This course examines how the natural world has shaped and been shaped by the exercise of state power over time. It considers how the pursuit of natural wealth has led people and governments to alter the world around them, and what the consequences of those alterations have been for natural and human communities. It considers places and practices as wide-ranging as silver production in sixteenth-century South America, sugar in the eighteenth-century Caribbean, opium in nineteenth-century India, cocaine in twentieth century Latin America and the United States, and petroleum in the modern Middle East. It examines how capital investment in labor and technology has reflected political regimes and how the production and circulation of natural commodities have shaped global patterns of forced and free migration. It will also examine global themes such as imperialism and colonialism, the spread of epidemic diseases, and global capitalism, among others.

This course is a history, from ancient to modern times, of the interactions between human societies and the natural environment, including other forms of life that inhabit the planet. This course investigates how environmental changes have affected the history of human societies, and also how human activity has transformed nature.

In this video segment from Religion & Ethics Newsweekly, meet an American Muslim as he prepares for Hajj, the pilgrimage to the holy city of Mecca that commemorates the Abrahamic roots of Islam.

Performed with over two million other Muslims, the rites of Hajj, the required pilgrimage to Mecca, have a profound personal impact on each pilgrim. In this video from Religion & Ethics Newsweekly, a Muslim from America experiences Hajj for the first time.

Students learn about an American Muslim's impressions of his first pilgrimage to Mecca in this video segment from Religion & Ethics Newsweekly.

A dining hall at Dartmouth College accommodates the religious dietary requirements of Muslims, Jews and Hindus as explained in this video from Religion & Ethics Newsweekly.

The History Engine is an educational tool that gives students the opportunity to learn history by doing the work—researching, writing, and publishing—of an historian. The result is an ever-growing collection of historical articles or "episodes" that paint a wide-ranging portrait of life in the United States throughout its history, available in our online database to scholars, teachers, and the general public.The History Engine project aims to enhance historical education and research for teachers, students, and scholars alike. It allows undergraduate professors to introduce a more collaborative and creative approach to history into their classrooms, while maintaining rigorous academic standards. The History Engine gives students a more intimate experience with the process of history. Participants who work with the History Engine project learn the craft of an historian: they examine primary documents, place these documents in a larger historical context using secondary sources, and prepare cogent analysis of their sources for the public eye. Finally, the History Engine provides a way for professors to take advantage of digital technology in their classrooms while maintaining rigorous academic standards. The cumulative database provides all the easy-access and searchability of other websites, but also subjects its contents to a careful academic screening process on the part of library staff, archivists, professors, and teaching assistants.

This course introduces students to modern world history and geography. It provides an opportunity for students to learn and further develop foundational research and writing skills by incorporating practice into every class session. Early in the course, students select a country to study, then all research and writing activities are focused on that country. It also utilizes the United Nations Sustainable Development Goals to help students explore their country.The course utilizes openly licensed textbooks and publicly available materials as course materials.This survey course is intended for freshmen and sophomore-level students who are interested in exploring historical, political and social contexts beyond their own. Students will have ample opportunities to practice foundational skills including writing, research, source citation, critical thinking and public speaking.It was originally taught over 13 weeks as part of a Fulbright US Scholar grant in the International College at Tunghai University in Taichung Taiwan. It was developed with support from the Open Education for a Better World Program.

This course surveys the rise, growth, and flowering of world civilizations in Africa, America, Asia, and Europe. It emphasizes diversity as well as universal themes which unite all human cultures. It is appropriate for grades 11-12, community college stidents, and university underclassmen.

The assignment asks students to write the history of a region and period that they have chosen in a world history course using five objects. Each of the five objects should represent different aspects of the region and period chosen. The political, economic, technological, social and religious aspects of the topic should also be explained using the five objects. The resource includes a grading rubric. 

Created by NHPRC Teacher Participant/Creator Michelle Barretta Fallon for her Global History class. Adaptable to US History as well. She offers a scaffolded 3-part assignment to allow students to connect research from family history to research about Global History. Part 1 (Family Interview) and Part 2 (Country Research) could be used separately.

This compilation of secondary sources gives an account for how the Transatlantic slave trade became a key economic feature of the Western coast of Africa, as well as an important economic feature of the "New World" colonies. This is a guided reading with questions throughout for the purpose of assessing students' understanding. Student's are prompted to mark the text for key details as they follow along. An excellent source to print or to use digitally. 

The Indian Ocean Basin is becoming an important topic in middle and high school world history and geography courses, but one for which there are few instructional resources. This web-based resource helps teachers incorporate the Indian Ocean into world history studies by illustrating a variety of interactions that took place in the Indian Ocean during each era. The material is assembled into an integrated and user-friendly teaching tool for students in upper elementary, middle and high school. It offers students the chance to investigate primary sources that illustrate historical interactions, helping them to become more adept at the analytical historical thinking skills that are required by virtually all state history standards today.

This resource uses Gholdy Muhammad's Layered Text strategy to pull students into a multimodal lesson providing context for the 1918 Pandemic.

Database of Hebrew and Arabic texts recovered by a US Army team in Iraq. Primary Resources/Authentic Texts. The restoration and preservation of these documents is explained.

Members of the Islamic Center of Washington, DC discuss the religious and spiritual significance of Ramadan and the celebration that concludes it, Eid al-Fitr, in this video segment from Religion & Ethics Newsweekly.

This OER story map was created by Joseba Moreno as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. This resource contains a document with a story map to help students follow the events and chronology of the Mexican revolution. The attached resource is designed for 9 - 12 World Language Arts teachers for student learning of Intermediate Learners of Spanish. Students will analyze and evaluate the events of the Mexican Revolution, This resource addresses the following NDE World Language Standard(s): NE WL.1.2d, 2.2d, 3.1dThe Story Map asks that the students look up information about the events, the context of the events, the main characters, and some of the consequences of the Mexican Revolution. 

This video provides a brief history of Latin American Liberation Theology and explains why the Vatican condemned it.

This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.