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Instructional Video12:51
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\n\"Population,\n\n
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\nCrash Course\n
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\nPopulation, Sustainability, and Malthus: Crash Course World History 215\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThomas Malthus posed the most famous, and most easily disproven, theory about projected population growth in economic history. What did he get wrong—and why? Explore the Malthusian Theory of Population with a Crash Course video that...\n
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Instructional Video9:10
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\n\"How\n\n
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\nHow World War I Started: Crash Course World History 209\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWhy was the assassination of Archduke Franz Ferdinand significant enough to begin the First World War? Crash Course World History provides a video that covers the events of July and August 1914, including the political implications...\n
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\n\"Trade\n\n
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\nCurated OER\n
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\nTrade along the Silk Roads\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents explore the Silk Road. In this Asian history and culture lesson plan, students read a book about the silk Road, then create pictures of the products and landscapes found along the Silk Road.\n
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\n\"Confucius\n\n
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\nConfucius Say... China Old\n

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\n\nFor Teachers\n\n2nd\n
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\nStudents locate China on the map. In this Chinese geography, history and culture lesson, students read literature about China. Students participate in paper making, silk making and lantern making activities.\n
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\n\"The\n\n
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\nThe History of Money\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nFor this social studies worksheet, students investigate the history of paper money and coins. Students read paragraphs about what early people used for money and what kinds of banks were used. Students complete a crossword puzzle.\n
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\n\"History\n\n
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\nHistory of Ancient Rome Lesson Plan\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the history of ancient Rome. In this ancient Rome lesson, students examine primary sources regarding Rome's growth from a republic to an empire. Students discover details regarding the emperors of Rome.\n
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\n\"China\n\n
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\nCurated OER\n
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\nChina\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents participate in a lesson that is focused on the culture of China. The unit is set up using the layered curriculum method which is student centered. They pick the type of activities and assessments.\n
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Organizer
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\n\"Great\n\n
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\nGreat Wall of China Assignment\n

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\n\nFor Students\n\n5th - 7th\n
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\nIn this Great Wall of China learning exercise, students read a 1-page passage about the construction of the wall and then respond to 4 short answer questions and write letters about the benefits of the wall.\n
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\n\"EARLY\n\n
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\nEARLY CIVILIZATIONS\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners compare and contrast the monuments of four ancient cultures and draw conclusions about the origins, construction, and purposes of these structures.\n
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\n\"Ancient\n\n
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\nAncient Chinese Tomb Building\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents compare and contrast the monuments erected for George Washington, the first president of the United States, and Qin Shi Huangdi (r. 221- 210 BCE), the first emperor of China. This lesson also includes a creative project.\n
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\n\"Wushu\n\n
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\nWushu Were Here\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nStudents create a fan-shaped story screen that explains 4 major points surrounding various facts, myths, expressions, or story elements in Chinese history, culture and/or literature.\n
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\n\"Ancient\n\n
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\nAncient Greece: Inquiring Minds Want to Know\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders explore world history by writing newspaper articles. In this Greek history activity, 2nd graders investigate the geography and society of Ancient Greece by utilizing the Internet as a research tool. Students collaborate...\n
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\n\"Geometry,\n\n
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\nCurated OER\n
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\nGeometry, Pi, and Ancient Civilizations\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nBy working together, pairs of students will complete a Pi webquest. Using the internet, they examine the ways people in the Ancient Civilizations of Egypt, Babylonia and Greece used Pi. To end the lesson, they review the concepts of...\n
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Instructional Video12:03
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\n\"The\n\n
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\nCrash Course\n
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\nThe Apocalypse: Crash Course World Mythology #23\n

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\n\nFor Students\n\n7th - 12th\n
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\nBeasts, dragons, natural disasters ... modern-day zombie thrillers just don't measure up to ancient apocalypse stories! The 23rd video from the Crash Course World Mythology series is all about the end of days. Scholars learn about...\n
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Instructional Video12:55
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\n\"Freud,\n\n
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\nFreud, Jung, Luke Skywalker, and the Psychology of Myth: Crash Course World Mythology #40\n

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\n\nFor Students\n\n10th - Higher Ed\n
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\nHow were modern thinkers influenced by ancient mythology? Scholars investigate the topic with the 40th of 41 videos in the Crash Course World Mythology series. Viewers meet two psychologists, Sigmund Freud and Carl Jung, and learn about...\n
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\n\"The\n\n
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\nThe Ancient Mediterranean: Trade, Contact, and Cultural Diffusion\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders begin the lesson by being introduced to the basic terms of economics. In groups, they discover how they are affected by trade because of the clothes they wear and foods they eat. Using primary sources, they examine the...\n
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\n\"Passport\n\n
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\nCurated OER\n
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\nPassport to Ancient Civilizations\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nLearners complete a project about Ancient civilizations. In this ancient civilizations lesson, students explore the contributions made by ancient civilizations and research the scientific and technological achievements of ancient...\n
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\n\"The\n\n
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\nThe Three Doctrines & Legalism\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders imagine themselves to be, in turn, a follower of Buddhism, Taoism, Confucianism, and Legalism. They are given a handout that lists seven questions. Direct students to write down how they feel an individual would answer...\n
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\n\"Understanding\n\n
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\nCurated OER\n
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\nUnderstanding Mayan Culture\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents study an ancient culture in Mexico whose people were called the Mayans. They compare certain aspects of Mayan culture with Ancient Egypt. They discuss why some other ancient cultures (Egypt and China) were able to survive for...\n
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\n\"Sports\n\n
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\nCurated OER\n
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\nSports in China: What And Why They Play?\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents study several different types of Chinese sports played throughout history in China. They examine the historical perspective of the importance of sports in Chinese culture and create a final project using information about three...\n
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Lesson Plan
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\n\"Rome:\n\n
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\nCurated OER\n
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\nRome: Republic to Empire\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders discuss the rise of Rome from a republic to a dictatorship. In small groups, they role-play as congress people debating whether or not to give the president more powers. In another activity, 6th graders produce television...\n
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\n\"Traveling\n\n
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\nTraveling the Silk Road: A Multimedia Approach\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nStudents transfer what they have learned about China into an electronic project. In this collaborative project, students take what they have learned from their textbooks and synthesize the information in order to create an electronic...\n
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\n\"Bronze\n\n
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\nBronze Bells\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers explore an amazing technological advancement in ancient China, zhong \nbells, as an example of the use of natural resources and human ingenuity to meet a need and to add value to the quality of life in an ancient time.\n
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\n\"Chapter\n\n
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\nChapter 9: A Surprising Day and A Little Bit About China\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders complete activities with Chapter 9 of the book The Fastest Pig in the West by Randi Hacker. In this literature activity, 5th graders discuss the concept of saving face and how it affects the main character's decisions....\n
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