This assignment is designed as a mini-research project with the purpose of having students engage with marginalized actors in history. The purpose is to help students find themselves in the archives by focusing on self-representation that is important to their own socio-economic and ethnic groups. By providing historical research in the form of primary and secondary documents on figures that have been historically "left out" of the historical narrative, the students will help fill the gaps in the archive, be active in the creation of new curriculum, and gain a better understanding of marginalization and the power of historical memory in the process.

This course examines the ways in which people in ancient and contemporary societies have selected, evaluated, and used materials of nature, transforming them to objects of material culture. Some examples are: glass in ancient Egypt and Rome; sounds and colors of powerful metals in Mesoamerica; cloth and fiber technologies in the Inca empire. It also explores ideological and aesthetic criteria often influential in materials development. Laboratory/workshop sessions provide hands-on experience with materials discussed in class. This course complements 3.091.

This course will survey the conditions of material life and changing social and economic conditions in medieval Europe with reference to the comparative context of contemporary Islamic, Chinese, and central Asian experiences. Subject covers the emergence and decline of feudal institutions, the transformation of peasant agriculture, living standards and the course of epidemic disease, and the ebb and flow of long-distance trade across the Eurasian system. Particular emphasis will be placed on the study of those factors, both institutional and technological, which have contributed to the emergence of capitalist organization and economic growth in Western Europe in contrast to the trajectories followed by the other major medieval economies.

The course explores the literary masterworks of three of the most celebrated authors of the Middle Ages in their original literary and historical contexts. The various themes they take up - the importance of writing in the vernacular; the discourse of love as a form of discipline practised upon the self; the personal and political aspirations of the self in society; the constitution of ideal forms of social organization; the role of religion in the life and works of lay authors - transformed the course of much of Western literature for the next five centuries. Readings will include the entire Divine Comedy, generous selections from the Decameron, and all of Troilus and Criseyde in the original Middle English, together with samplings from the Troubadour tradition and the dolce stil nuovo.

As a quasi-historical, quasi-legendary figure of consistently great popularity, King Arthur has been subject to an extraordinary amount of reinvention and rewriting: as a Christian hero and war-leader; as an ineffective king and pathetic cuckold; and as a tragic figure of noble but doomed intentions. As we trace Arthur's evolution and that of principal knights, we will ask what underlies the appeal of this figure whose consistent reappearance in western culture has performed the medieval prophecy that he would be rex quondam et futurus: the once and future king.

This survey provides a general introduction to medieval European literature (from Late Antiquity to the Fifteenth Century) from the perspective of women writers from a variety of cultures, social backgrounds, and historical timeperiods. Though much of the class will be devoted to exploring the evolution of a new literary tradition by and for women from its earliest emergence in the West, wider historical and cultural movements will also be addressed: the Fall of the Roman Empire, the growth of religious communities, the shift from orality to literacy, the culture of chivalry and courtly love, the emergence of scholasticism and universities, changes in devotional practices, the persecution of heretics, the rise of nationalism and class consciousness. Authors will include some of the most famous women of the period: Hildegard of Bingen, Heloise of Paris, Marie de France, Christine de Pizan, Joan of Arc, Margery Kempe, along with many interesting and intriguing though lesser known figures.

This resource is a lesson plan intended to introduce minoritized freshman and sophomore college students to the study of mythology and to its universal importance as the foundation of our common cultural heritage. The module may also be modified to accomodate high school level language arts courses. This resource will represent approximately three weeks of a typical 10 to 15 week World Literature survey course. 

This online textbook contains short articles on each major deity, hero, monster, etc., in Greek mythology. The text is supplemented with color photographs and maps to enhance the learning experience.

The Spanish were savage and barbaric in Mexico… And the Conquest of the Mexica was extremely bloody. But it’s often told as ONLY the Spanish Vs. the Aztecs. And that’s not true… It’s not even close. The so called, “Conquest” of Mexico-Tenochtitlan was really a NATIVE REVOLT. It was ancient indigenous Mexicans against other Native Mexicans. Clearly… the Spanish were the main manipulators.

But it was Native Mexicans who organized, fought and overthrew: Mexico-Tenochtitlan. So much so…. That Native Mexicans accounted for 99% of all people who fought or assisted in the overthrow of the Aztecs, of Mexico-Tenochtitlan in 1521.

And… Who were the Indigenous Mexican allies of the Spanish? They were the Tabascans, the Cempoalans, Texcocans, the Totonacs, Huezotzingos, Chalcas, Quauhquecholtecas, the Zapotec, Mixtec, the Yope, the Xochilmcos, the Tlaxcalans, the Tarascans……And many….. Many….. more. And what did Native Allies provide a handful of Spanish….. Food….. Translation… Advice… Medical Assistance… Labor, especially porters… Housing… Clothing… Guides… Spies.. Messengers….Moral Support…Sex….. And …. Warriors to fight the Aztec and their allies. And much, much, more.

Now… this brief film isn’t a history of the so-called Spanish Conquest….. This is a history of the Native Revolt against Mexico-Tenochtitlan …… it’s a Native Revolution… As Cortes and about 500 Spaniards marched to Mexico-Tenochtitlan from the East… (their maximum number perhaps doubled). He was joined by hundreds of thousands of the largest and fiercest army ever assembled in Mesoamerica.

A brief history of the Neolithic Era that covers the end of the Paleolithic Era to the rise of agriculture and domestication of animals to the eventual development of complex societies. 

Many people are fascinated with ancient Egypt. The amazing, unique culture influenced many other civilizations and cultures. If you study the history of math, you will see how this influence included mathematics. Ancient Egypt also lasted an incredibly long time – over 3000 years. According to Egyptologist Bob Brier, “No civilization lasted so long, contributed so much, or repeatedly amazed as did ancient Egypt.”

In this Open Educational Resource activity, students will have the opportunity to learn about ancient Egyptian numerals and basic arithmetic. For motivation, the setting is a scribal school with each student using a clipboard, paper, and fine point black marker to simulate a board, papyrus, and brush with ink. The activity can also be completed on its own without the scribal school setting.

Short Description:
Written by Sophocles and first performed around 429 BC, Oedipus Rex, also known by its Greek title, Oedipus Tyrannus, or Oedipus the King, is an Athenian tragedy. Originally, to the ancient Greeks, the title was simply Oedipus, as it is referred to by Aristotle in Poetics. Of the three Theban plays, Oedipus Rex is the first in order of the events depicted in the plays, but was the second to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.

Long Description:
Written by Sophocles and first performed around 429 BC, Oedipus Rex, also known by its Greek title, Oedipus Tyrannus, or Oedipus the King, is an Athenian tragedy. Originally, to the ancient Greeks, the title was simply Oedipus, as it is referred to by Aristotle in Poetics. Of the three Theban plays, Oedipus Rex is the first in order of the events depicted in the plays, but was the second to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.

Word Count: 13604

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Short Description:
Written shortly before Sophocles's death in 406 BC and produced by his grandson (also called Sophocles) at the Festival of Dionysus in 401 BC, Oedipus at Colonus (also known as Oedipus Coloneus) is one of the three Theban plays. Of the three Theban plays, Oedipus at Colonus is the second in order of the events depicted in the plays, but was the last to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.

Long Description:
Written shortly before Sophocles’s death in 406 BC and produced by his grandson (also called Sophocles) at the Festival of Dionysus in 401 BC, Oedipus at Colonus (also known as Oedipus Coloneus) is one of the three Theban plays. Of the three Theban plays, Oedipus at Colonus is the second in order of the events depicted in the plays, but was the last to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.

Word Count: 14987

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

This presentation provides a very brief overview of the periods of Ancient Egypt. It covers some of the achievements and changes made during each period. 

This sourcebook offers a carefully-honed selection of Latin authors, predominately from classical antiquity, and supplemented by texts from later periods. The sourcebook purposefully includes both prose and poetry, and a range of genres, including epic, epigram, history, oratory, the letter, and the philosophical essay. Most of the core texts include supplemental notes that will elucidate key grammatical and cultural information for intermediate-level Latin students, as well as provide questions to guide their reading and contextualizing essays on the authors, texts, and ideas with which students are engaging. The book will also include a range of pedagogical resources for students at this level that have been developed and tested through over 15 years of educational practice.

The Roman emperor had key relationships with several differing groups within the Roman empire, including the senate, the populace of Rome, the army and the provinces. This unit will focus on exploring the emperor's relationship with the provinces and will show you how this relationship was represented and mediated, manifesting the culture of the empire in the figure of the emperor.

Overview: Royal History is an educational hub. We'll study British history, starting with the monarchy and moving forward to the twenty-first century.
From the monarch, we shall expand to include every century's hero and villain. in addition to each and every decade's worth of imperial and political scandals.
We intend to build our centre gradually over a number of years, beginning with the fourth cemetery.
We will also study each nation in turn as we investigate world history.

Additional: We will also examine international history by taking a turn researching each nation.

Attribution link: Royalhistory.site

Explore the physics and material science of making stone tools. Educator Nate Salzman walks us through the surprisingly complex science of flintknapping, or the process of turning stone into blades, arrowheads, spear points, axes, jewelry and more. Making tools from stone may be thousands of years old, but required people to think about the properties of the material they were using and the physics of striking the stone to shape it just right.

Consider using this resource to support classroom learning about the relationship between microscopic and macroscopic properties and how forces are transmitted. Animations derived from this video have been published separately as "Animations - The Science of Knapping."

This resource is part of Jefferson Patterson Park and Museum’s open educational resources project to provide history, ecology, archaeology, and conservation resources related to our 560 acre public park. More of our content can be found on YouTube and SketchFab. JPPM is a part of the Maryland Historical Trust under the Maryland Department of Planning.

A Sourcebook

Short Description:
This is a collection of primary sources on Roman games and spectacles in their various forms, created for a second-year undergraduate class on spectacles in Greece and Rome at the University of British Columbia. This book is intended for use in upper-level academic studies. Content Warning: The content of this book contains animal cruelty and animal death, blood, classism, death, sexual assault, violence, and other mature subject matter and potentially distressing material.

Long Description:
This is an anthology of primary sources on Roman games and spectacles in some of their various forms, created for a second-year undergraduate class on spectacles in Greece and Rome (CLST 260; this book covers the Roman section of that course) at the University of British Columbia.

The sources are grouped thematically, although there is overlap between the sections. The sources come from a wide range of periods, genres, and individuals and not all are equally reliable, in that many report on things they haven’t seen or are (like some of the Christian authors) deeply hostile to because they were often connected with the worship of various pagan deities. But taken together, along with the images and other information provided, they will give some picture of the importance and complexity of spectacle for the Romans and many of the peoples they conquered or interacted with. Footnotes are used to provide information and context for those that know little about either Rome or the ancient Mediterranean.

Word Count: 87566

ISBN: 978-0-88865-459-5

(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.)

This seminar examines the global history of the last millennium, including technological change, commodity exchange, systems of production, and economic growth. Students engage with economic history, medieval and early modern origins of modern systems of production, consumption and global exchange. Topics include the long pre-history of modern economic development; medieval world systems; the age of discovery; the global crisis of the 17th century; demographic systems; global population movements; the industrial revolution; the rise of the modern consumer; colonialism and empire building; patterns of inequality, within and across states; the curse of natural resources fate of Africa; and the threat of climate change to modern economic systems. Students taking the graduate version complete additional assignments.