Global History I/Big History

I created a Google Slides presentation as a guide for students to complete the CRQ  for the unit on the Enlightenment. The students were taught vocabulary that would help guide them through the CRQ such as; historical circumstances, nationalism, development, interpretation, power, and conflict. 

This is a lesson I taught on the Armenian and Nanking Genocides. This lesson was modified for my ENL students. This included an activity where students viewed two images: one in relation to the Armenian Genocide, the other the Nanking Genocide. The students participated in a guided discussion about the history of the photos. 

My ENL co-teacher and I modeled guided discussion and photo analysis for the Armenian Genocide and Nanking Massacre lesson for students. Then, they got into their groups to work. 

The urban game was created to help students understand the concept of urbanization during the Industrial Revolution. This is a student sample of work that shows the effects of industrialization. 

This is an essay outline on enduring issues to guide students through the writing process. This can be used for all types of education: general education, ENL, and special education. I used this outline to work with my Global II ENL students. 

This document is part of a lesson I did that was focused on Christopher Columbus and Hernán Cortés during the Age of Exploration. The students had to view a video and answer some questions. Additionally, I had them analyze a political cartoon as a closure to the lesson to have them think more in-depth about the Age of Exploration. 

This is part of the unit on the post-classical era I designed in Global History I. I started the lesson by going into trade networks and moving into explorers. 

My students were instructed to complete a writing prompt based on the Golden Age of the Han Dynasty. This particular student describes innovations that made the Han Dynasty have a golden age in the first place. 

The following link above is a project I had my Global I/BIG History students complete. Initally, the students were taught about how the universe began starting with the big bang theory and then went into the core content for a Global History I course. This is where the project idea originated from. The students created a website on a product/topic of their choosing and explained how it developed through various time periods (thresholds) all the way up until the current time period. 

This document was one of the materials from a lesson on absolutism in Russia. I did a whole unit on absolutism. One day was absolutism in Spain, absolutism in France, and lastly, in Russia. This lesson focused on Peter the Great and his westernized ideas. 

This is a student work sample from a lesson on the fall of the Roman Empire. In addition to answering questions based on the documents, the students had to put post-it notes on each document. The post-it task was to describe if the document showed any significant themes of global history such as: power or conflict. Additionally, the students were told to provide an example from the document of either power or conflict. This task was one of the first initiatives to help them prepare for the essay portion for the Global History & Geography II Regents exam. 

A brief research project I created for a Global History I lesson about explorers. This one was specifically on Marco Polo. The students designed poster boards to present to the rest of the class. It was a jigsaw activity where students would share what they learned about each explorer with one another. So, the students were not just sharing but learning from their peers. 

A reading on Ancient Greece that was modified for students who struggle with reading. This was created for a lesson on the classical civilizations.