:
Anupama Mande
Date Added:
08/08/2020
The Great Conspiracy Against Julius Caesar
Only Sharing Permitted
CC BY-NC-ND
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Ted Talk: On March 15th, 44 BCE, Roman dictator Julius Caesar was assassinated by a group of about 60 of his own senators. Why did these self-titled Liberators want him dead? And why did Brutus, whose own life had been saved by Caesar, join in the plot? Kathryn Tempest investigates the personal and political assassination of Julius Caesar.

Subject:
Ancient History
Material Type:
Lecture
Provider:
TED
Provider Set:
TED-Ed
Author:
Kathryn Tempest
Date Added:
11/23/2016
The Iliad
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

There is no greater introduction to world literature than Homer's Iliad. The great epic poem tells the story of the Bronze Age war between the Achaeans (Greeks) and Trojans, the great warriors who did the fighting, the woman they were fighting for (and fighting over), and the gods who egged them on. This is a new, 21st century verse translation by Michael Heumann. It seeks to retain the spirit and language of Homer's original Greek while making it readable and enjoyable for a modern audience. Michael Heumann is a Professor of English at Imperial Valley College in California. He holds a PhD in English from the University of California, Riverside. This is his first translation.

Subject:
Literature
Ancient History
Material Type:
Reading
Author:
Homer
Michael Heumann
Date Added:
05/07/2021
TimeMap of World History
Read the Fine Print
Rating
5.0 stars

The most comprehensive atlas of world history online!

A free atlas of world history with over 1,000 maps and articles to connect the history world into one navigable resources. Use it to navigate maps and summaries of world nations throughout their histories; see what was happening around the world at a specific point of history; or understand the connections between places and events. The TimeMap comes with teaching activities and lesson plans.

It also contains background essays on regions, time periods and civilizations, making it a great resources to understand the context of history.

Subject:
Arts and Humanities
World Cultures
Ancient History
World History
Material Type:
Activity/Lab
Diagram/Illustration
Interactive
Lesson Plan
Provider:
TimeMaps ltd
Provider Set:
free education website
Author:
Peter Britton
Date Added:
06/26/2014
World History: Cultures, States, and Societies to 1500
Conditional Remix & Share Permitted
CC BY-SA
Rating
5.0 stars

World History: Cultures, States, and Societies to 1500 offers a comprehensive introduction to the history of humankind from prehistory to 1500. Authored by six USG faculty members with advance degrees in History, this textbook offers up-to-date original scholarship. It covers such cultures, states, and societies as Ancient Mesopotamia, Ancient Israel, Dynastic Egypt, India’s Classical Age, the Dynasties of China, Archaic Greece, the Roman Empire, Islam, Medieval Africa, the Americas, and the Khanates of Central Asia.

It includes 350 high-quality images and maps, chronologies, and learning questions to help guide student learning. Its digital nature allows students to follow links to applicable sources and videos, expanding their educational experience beyond the textbook. It provides a new and free alternative to traditional textbooks, making World History an invaluable resource in our modern age of technology and advancement.

Subject:
Ancient History
World History
Material Type:
Textbook
Provider:
University System of Georgia
Provider Set:
Galileo Open Learning Materials
Author:
Andrew Reeves
Brian Parkinson
Charlotte Miller
Eugene Berger
George Israel
Nadejda Williams
Date Added:
09/22/2016
World History Encyclopedia
Conditional Remix & Share Permitted
CC BY-NC
Rating
4.0 stars

World History Encyclopedia is a non-profit organization publishing the world's most-read history encyclopedia. Its mission is to engage people with cultural heritage and to improve history education worldwide.

The website offers thousands of free history articles, with a writing style aimed at students from middle school level and up. Articles are complemented by videos, timelines, 3D models, and interactive maps. The search function offers many filters, including the possibiliy to search for primary source texts.

Additionally, the organization published free teaching materials in its education section (https://www.worldhistory.org/edu/).

Subject:
History
Ancient History
World History
Material Type:
Diagram/Illustration
Homework/Assignment
Interactive
Lesson
Lesson Plan
Primary Source
Reading
Provider:
Ancient History Encyclopedia
Provider Set:
Individual Authors
Date Added:
04/23/2013