Introduction

• Index
• NY Global History Guidelines
• Lesson Calendar
• A Ranking of the Most Influential Persons in History
• Time – Life Top 100 Events of the Last Millennium
• Webquests and Simulations
• Unit Essential Questions
• 20 Most Important Woman in World History Before the 20th Century
• Why do so few women appear in world history books?
• The Democracy Reader
• Using Geography
• If the World were a Village
• Child Labor World Wide
• Comparing Regions
• Looking at the World
• Looking at the World 2
• Can a traditional village decide not to enter the market economy?
• Cover

Ninth Grade

• Index
• 9th Grade Global History Lesson Calendar
• Where are your sneakers from?
• How are we connected?
• Starship Social Studies
• Scientists Say Orangutans Can Exhibit Culture
• Spread of agricultural, domesticated animals, and disease
• Archeological Grab Bag
• The Origin of Religions
• Coming of Age Ceremonies / Mask Project
• Seven Wonders of the Ancient World
• In Dawn of Society, Dance Was Center Stage
• Religion in Ancient Mesopotamia
• Hymn to Aton (Egyptian) and Psalm 104 (Hebraic)
• Daoist Philosophy from Ancient China
• THE COSMIC DANCER
• What are Judeo-Christians Beliefs?
• Are We Teaching “Greek Myths” In The Global History Curriculum?
• Documenting Greek Civilization
• Editorial Board Meeting for a Textbook Publisher
• Timelines of Western Civilization
• Scientific and Technological Achievements in Global History, 975-1775
• The Changing Population of Europe, c. 1000 AD to c.1500 AD
• Mosaic
• Colombian Food Exchange: Who Got the Better Deal?
• Seeds of Change: The Great Colombian Exchange
• Eating Global History
• The Islamic World – Prelude to Globalization
• The Travels and Journals of Ibn Battuta
• The Travels of Bar Sauma
• The Travels of Bar Sauma In Asia and Europe
• How did the arrival of Columbus affect native people?
• The Conquest of New Spain
• Japan: Cultural Diffusion and Global Interaction
• Two of the Greatest Achievements of the Renaissance
• Which is the real Madonna?
• How much power should a king have?
• John Newton and “Amazing Grace”
• Population Changes, Native Population by Continent, 1500-1900
• Leading Slave Trading Nations
• The Magnitude of the Atlantic Slave Trade
• Profitability of the Slave Trade

Tenth Grade

• Index
• Lesson Calendar
• Timelines of Western Civilization
• Enlightenment Thinkers and their Contributions
• To what extent was Locke a Newtonian?
• Like a Well-Oiled Machine?
• Teaching About The French Revolution – A Play
• Revolutions in Haiti and Latin America: Similar or Different?
• Impact of Capitalist Development
• How did England treat the English working class in the 1840s?
• WILLIAM BLAKE (1757-1827) THE CHIMNEY SWEEPER (1789)
• Ideas from the Communist Manifesto
• Karl Marx and Friedrich Engels, Manifesto of the Communist Party (1848).
• ON LIBERTY
• Liberalism, Nationalism, and Socialism – The Revolutions of 1848
• Why study about the Great Irish Famine, 1845-1852?
• What is a colony?
• How did contemporary travelers view living conditions in pre-famine Ireland?
• How did 19th century economists view conditions in pre-famine Ireland?
• Why was there a famine in Ireland in the 1840s?
• Impact of the Great Famine on life in Ireland
• Isomo Loruko – Yoruba Naming Ceremony
• Charles Dickens Views British Imperialism in “Dombey and Son” (1848)
• The White Man’s Burden
• Did French colonialism help or hurt Vietnam?
• How did World War I change the map of Europe?
• What were the causes of World War 1?
• The Second Coming
• Steps to Revolution in Russia
• Joseph Stalin: Man of Contradiction
• Origins of World War II
• What is Fascism?
• Multiple Perspectives on the Holocaust?
• Auschwitz in Art
• The Origins of the Cold War
• President Ronald Reagan: Evil Empire Speech House of Commons, June 8, 1982
• The Poster Art of Revolutionary China
• Palestinian-Israeli Timeline, 1947-1998
• A Nuclear Weapons Chronology
• Nuclear Deterrence Debate (ESR)
• Human Rights Abuses in the Modern World
• Universal Declaration of Human Rights
• Understanding A Globalized World
• Web Site Directory On Economic Globalization
• Living on 31¢ an Hour
• Global Inequality: A Look at the Numbers
• What should West African leaders do?
• “The Victim in Indonesia’s Pursuit of Progress”
• Indonesian Village Is Caught Between Worlds Very Far Apart
• Lake’s Rapid Retreat Heightens Troubles in North Africa
• Where Poorest of Poor Live, Criminals Are Source of Both Crime and Punishment
• H.I.V./AIDS – Whose problem is it?
• Why Is the United States Active in “Middle Eastern” Affairs?
• What are the implications of these statements?
• Inside the C.I.A.: Iraqi Insurgents Take a Page From the Afghan Freedom Fighters
• Has the North American Free Trade Agreement Been a Success?

Ninth and Tenth Grade

• A Social Studies Approach to Teaching Global History
• 100 Days of Genocide in Rwanda
• A Different Kind of Revolution: Cuba’s National Literacy Campaign
• A Grossly Unequal Exchange: Looting, Slavery, and Capitalism Transform the World
• A History of Great Britain and the U.S. in the Middle East, an Effort to Understand the Attacks on the World Trade Center and the Pentagon
• A Science Teacher Looks at Social Studies
• Admiral Zheng He Voyages Across the Indian Ocean 1405-1433
• Addressing Controversial Historical Issues Through the Study of the Great Irish
  Famine
• African Voices Tragedy and Possibility
• al- Hurab al Salibiyya- An Islamic View of the Battle with Christendom
• Apartheid South Africa and the Soweto Rebellion
• Are We Teaching Greek Myths in the Global History Curriculum?
• Bivarani Recalls Famine and War in Bengal
• Book and Movie Reviews: Understanding Global Transformations in the 21st Century
• Book Reviews: Understanding A Globalized World
• Britain’s Role in the Demise of the Trans-Atlantic Slave Trade
• Buddhism and Cultural Exchange along the Asian Silk Road
• Children of Darfur portray a 21st Century Genocide
• China’s Great Proletarian Cultural Revolution
• Choices for the 21st Century- Weimar Germany and the Rise of Hitler
• Christopher Columbus: Excerpts from His 1492 Journal
  
• Colonial Life, Independence, and War in Sierra Leone
• Crossing the Street with Blinders On- A Visit to Contemporary Vietnam
• Current Events from the Past
• DBQ- Why Was the Bubonic Plague (Black Death) So Devastating to European Society
• Editorial Board Meeting for a Textbook Publisher
• Escape to Cuba- The Story of Laura Kahn, a Holocaust Survivor
• Facing History and Ourselves
• Film and the Teaching of Global History
• George Orwell’s Animal Farm Condemns Communism
• Global Interaction, Transformation and Stagnation in Spain
• Global New Jersey- Teaching and Learning in Global Times
• Global Revolution (1789 through the end of the 20th Century)
• Global Transformation (1750 Through the 21st Century)
• Guidelines for Teaching About the Holocaust
• H.S. Learning Activity- What is the Meaning of Freedom?
• H.S. Level Learning Activity- The Map of Freedom, 2000
• Has the North American Free Trade Agreement Been a Success?
• Human Rights Education at the Dawn of the 21st Century
  
• Human Rights Education
• Impact of the Great Irish Famine on World History
• Is Sustainable Development Possible in Africa?
• Malthus, Classical Political Economy, and the Causes of the Great Famine
• Multiple Perspectives on the Holocaust
• Other Genocides- Teaching Using Zlata’s Diary
• Patrice Lumumba and the Struggle for African Independence
• Picturing Christopher Columbus and the Columbian Exchange
• Pre-Columbian Mayan Civilization- A Photo Essay
• Pyramids of Egypt and Mexico- Cultural Diffusion or Parallel Development
• Recommended Holocaust Web Sites
• Resisting British Colonialism in Kenya
  
• Responses to Multiple Perspectives on the Holocaust
• Review of the New York State Great Irish Famine Curriculum Guide
• Silk, Salt, Fur and Spices- Introducing Global Interaction into the Elementary School Curriculum with National Geographic Theme Sets
• Souvenez-Vous (Remember)- Using Literature to Teach Young Children about the
  Holocaust
• Special Section- Great Irish Famine Curriculum
• Sputnik and the Space Race Transform the World
• Talking with Children about the Impact of the Columbian Exchange on Native
  Americans
• Teachers Respond to Teaching Greek Myths
• Teaching About the French Revolution- A Play
• Teaching About the French Revolution
• Teaching About the Great Irish Famine, A Response
• Teaching About the Holocaust Using Literature
• Teaching About Women in Social Studies- Empowerment For All
• Teaching Children About Human Rights Using Eve Bunting
• Teaching Ideas: Global History
• Teaching Ireland in the Curriculum: Demythologizing Subject Matter
• The 1916 Easter Rising and Irish Independence
• The Atomic Bombing of Hiroshima
• The Battle for Algerian Independence
• The Berlin Wall- Cold War Symbol of a World
• The Holocaust- Fact or Fiction
• The Impact of the Columbian Exchange on West Africa
• The Meaning of Freedom in the Modern World
• The New Jersey Mandate to Teach About the Holocaust and Genocide
• The Salt March and the Indian Struggle for Independence
• The Significance of Dien Bien Phu (1954)
• The Struggle for South Africa
• The Suchman Inquiry Model and the Disappearing Aral Sea
• The Suez and Panama Canals and the Age of Empire (DBQ)
• The Travels and Journals of Ibn Battuta
• The Travels of Bar Sauma
• The Travels of Marco Polo
• Toussaint L’Ouverture and the Haitian Revolution
• Understanding a Globalized World
• Using “Facing History and Ourselves” to Teach About the Holocaust
• Visiting Ireland Today
• Vladimir Lenin and the Bolshevik Revolution in Russia
• Website Directory on Economic Globalization
• What is Imperialism?
• What Social Studies Teachers Should Know about AIDS in South Africa