Overall Resources
Site
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World History For Us All- http://worldhistoryforusall.sdsu.edu/
Annotation World History for Us All is a national collaboration of K-12 teachers, collegiate instructors, and educational technology
specialists. It is a project of San Diego State University in cooperation with the National Center for History in the Schools at
UCLA. This website:
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offers teaching units, lesson plans, and resources that are divided by era
presents the human past as a single story
uses current historical research
connects specific subject matter to larger historical patterns
http://www.outreachworld.org/
Site
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Annotation The Outreach World are 127 federally-funded National Resource Centers (NRCs) based at 146 universities, focusing on Africa,
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Asia, Canada, Europe, Latin America, the Middle East, the Pacific Islands and International Studies. These National Resource
Centers have working relationships with thousands of precollegiate schools to enrich teaching and learning about vital global
regions. This website provides interdisciplinary, cross regional and standard specific units, lessons and instructional resources as
well as a variety of primary and secondary sources that include documents, maps and visual art.
http://regentsprep.org/regents/global/global.cfm
Annotation This is an exam prep center that provides examples of vocabulary, multiple choice questions and practice essays. It also includes various
texts and maps that are specific to regions and topics.
Primary Source Documents
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http://chnm.gmu.edu/worldhistorysources/whmfinding.php
http://www.constitution.org/primarysources/primarysources.html#15
http://worldhistorymatters.org/
http://resourcesforhistoryteachers.wikispaces.com/Primary+Sources+for+World+History
http://www.eyewitnesstohistory.com/
http://www.historyteacher.net/
http://library.csusm.edu/subject_guides/history/online_primary.asp
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The websites above all provide a variety of primary source documents from various time periods and parts of the world.
Unit 1- Human Beginnings
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http://exchange.smarttech.com
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Cave Painting Lesson with Embedded Virtual Field Trip
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*Early Agriculture
*Investigating the Stone Age
Power points and virtual tours of cave Art, Agriculture, and the Stone Age. Have students analyze the characteristics of each
http://www.discoveryeducation.com/
Search the movies below.
*The Caveman Catastrophe
*The Dawn of Civilization
*The Beginning of Mankind
Provides basic information and visuals for the above.
http://www.socialstudiesforkids.com
Search the titles below.
*Basic Archeology- What’s a Dig?
*Is the Past in your future?
Allows students to Identify tools of an archeologist. Investigate the artifacts that past civilizations left behind.
http://www.youtube.com
Search the following videos that provide interesting songs and movie clips about prehistoric times.
* Prehistoric (Toxic by Brittney Spears)
*Ice man (“Taxman”- by the Beatles)
*Hunter gatherers - Tribe - BBC
* Caveman Anthropology - Tools, Painting, Hunting
* Discovery Channel, Neanderthal-Part-1-10
* Stories From the Stone Age - 1 - Daily Bread
* The Ape That Got Lucky
* Horrible histories
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Students can compare and contrast Nomadic behaviors to modern civilization behaviors.
Students can create their own song on Prehistoric times.
http://flocabulary.com/
Search “Hunter Gatherers We’re Nomadic”- provides a brief engaging song about nomads
-Students analyze lyrics, discuss the characteristics of a Nomad, and listen to the song (groups, whole group).
-Have students write a summary in 20 words or less.
- Create a poem/rap of a Nomad.
-Have students analyze how a Nomad would live in our society today.
http://www.besthistorysites.net/index.php/prehistory
Video clip about the oldest human relative found a -foot female hominid that lived 4.4 million years ago in what is now Ethiopia. It
roamed forests a million years before the famous Lucy, long studied as the earliest skeleton of a human ancestor.
Have students listen and watch the video on finding the important artifact. Have students discuss and write about the importance
of finding this particular artifact, and artifacts in general.
http://www.slideshare.net/socialstudiesbrady/paleolithic-times
PowerPoint of Prehistoric and Stone Age
-Have students take notes on important facts of this Era. Analyze pictures in the PowerPoint and have the students compare and
contrast characteristics of different Stone Age humans trough a Venn Diagram
-Teacher display sample Cave Art and has students answer various questions: (What did the prehistoric people draw? Why
would they draw the things that they drew? What messages were they trying to tell people that would look at this art later? How
does Cave Art impact the Paleolithic culture? )
-Teacher shows students a picture from prehistoric times. Students write a story about what each person is doing in the story.
This can go along with teaching narrative writing.
-Create a timeline of the evolution of humans through all stages from first hominids to modern humans
Compare and Contrast the Paleolithic Era and the Neolithic Era
Writing a Narrative: Teacher shows students a picture from prehistoric times (Google prehistoric images). Students write a story
about what each person is doing in the story.
Explain to students through visuals the transformation of the Paleolithic Era to Neolithic Era. (ex. the transformation of migration
to building permanent shelter, ex. From hunting and gathering to farming)
Analyze resources that the Paleolithic Era used that are similar to the resources that we use today. (ex. Fire, wooden tools, etc..)
Compare and contrast a Neanderthal to a modern day human.
Create a timeline of the evolution of humans through all stages from first hominids to modern humans.
Have students determine what the most essential resources are for a civilization to grow and continue.
Create a comic strip illustrating the transformation from Paleolithic to Neolithic.
Unit 2: Geography of Ancient Civilizations
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http://www.p12.nysed.gov/ciai/socst/ghgonline/projects/8FeaturesCivilization.pdf
Informational text that covers the characteristics of civilization
Print Characteristics page. Organize students into eight groups and give each group one characteristic. That group is responsible
for teaching the characteristic to the class. While presenting, the rest of the class will listen and take notes (graphic organizer,
Cornell notes, etc). Once all characteristics have been presented, the class will discuss which characteristics it feels are the most
important to developing civilizations (mini Socratic seminar).
http://www.clevelandstatecc.edu/courses/ngreenwood/history%201110/online_presentations/first_river_valley_civilizations.htm ;
http://www.icsd.k12.ny.us/legacy/highschool/socstud/global2_review/start_of_civilization.htm ;
http://www.historyhaven.com/APWH/The%20River%20Valley.htm
The above websites all provide informational text about the All River Valley Civilizations
-Write a journal from the point of view of one of the rivers explaining how important you are to the people who live near you or create
a comic strip illustrating the same info. Predict what you think these rivers look like today.
-Find maps of the Ancient Civilizations. Have students compare/contrast the development and changes of those settlements to
maps of present day using Google Earth. Look at the geographical features. What has changed? Why have they changed? How do
you think the geography was modified? How can you tell? What issues do you think people in these regions have had over time to
cause the changes you see? Allow students time to research modern issues with a selected or appointed river. Their task: write a
piece for a newspaper describing the geographic changes over time to the rivers and the surrounding areas with suggestions on
how to preserve environmental issues.
http://www.rivervalleycivilizations.com/index.php
Source of informational text on all four civilization and can be used for the W2 task for Unit 2.
http://flocabulary.com/topics/world-history/
Flocabulary songs about the ancient world
Discoveryeducation.com - search video “Trade Between Cultures in the Ancient World”
Video that shows trade between merchants in Egypt and Mesopotamia
Write a journal as if you were a merchant from the video. What are you doing? What do you see? What you selling? What are the
dangers? How does trading connect to civilization?
http://www.lessoncorner.com/search?q=river+valley+civilizations&grade
Teacher created lesson plans on River Valleys
http://www.history.com/topics/tigris-euphrates-river-system
Tigris/Euphrates River Valley Summary
http://www.buzzle.com/articles/nile-river-facts.html
Nile River Valley Summary
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http://server1.lomaprieta.santacruz.k12.ca.us/MissionHill/accesshtml.cgi/u/MissionHill/rhardie/assignments/Becky4thAC.html
Huang He/Yellow River Valley Summary
http://www.smithlifescience.com/5-1IndusRiverValley.htm ;
http://www.csuchico.edu/~cheinz/syllabi/asst001/fall97/2chd.htm
Indus River Valley Summaries
http://www.harappa.com/har/har0.html
Ancient India artifacts and virtual tour of the ruins of Harappa and Mohenjo Daro.
View the artifacts of the Indus River Valley and take a tour in the ruins of Harappa and Mohenjo Daro. Students can pretend to be
archeologists creating questions about the artifacts and their uses as well as keeping a journal about their discoveries uncovering the
ruins. What can they learn about the Indus River Valley people from these digs?
http://www.ignitelearning.com/socialstudies/Mesopotamia.pdf
Lesson plan for Mesopotamia.
Unit 3: Rise and Fall of Civilizations
Subtopic: China
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http://www.historyforkids.org/learn/china/history/index.htm
This site focuses on Chinese History providing an index of Chinese Dynasty’s.
http://www.youtube.com
Chinese Dynasties “Vogue” by Madonna) This video and song focuses on the rise of fall of the Chinese Dynasties set to Madonna’s
Vogue.
http://www.people.cohums.ohio-state.edu/bender4/eall131/.../m02chinese.html
This site contains a very detailed history of the rise and fall of China.
http://www.great-wall-of-china.org/
This site contains Great Wall of China Facts, Pictures, History and Informational text
http://www.whc.unesco.org/en/list/438
Informational text about The Great Wall of China
http://www.historyforkids.org/learn/china/history/mongol.htm
This site takes you directly to information about the Mongol in China. It also has a short video clip
http://www.historyforkids.org/learn/china/history/chin.htm
This site focuses on the Ch’in Dynast which gave its name to china and began the Great Wall of China. It also includes a short video on
the Great Wall of China.
http://www.middle-ages.org.uk/marco-polo.htm
This site offers a short biography of Marco Polo
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http://www.china.mrdonn.org/silkroad.html
This site offers a brief synopsis of the Silk Road
http://www.ess.uci.edu/~oliver/silk.html
This site offers a very detailed history of the Silk Road.)
http://www.britannica.com/EBchecked/topic/540412/Shihuangdi
This site offers a biography of Chinese Emperor Shi Huang Di
http://www.youtube.com/watch?v=D5atoe51Ylo
This sites is a video and song about Shi Huang Di set to Lady Gaga
Unit 3: Rise and Fall of Civilizations
Subtopic: Ancient Egypt
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http://www.youtube.com/watch?v=_aNc5ijaHYs
Shows uses for Mummies
http://egypt.mrdonn.org/
Links to various educational sites with information about Ancient Egypt
http://www.bbc.co.uk/history/ancient/egyptians/
Informational text about Ancient Egypt
http://www.brooklynmuseum.org/exhibitions/mummy_chamber/interactive/
Mummy Videos: Students will watch videos on The “Lady” Hor and the Anonymos Man and choose which mummy to be.
Write questions as if they were the mummies just waking up from a very long slumber finding themselves in their current situations.
Book of the Dead Videos: Watch the series of videos. At the conclusion of the final video, the curator poses the question, “How you
show a 25 foot long Book of the Dead?” As a class, brainstorm possible suggestions to this question.
http://www.pbs.org/empires/egypt/special/virtual_library.html
Art Gallery of Egypt art
“A Day in the Life” comparing different social classes. Various Activities: Create two, three, or four circle Venn Diagrams depending on
the levels of students, write journals from various points of view about the other social classes (ie: Pharaoh’s thoughts about
merchants), create “Help Wanted” ads for different jobs. Virtual tours of monuments, good source of primary sources.
http://www.kingtutone.com/pharaohs/
List and descriptions of pharaohs.
Evaluate the significance of each pharaoh and justify your responses in a “Pharaoh Dummies How to Guide”.
http://unicode.org/charts/PDF/U13000.pdf
Chart of hieroglyphs including pictures with words.
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Create a completely new set of hieroglyphs for society. Students may work individually or in small groups. They need to provide several
reasons why their hieroglyphs will be more beneficial to Egypt.
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http://www.ancientscripts.com/egyptian.html
Detailed explanation of hieroglyphs.
Students will analyze hieroglyphs. Use a venn diagram to compare the hieroglyphs with other forms of written language. Using chart
paper or sticky notes students will brainstorm the benefits a society gets from having a written language. Focus areas may be added:
government, economy, religion, culture, etc Ideas can be compiled onto one location. Now pretend you are the Royal Scribe fighting for
his/her job. Convince the Pharaoh why your position should be kept using the societal benefits.
http://www.timemaps.com/
Free online atlas from Time. Includes some interactive parts.
http://www.atlasofworldhistory.com/
4000 year animation. Interactive maps explain countries, religion, science, culture.
-Working in small groups students will determine the economic activities Egypt has because of its geographic location. Students may list
these on chart paper, dry-erase boards, etc.
-Re-write the books for Egypt by taking away one of Egypt’s physical features. Some students may need a prompt (Nile River, Red Sea,
Mediterranean Sea, etc.) Explain how this impact’s the society and most importantly economy and political ramifications.
http://www.reshafim.org.il/ad/egypt/trade/index.html
Trade Routes, the traders, and the goods traded.
-Analyze the maps. Ask questions such as: where are the trade routes located? are the routes connected to other civilizations? What
goods are being imported and exported? What natural disaster could impact trade?
-Pretend you are a government official or trader from another culture and attempt to persuade the Pharaoh to trade with a culture or
obtain a type of good. Evaluate the significance of the good or trading partner. Justify how this action will benefit society.
http://www.eduplace.com/kids/...nktrade/AC_05_174_nktrade.html
Interactive map of trade routes and items traded.
http://www.egyptianmyths.net/
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Myths from ancient Egypt
http://www.egyptartsite.com/mytho.html
Descriptions and illustrations of mythology.
-Students will analyze the religion of the ancient Egyptians. Use a graphic organizer to compare with previously learned religions.
Include the students’ personal religion or beliefs to determine how religion/spirituality influence society.
-Evaluate the significance of a god/goddess for that culture. Who has the most impact and why?
-Which mythological figure do you most compare with and why?
-If one of the mythological figures came to modern times how would they impact society? You may wish for them to run for political office,
be a teacher or school administrator, or a religious leader.
Unit 3: Rise and Fall of Civilizations
Subtopic: India
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http://www.mitchellteachers.org/WorldHistory/IndiaUnit/AncientIndiaUnitMainPage.html
Lessons and activities, video collection, and teacher resources to go along with teach about all aspects of Ancient India and relating it to modern India.
This website also has other units on various ancient civilizations.
http://www.youtube.com/watch?v=FzOKUTJK8Wc
You Tube video with probing questions built in, explaining the characteristics of the Ancient Indus River Valley civilization. This video explains the
accomplishments of the Indus River Civilization and the tools that we use today as was discovered by the Indus Civilization.
http://india.mrdonn.org/indus.html
Website devoted to teaching about the characteristics of the Indus River Valley Civilization. This site has information about the daily life, Harappa, Indus
Valley, games and stories.
http://www.besthistorysites.net/index.php/ancient-biblical-history/india
Links to other sites and Info on Ancient India
http://homeschooling.gomilpitas.com/explore/india.htm#History
Info on religion, language, literature, and daily life.
http://www.pbs.org/thestoryofindia/teachers/lessons/2/
PBS Lesson Plan on Ashoka’s accomplishments with resources.
http://www.youtube.com/watch?v=-BhOqEuGxgo
Link that explains the Caste System
www.okbar.org/public/lre/lessonplans/caste.pdf
Caste System simulation
Unit 3: Rise and Fall of Civilizations
Subtopic: Mesopotamia
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http://www.ancientmesopotamians.com/ancient-mesopotamian-civilization.html
Informational text about Religion, Art, Architecture, Innovations and Trade
http://www.mesopotamia.co.uk/menu.html
Interactive, student friendly website with informational texts about Mesopotamia
http://hypermedia.educ.psu.edu/k-12/edpgs/su96/meso/mesopotamia.html
Links to various websites that contain information about Mesopotamia
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http://www.youtube.com/watch?v=84y2q4giihY&feature=related
Parody video about Mesopotamia
Students view and annotate parody and then create their own parody.
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What generalizations can be made about Mesopotamian religion? Why were there so many deities?
o Students can create a family tree placing each god in his correct place.
o Create trading cards of all or a select number of gods. Include an illustration on one side of the card and the
purpose/power of the god on the other.
o Create a comic strip about the gods. Include text that demonstrates their relationships to each other and what their
powers are
-Hammurabi’s Code: In addition to the Required Writing Task, students can draft rules for the classroom following Hammurabi’s
law.
-City-State Creation: Using poster board, construction paper, or other larger paper product, students will design their
Mesopotamian city-state. Include the name of the city-state, a compass rose, map key, ziggurat, city wall, farmland, irrigation
system, streets, government buildings, courtyards, and homes of various social classes.
-Create a front page of a modern day newspaper on Mesopotamia. (Bulletin board paper works well for this.) Include an article on
government, a social issue, an advertisement related to the economy, a picture of a key person with a caption, and a title for the
paper. All stories should have titles.
-Assign students different jobs within the social classes (High, Middle, Low). After Reading about their social classes and their
limitations or luxuries, pair students up from different classes (Middle with Low, High with Middle, Low with High). They will
conduct interviews with each other. Provide enough time to write down questions prior to the interview. Give about five minutes
to interview per person. Allow students to then switch partners for a new social class. Repeat interview process. Once interviews
are complete, students will summarize the rights, roles, and contributions of each social class in written format. Think about: How
do the actions of one social class affect the whole society?
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http://www.kidskonnect.com/subject-index/16-history/257-ancient-mesopotamia.html
Links to various other sites that contain user friendly information about Mesopotamia.
http://www.penn.museum/games/cuneiform.shtml
Lesson plan and student interactive link to write in cuneiform.
http://www.essential-humanities.net/world-art/mesopotamian-art/
Various pictures of artifacts on ziggurats, sculptures, and buildings from Mesopotamia.
http://whisperingwood.homestead.com/mesopotamiangods.html
A list of deity names and their purposes.
Unit 4:Classic Civilizations
Subtopic: Ancient Greece
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http://www.fordham.edu/halsall/ancient/pericles-funeralspeech.asp
Find excerpts that focus on Pericles’ definition of democracy. Have students analyze the speech using SOAPSTone, PERSIA, or APPARTS.
www.ancientgreece.com
This website provides links to mythology, art/architecture, history, Olympics, geography, society/culture—Can create centers for
students to learn about Greece from info from this site.
http://www.ancientgreece.co.uk/menu.html
Very interactive website with activities built in and student-centered
http://greece.mrdonn.org/
Links to other sites bout Ancient Greece.
http://www.buzzle.com/articles/democracy-in-ancient-greece.html
Informational Text about Ancient Greece
Government: Create a compare/contrast matrix of Ancient Greek and modern US government (Who participates, Who holds power,
How does one participate, How is power distributed, How are decisions made, How is government organized, How are leaders chosen?)
http://www.youtube.com/watch?v=uxOANJ-sSu0&feature=related
Song of Greek inventions
Students will listen to the song and write down as many inventions as they can remember. They will then rank the top five inventions
that affect them today. With partners students will share their choices. As a team they will create a top three list with a written
explanation to support their choices
Unit 4:Classic Civilizations
Subtopic: Ancient Rome
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http://www.youtube.com/watch?v=2kRwJJwxGZE
Horrible Histories: The Roman Report
http://ancient-rome.com/
links to mythology, art/architecture, history, geography, people, law/politics, military
http://www.bbc.co.uk/schools/primaryhistory/romans/
Good primary sources, info is elementary, good for struggling readers`
http://earth.google.com/rome/
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View Rome in 3-D
http://www.history.com/topics/ancient-rome
Informational articles, videos, pictures
-Videos: Students can watch videos and write eye-witness reports of the events that happened, imagine themselves as participants in
the events and describe the event from their point of view, or continue the story from where the video leaves off.
-Images: Leaders & Architecture/Engineering: Show images of the various leaders of Rome. Find bios on each leader. In pairs or
individually, students will create a resume or obituary on these leaders. Conduct a gallery crawl. Provide each student will Post-it notes
and allow them to comment on the leaders (the individual about whom they feel has impacted Rome the most, was the best or worst
leader, individual who would make a good leader today, etc). Can conduct a Socratic Seminar.
http://www.buzzle.com/articles/roman-history/
Many topics about Roman life, history, culture, leaders Government
Create a compare/contrast matrix of Ancient Greek and modern US government (Who participates, Who holds power, How does one
participate, How is power distributed, How are decisions made, How is government organized, How are leaders chosen?)
Unit 5: Religion
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http://www.youtube.com/watch?v=_lFpsAz5BPk
This video covers steps towards world religions, and gives an introduction to each of them.
http://www.mapsofwar.com/ind/history-of-religion.html
Map that show the spread of world religions in 90 seconds.
http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=168#handout1
This website has a two day lesson plan on teaching the major religions of the world. This website has the objectives, procedures,
materials, and graphic organizers for this lesson.
http://www.teach-nology.com/teachers/lesson_plans/history/world_history/religions/
This website has numerous lesson on teaching the various religions of the ancient world. (EX: Hinduism vs. Buddhism, Ancient Flood
Stories, Buddhism and the Dalai Lama, How have World Religions shaped who I am today?, Five Major World Religions, Golden Age of
Islam, Jesus and the Rise of Christianity, Religions and belief systems in Asia, Religions of the World)
http://www.outreachworld.org/Files/cmes_harvard/The_Heirs_of_Abraham.pdf
A brief look at Judaism, Christianity and Islam. The most valuable part of this is the introduction and timelines as the body may have too
much information for most middle school students.
http://orias.berkeley.edu/slideshow/Slide.htm
This is a slide show that has pictures that pertain to the 3 Abrahamic religions. Students will write down which religion or
religions they belong to, and then go back over the answers learning the connections between these religions.
http://www.bbc.co.uk/religion/religions/judaism/
General information for Judaism
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http://www.bbc.co.uk/religion/religions/christianity/
General information for Christianity
http://www.bbc.co.uk/religion/religions/islam/
General information for Islam
http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=168#handout1
This website has a two day lesson plan on teaching the major religions of the world. This website has the objectives, procedures,
materials, and graphic organizers for this lesson.
http://www.teach-nology.com/teachers/lesson_plans/history/world_history/religions/
This website has numerous lessons on teaching the various religions of the ancient world. (EX: Hinduism vs. Buddhism, Ancient Flood
Stories, Buddhism and the Dalai Lama, How have World Religions shaped who I am today?, Five Major World Religions, Golden Age of
Islam, Jesus and the Rise of Christianity, Religions and belief systems in Asia, Religions of the World)
http://www.slideshare.net/mtnlvr7/five-major-world-religions; http://www.slideshare.net/adanner81/world-religions-powerpoint
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Power Points on the World’s major religions. This Power Point lists the key factors of each religion, and a short quiz on the
content
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http://www.tolerance.org/activity/taking-closer-look-religions-around-world
Taking a Closer Look at Religions Around the World” offers a starting point for exploring religions and faith traditions, creating an
ongoing respectful dialogue about religious tolerance. By understanding where and how varying faiths began and developed, it’s
possible to better comprehend the reasons behind divergent national and international origins in religion. Building knowledge and
comprehension of context can assist our compassion and consideration for other people and faiths. This lesson includes activities and
projects that are easily expanded upon through further research. It is designed to encourage continuous, in-depth study of these topics
over a longer period of time.
http://www.pbs.org/teachers/thismonth/worldreligion/index.html
Explore how the world's major religions shape customs, cultures, and conflicts. These interdisciplinary activity ideas and online and print
resources will help get you started
http://college.holycross.edu/projects/himalayan_cultures/2006_plans/esnyder/
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It organizes lesson plans and other materials for teaching Hinduism and Buddhism into the categories of history, world view,
and ritual.
http://ancienthistory.mrdonn.org/Confucius.html
Variety of resources for Confucianism-lesson plans, ppt., activities
Unit 6:Middle Ages and Renaissance
Subtopic: Middle Ages
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http://www.euratlas.com
Euratlas is a website dedicated mainly to the historical geography of Europe but it offers also a world atlas and a wide collection of
pictures in order to give a comprehensive view of history and geography.
http://explorethemed.com/Links.asp
This site provides maps and pictures. Some maps are interactive.)
http://www.timemaps.com/
The TimeMap of World History is an all inclusive look at world history. It combines maps, timelines and chronological
narratives that work together to enhance historical understanding. New content added daily.
http://www.youtube.com
Search each of the below songs that relate to the Middle Ages
Canterbury Tales (“California Dreamin’ by the Mamas and the Papas)
Beowulf (“99Luftballoons” by Nena)
Charlemagne (“Call me” by Blondie)
Joan of Arc (“Seven Nation Army” by White Stripes)
William the Conqueror (“Bringing Sexy Back” by Justin Timberlake)
Black Death (“Hollaback Girl” by Gwen Stefani)
http://www.music.iastate.edu/antiqua/instrumt.html
This site provides a guide to Medieval and Renaissance instruments. A brief description, picture, and music clip are included.
www.youtube.com/watch?v=aZ4k4dtRgPw
This site has a short video created by a teacher explaining feudalism in Japan) Students will be able to make comparisons between
European and Japanese Feudalism. They can work individually or in small groups using a graphic organizer to analyze these cultures.
Students can also begin to determine if this is the best form of government for the time period. Students make work in groups coming up
with their ideas. Also, they can determine if feudalism will assist their own society.
www.archives.gov/exhibits/featured_documents/magna_carta/
You can view short videos about the Magna Carta conservation treatment and the Magna Carta encasement. You can read a translation
of the 1297 version of Magna Carta, which was issued as part of Edward I's Confirmation of the Charters. "Magna Carta and Its American
Legacy" provides a more in-depth look at the history of Magna Carta and the influence it had on American constitutionalism.
www.constitution.org/eng/magnacar.htm
An English translation of the Magna Carta. It is broken down into numbered main ideas.
http://www.historyforkids.org/learn/medieval/government/magnacarta.htm
This site has historical background on the Magna Carta. Additionally, there is a video which will provide additional support on the
Magna Carta
http://www.historyforkids.org/learn/medieval/index.htm
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This site has a complete section of the Middles Ages. It is broken down into early, mid, and high Middle Ages. Also, it focuses on every
aspect of Medieval Europe.
http://www.historyforkids.org/learn/medieval/people/index.htm
This site will take you to many places regarding the daily life of people in the Middle Ages: food, clothing, housing, etc
http://www.historyforkids.org/learn/medieval/government/feudalism.htm
This site explains feudalism in Europe.
http://www.bayeuxtapestry.org.uk/
This site is entirely about the Bayeux Tapestry. This tapestry tells the story of the 1066 A.D. invasion of William of Normandy over
England. You will be able to see colorful panels of the entire tapestry with written explanations of each one.
Unit 6:Middle Ages and Renaissance
Subtopic: Renaissance
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http://www.euratlas.com
Euratlas is a website dedicated mainly to the historical geography of Europe but it offers also a world atlas and a wide collection of
pictures in order to give a comprehensive view of history and geography.
http://explorethemed.com/Links.asp
This site provides maps and pictures. Some maps are interactive.)
http://www.timemaps.com/
The TimeMap of World History is an all inclusive look at world history. It combines maps, timelines and chronological
narratives that work together to enhance historical understanding. New content added daily.
http://www.shakespreare.mit.edu
This site has complete works of Shakespeare’s plays and poetry
www.folger.edu/template.cfm?cid=61
This site offers lesson plans and additional ideas on incorporating Shakespeare into your lesson
www.online-literature.com/periods/renaissance.php
This site offers an introduction into literature of the Renaissance. Also, it offers a list of Renaissance writers with their biography and
works.
http://www.metmuseum.org/toah/hi/te_index.asp?i=16
This site of the Met Museum focuses on artists of the Renaissance. Be mindful of the content of renaissance art.
http://discoveryeducation.com
Search the videos below in Discovery Education
Horrible Histories: Rockin’ Renaissance. This video segment focuses mainly on the art and architecture set in Italy.)
Horrible Histories: Terrible Tudors. This segment focuses on the Tudor family of England= King Henry VIII and Queen Elizabeth I.)
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Exploring the Renaissance: 1350 to 1650. Very detailed and fact based explanation of the Renaissance. Additionally, is compares and
contrasts the Middle with the Renaissance. This overview focuses on: science, art, exploration, religion, architecture, theater, etc.
http://www.youtube.com
Search the videos below on youtube
King Henry VIII (“Money, Money, Money by ABBA) -This clip is a song focusing on Henry VIII and his six wives.
Anne Bolelyn (“Girl” by the Beatles) -This clip is a song on Anne Bolelyn.
Black Death (“Hollaback Girl” by Gwen Stefani)-This clip is a song on the Bubonic Plague.
Important People of the Renaissance (“Renaissance Man” by the Violent Femmes.)-This clip is a song on important figures from the
Renaissance.
http://www.music.iastate.edu/antiqua/instrumt.html
This site provides a guide to Medieval and Renaissance instruments. A brief description, picture, and music clip are included.