Gallery
The Changing Geography of the Ottoman Empire (1300–1920) (en español)
Maps showing the growth and contraction of territory controlled by the Ottoman Empire from 1300 through 1920. This resource is in Spanish.
This resource is intended for educators in the United States who are applying Spanish-language resources in the classroom.
La transformación geográfica del Imperio Otomano (1300–1920)
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Holocaust and Human Behavior
Explore the digital version of our core resource on the Holocaust. Find classroom-ready readings, primary sources, and short documentary films that support a study of the Holocaust through the lens of human behavior.
Genocide Still Happens
Use this mini-lesson to reflect with your students on what we can do to stop ongoing atrocities and prevent future genocides.
Teaching with Video Testimony
Students watch video testimony from a Holocaust survivor and engage in purposeful reflection about the survivor’s important story.
Western Imperialism and Nation Building in Japan and China
Students are introduced to the history of Western imperialism in East Asia and its influence on the identities and ambitions of Japan and China.
Teaching the Nanjing Atrocities
Lead students through a study of the Nanjing atrocities, beginning with an examination of imperialism in East Asia and ending with reflection on justice in the aftermath of mass violence.
Teaching the Holocaust and Armenian Genocide: For California Educators
Designed for California 10th grade world history courses, this unit guides students through a study of the Holocaust and the Armenian Genocide that focuses on choices and human behavior.
Introducing and Dissecting the Writing Prompt
Students begin to understand and stake out a preliminary position in response to the assessment writing prompt.
Introducing Evidence Logs
After learning about the Armenian Genocide, students reflect on the writing prompt a second time by adding a historical lense.
Adding to Evidence Logs, 1 of 4
Students incorporate new evidence from the history of the Weimar era into the position they are developing.
Adding to Evidence Logs, 2 of 4
Students consider how what they've learned about the rise of the Nazi Party influences their thinking about the essay prompt and practice making inferences.
Adding to Evidence Logs, 3 of 4
Students review the documents and videos from previous lessons and consider what information supports, expands, or challenges their thinking about the essay.
Most teachers are willing to tackle the difficult topics, but we need the tools.
—
Gabriela Calderon-Espinal, Bay Shore, NY
