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World History by Continent Teacher Resources
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Begin this powerful study on the Guatemalan genocide with a nine-minute video clip, which can be easily found online. The excerpt introduces the class to this tragedy through a personal account, which is what they will be collecting. Discussion questions following the clip drive scholars to deeper thinking about oral histories and justice, and they view a website dedicated to keeping memories of victims alive (linked). Learners then interview Guatemalans or other members of their community, collecting oral histories and reflecting on the experience. Another site offers guidance for this process.
What do papayas, peanuts, pineapples, and potatoes have in common? Why, they are foods explorers brought back to the Old World. Young researchers use the Internet to investigate how New World explorers helped change the Old World's diet. A list of New World and Old World foods are included in the resource.
Compare and contrast old and modern historical accounts of the life of Thomas Jefferson. Learners begin by evaluating the responsibilities of history textbooks in reporting historical events, people, and eras. Next, they discuss how new information should be used to enhance the information contained in standard texts. This exercise could be used as a critical thinking activity for your class.
Explore US history with your charges by providing age-appropriate Black History Month activities. (Five options are provided with this resource.) Read biographies of Martin Luther King, Jr., Langston Hughes, Rosa Parks and other recommended (and linked) texts as a way to learn about African-American history in-depth. Finish by conducting a class discussion about race and equality in America.
Young scholars examine periods of time throughout world history. In this time chronology lesson plan, students read and create time lines. Young scholars complete a variety of activities involving the ordering of events in time.
Who's who in World History? Help your historians keep track of major figures with this World History People Review, where learners match 96 world figures to the appropriate descriptions. The matching questions are grouped by historical era or subject. This could be a final class exam, or could be filled out throughout the year as a reference guide.
After studying the reasons settlers entered the New World, primary learners try to persuade others to enter this new land. Class members present their arguments in a variety of ways including posters, writings, and charts. Richly detailed, the plan contains a list of primary source readings, a vocabulary list, activities, extensions, and adaptations for all grade levels.
Ninth graders play a Jeopardy style game to review World History. In teams, 9th graders choose a category and a value for their question. Students are given an answer, and they give the correct question to match the answer.
Learners use a map to locate World War II's Pacific Theater. Using provided links, they research this region during the war and learn about veterans. They invite a veteran of the war to visit the class and ask them questions based on their research. They record his answers and send thank you notes to him for coming to their class.
How did the women in France feel about their country’s involvement in World War II? Class groups are assigned a country involved in WWII, and individuals within the group adopt the point of view of leaders, laborers, businessmen, women, religious leaders, or philosophers. After researching the war from these multiple perspectives, individuals write a letter to the editor from the point of view of this person, and the groups present their findings. After all groups have presented, class members compose a reflective essay about what they have learned from the experience.