| 10th Grade Social Studies | ||||||
| High School Level Matrix | ||||||
| SASinSchool Correlations to WV CSOs | ||||||
| Janet Benincosa, Harrison County Technology Integration Specialist | ||||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.1.1 | The Trial of Charles I | Machiavelli's The Prince: Independent Reading Project | Why did the Russian nobility and middle class think that Catherine was "Great"? | |||
| Civil Constitution of the Clergy | Individual Essay Writing Project: Evaluating 19th-Century Intellectual and Political Movements | Was the Third Estate worth more to France than the other two combined? | ||||
| Why protest the Corn Laws? | ||||||
| How did an intellectual, a statesman, and a fighter unite Italy? | ||||||
| SS.O.10.1.2 | Luther's Challenge to the Church | Blast from the Past: 19th-Century Newscasts | How are sampling techniques during collection of data important to the analysis and interpretation of the results? | War Correspondent: Writing News Articles on Napoleon's Battles | ||
| The Trial of Charles I | ||||||
| Origins of the Franco-Prussian War | ||||||
| SS.O.10.1.3 | The Trial of Charles I | Exploring Renaissance Humanism | Why did the Russian nobility and middle class think that Catherine was "Great"? | War Correspondent: Writing News Articles on Napoleon's Battles | ||
| Civil Constitution of the Clergy | Revolutionary Scramble: A Sequencing Activity | Was the Third Estate worth more to France than the other two combined? | Industrial Revolution Debates | |||
| Why protest the Corn Laws? | ||||||
| SS.O.10.1.4 | Luther's Challenge to the Church | Columbus, Cortés, and Pizarro: On Trial for Crimes against Humanity | Evaluating the Trial of Galileo Galilei: Is Any Authority Higher Than Science? | Was the Third Estate worth more to France than the other two combined? | War Correspondent: Writing News Articles on Napoleon's Battles | |
| The Trial of Charles I | Revolutionary Scramble: A Sequencing Activity | Why protest the Corn Laws? | ||||
| Civil Constitution of the Clergy | Blast from the Past: 19th-Century Newscasts | |||||
| The Peterloo Massacre | ||||||
| Origins of the Franco-Prussian War | ||||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.2.1 | Enlightenment Philosophers | Machiavelli's The Prince: Independent Reading Project | Which enlightened monarch was the most enlightened? | Becoming "Enlightened": Generating a Group Quiz from Primary-Source Documents | ||
| Absolutism: Designing a Royal Palace and a Royal Portrait | Was the Third Estate worth more to France than the other two combined? | Is a Specter Haunting Europe? Responses to The Communist Manifesto | ||||
| Individual Essay Writing Project: Evaluating 19th-Century Intellectual and Political Movements | ||||||
| SS.O.10.2.3 | Enlightenment Philosophers | Revolutionary Scramble: A Sequencing Activity | Individual Essay Writing Project: Evaluating 19th-Century Intellectual and Political Movements | Was the Third Estate worth more to France than the other two combined? | Becoming "Enlightened": Generating a Group Quiz from Primary-Source Documents | |
| Is a Specter Haunting Europe? Responses to The Communist Manifesto | ||||||
| SS.O.10.2.4 | Enlightenment Philosophers | Revolutionary Scramble: A Sequencing Activity | Machiavelli's The Prince: Independent Reading Project | Which enlightened monarch was the most enlightened? | Becoming "Enlightened": Generating a Group Quiz from Primary-Source Documents | |
| Individual Essay Writing Project: Evaluating 19th-Century Intellectual and Political Movements | Was the Third Estate worth more to France than the other two combined? | |||||
| SS.O.10.2.5 | Enlightenment Philosophers | Revolutionary Scramble: A Sequencing Activity | Becoming "Enlightened": Generating a Group Quiz from Primary-Source Documents | |||
| Why protest the Corn Laws? | ||||||
| SS.O.10.2.6 | Spain in the New World | Revolutionary Scramble: A Sequencing Activity | Machiavelli's The Prince: Independent Reading Project | Which enlightened monarch was the most enlightened? | Becoming "Enlightened": Generating a Group Quiz from Primary-Source Documents | |
| Enlightenment Philosophers | Individual Essay Writing Project: Evaluating 19th-Century Intellectual and Political Movements | Was the Third Estate worth more to France than the other two combined? | Is a Specter Haunting Europe? Responses to The Communist Manifesto | |||
| SS.O.10.3.1 | Spain in the New World | Colonial Slave Trade: An Annotated Timeline | Which had the greater impact—the goods or ideas exchanged along the Silk Road? | An Archaeological Study of the Ancient Indus Valley Civilizations | ||
| What do a potato and a horse have in common? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.3.2 | Spain in the New World | Comparing the Paleolithic, Mesolithic, and Neolithic Periods | Colonial Slave Trade: An Annotated Timeline | Which had the greater impact—the goods or ideas exchanged along the Silk Road? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |
| Ancient Middle East Civilizations Chart | Why protest the Corn Laws? | Industrial Revolution Debates | ||||
| Ancient China Scavenger Hunt | Is a Specter Haunting Europe? Responses to The Communist Manifesto | |||||
| Inventions, Inventions, Inventions ... | ||||||
| SS.O.10.3.3 | Spain in the New World | Ancient Middle East Civilizations Chart | Colonial Slave Trade: An Annotated Timeline | Which had the greater impact—the goods or ideas exchanged along the Silk Road? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |
| Ancient China Scavenger Hunt | What do a potato and a horse have in common? | Is a Specter Haunting Europe? Responses to The Communist Manifesto | ||||
| SS.O.10.3.4 | Luther's Challenge to the Church | Ancient Middle East Civilizations Chart | Colonial Slave Trade: An Annotated Timeline | What do the contents of King Tutankhamen's tomb reveal about his life? | ||
| Spain in the New World | Ancient China Scavenger Hunt | Which had the greater impact—the goods or ideas exchanged along the Silk Road? | ||||
| What do a potato and a horse have in common? | ||||||
| Why did the Russian nobility and middle class think that Catherine was "Great"? | ||||||
| Why protest the Corn Laws? | ||||||
| SS.O.10.3.5 | Comparing the Paleolithic, Mesolithic, and Neolithic Periods | Creating a Scrapbook of Mementos and Souvenirs from Victorian England | Why protest the Corn Laws? | Exploring Monuments of the Ancient Middle East | ||
| Ancient Middle East Civilizations Chart | An Archaeological Study of the Ancient Indus Valley Civilizations | |||||
| Ancient China Scavenger Hunt | Industrial Revolution Debates | |||||
| Inventions, Inventions, Inventions | Is a Specter Haunting Europe? Responses to The Communist Manifesto | |||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.3.6 | Spain in the New World | Colonial Slave Trade: An Annotated Timeline | What do a potato and a horse have in common? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | ||
| Individual Essay Writing Project: Evaluating 19th-Century Intellectual and Political Movements | Is a Specter Haunting Europe? Responses to The Communist Manifesto | |||||
| SS.O.10.4.1 | Spain in the New World | Comparing the Paleolithic, Mesolithic, and Neolithic Periods | Was the environment of Mesopotamia a blessing or a burden? | Famous Pharaohs | ||
| The Diverse Geography of the Indian Subcontinent | Which had the greater impact—the goods or ideas exchanged along the Silk Road? | Primary-Source Text Analysis: Comparing the Chinese Philosophies of Confucianism and Taoism | ||||
| What do a potato and a horse have in common? | Philosopher Chart | |||||
| Which enlightened monarch was the most enlightened? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |||||
| Why protest the Corn Laws? | ||||||
| How did an intellectual, a statesman, and a fighter unite Italy? | ||||||
| SS.O.10.4.2 | Spain in the New World | The Diverse Geography of the Indian Subcontinent | Why is the Olduvai Gorge important to the study of human origins and prehistory? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | ||
| Ancient China Scavenger Hunt | Was the environment of Mesopotamia a blessing or a burden? | Exploration / Colonization | ||||
| Which had the greater impact—the goods or ideas exchanged along the Silk Road? | ||||||
| SS.O.10.4.3 | Spain in the New World | The Great Egyptian Pyramid Game Show | Colonial Slave Trade: An Annotated Timeline | What does the palace at Knossos reveal about the Minoan civilization? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |
| Ancient Middle East Civilizations Chart | ||||||
| European Imperialism in Asia and Africa: Making Maps with Meaning | ||||||
| Creating an Annotated Map of Africa | ||||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.4.4 | Spain in the New World | Ancient Middle East Civilizations Chart | Colonial Slave Trade: An Annotated Timeline | Was the environment of Mesopotamia a blessing or a burden? | An Archaeological Study of the Ancient Indus Valley Civilizations | |
| Which had the greater impact—the goods or ideas exchanged along the Silk Road? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |||||
| What do a potato and a horse have in common? | Exploration / Colonization | |||||
| Why did Aztec attempts to resist Spanish conquest fail? | ||||||
| What factors contributed to Timbuktu's reputation as a legendary city? | ||||||
| SS.O.10.4.5 | Spain in the New World | Columbus, Cortés, and Pizarro: On Trial for Crimes against Humanity | Understanding Hinduism and Buddhism | Was the environment of Mesopotamia a blessing or a burden? | An Archaeological Study of the Ancient Indus Valley Civilizations | |
| African Kingdoms Scavenger Hunt | Colonial Slave Trade: An Annotated Timeline | Which had the greater impact—the goods or ideas exchanged along the Silk Road? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |||
| What do a potato and a horse have in common? | ||||||
| Why did Aztec attempts to resist Spanish conquest fail? | ||||||
| What factors contributed to Timbuktu's reputation as a legendary city? | ||||||
| SS.O.10.4.6 | Spain in the New World | Ancient Middle East Civilizations Chart | Colonial Slave Trade: An Annotated Timeline | What do the contents of King Tutankhamen's tomb reveal about his life? | Exploring Monuments of the Ancient Middle East | |
| Ancient China Scavenger Hunt | Was the environment of Mesopotamia a blessing or a burden? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | ||||
| Which had the greater impact—the goods or ideas exchanged along the Silk Road? | ||||||
| What do a potato and a horse have in common? | ||||||
| Why did Aztec attempts to resist Spanish conquest fail? | ||||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.4.7 | Spain in the New World | The Diverse Geography of the Indian Subcontinent | Colonial Slave Trade: An Annotated Timeline | Why is the Olduvai Gorge important to the study of human origins and prehistory? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |
| Was the environment of Mesopotamia a blessing or a burden? | ||||||
| What does the palace at Knossos reveal about the Minoan civilization? | ||||||
| What do a potato and a horse have in common? | ||||||
| SS.O.10.4.8 | Luther's Challenge to the Church | The Diverse Geography of the Indian Subcontinent | How did an intellectual, a statesman, and a fighter unite Italy? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | ||
| Spain in the New World | African Kingdoms Scavenger Hunt | What factors contributed to Timbuktu's reputation as a legendary city? | War Correspondent: Writing News Articles on Napoleon's Battles | |||
| Origins of the Franco-Prussian War | ||||||
| The Suez Crisis | ||||||
| SS.O.10.4.9 | Spain in the New World | Ancient Middle East Civilizations Chart | Colonial Slave Trade: An Annotated Timeline | Why is the Olduvai Gorge important to the study of human origins and prehistory? | Prehistoric Cave Art | |
| The Diverse Geography of the Indian Subcontinent | Becoming Art Smart: The Traditional Art of the Asian Empires | Was the environment of Mesopotamia a blessing or a burden? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |||
| Art and Iconography: Creating a Byzantine Triptych | Which had the greater impact—the goods or ideas exchanged along the Silk Road? | African Art Travel Diary | ||||
| What does the palace at Knossos reveal about the Minoan civilization? | ||||||
| What do a potato and a horse have in common? | ||||||
| Why did Aztec attempts to resist Spanish conquest fail? | ||||||
| What factors contributed to Timbuktu's reputation as a legendary city? | ||||||
| How did religious, political, and economic factors in the Khmer Empire influence the building of Angkor Wat? | ||||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.4.10 | Was the environment of Mesopotamia a blessing or a burden? | |||||
| Which had the greater impact—the goods or ideas exchanged along the Silk Road? | ||||||
| What factors contributed to Timbuktu's reputation as a legendary city? | ||||||
| How did religious, political, and economic factors in the Khmer Empire influence the building of Angkor Wat? | ||||||
| Why was the bubonic plague referred to as the "Black Death"? | ||||||
| SS.O.10.4.11 | The Great Egyptian Pyramid Game Show | Research a Landmark Discovery in Prehistoric Studies | Why is the Olduvai Gorge important to the study of human origins and prehistory? | |||
| The Diverse Geography of the Indian Subcontinent | Was the environment of Mesopotamia a blessing or a burden? | |||||
| Pieces of the Puzzle: Creating a Geographic Review Activity | African Art Travel Diary | |||||
| African Kingdoms Scavenger Hunt | ||||||
| SS.O.10.5.1 | Exploring Renaissance Humanism | From Ptah-Hotep to Negative Confessions: Changes in Egyptian Values | What do the contents of King Tutankhamen's tomb reveal about his life? | Prehistoric Cave Art | ||
| Investigating the Epic of Gilgamesh and Hammurabi's Code | How does Arjuna's dilemma in the Bhagavadgita teach the concept of dharma? | Exploring Monuments of the Ancient Middle East | ||||
| Machiavelli's The Prince: Independent Reading Project | What does the palace at Knossos reveal about the Minoan civilization? | An Archaeological Study of the Ancient Indus Valley Civilizations | ||||
| Absolutism: Designing a Royal Palace and a Royal Portrait | How did Emperor Constantine become Saint Constantine? | Primary-Source Text Analysis: Comparing the Chinese Philosophies of Confucianism and Taoism | ||||
| Creating a Scrapbook of Mementos and Souvenirs from Victorian England | How did science and math affect the development of Italian Renaissance painting? | |||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.5.2 | Enlightenment Philosophers | An Afternoon at Madame de Geoffrin's Salon | From Ptah-Hotep to Negative Confessions: Changes in Egyptian Values | What do the contents of King Tutankhamen's tomb reveal about his life? | Prehistoric Cave Art | |
| Creating a Scrapbook of Mementos and Souvenirs from Victorian England | What does the palace at Knossos reveal about the Minoan civilization? | Famous Pharaohs | ||||
| Why did the Russian nobility and middle class think that Catherine was "Great"? | Becoming "Enlightened": Generating a Group Quiz from Primary-Source Documents | |||||
| Industrial Revolution Debates | ||||||
| SS.O.10.5.3 | Spain in the New World | From Ptah-Hotep to Negative Confessions: Changes in Egyptian Values | How does Arjuna's dilemma in the Bhagavadgita teach the concept of dharma? | Primary-Source Text Analysis: Comparing the Chinese Philosophies of Confucianism and Taoism | ||
| The Trial of Charles I | Investigating the Epic of Gilgamesh and Hammurabi's Code | Which enlightened monarch was the most enlightened? | Getting Down and Dirty: Creating Propaganda for the Reformation Era | |||
| Enlightenment Philosophers | Machiavelli's The Prince: Independent Reading Project | Was the Third Estate worth more to France than the other two combined? | Becoming "Enlightened": Generating a Group Quiz from Primary-Source Documents | |||
| Civil Constitution of the Clergy | Industrial Revolution Debates | |||||
| The Peterloo Massacre | Responses to The Communist Manifesto | |||||
| Origins of Franco-Prussian War | ||||||
| SS.O.10.5.4 | The Trial of Charles I | Democratic Reform in Athens: A Debate to Determine the Most Influential Reformer | From Ptah-Hotep to Negative Confessions: Changes in Egyptian Values | How did Emperor Constantine become Saint Constantine? | Primary-Source Text Analysis: Comparing the Chinese Philosophies of Confucianism and Taoism | |
| Enlightenment Philosophers | The Last Days of the Republic: A Contest between the Optimates and the Populares to Control Rome | Investigating the Epic of Gilgamesh and Hammurabi's Code | Why did the Russian nobility and middle class think that Catherine was "Great"? | Making Connections: Comparing Four Ancient Roman Rulers | ||
| The Peterloo Massacre | Revolutionary Scramble: A Sequencing Activity | Poster Gallery Celebrating the Dynasties of Ancient China | Which enlightened monarch was the most enlightened? | Getting Down and Dirty: Creating Propaganda for the Reformation Era | ||
| Origins of Franco-Prussian War | Blast from the Past: 19th-Century Newscasts | Creating Newspapers from the Rival City-States of Athens and Sparta | Was the Third Estate worth more to France than the other two combined? | War Correspondent: Writing News Articles on Napoleon's Battles | ||
| Who Killed Rome: Creating a Nightly News Report on the Collapse of the Empire | How did an intellectual, statesman, & fighter unite Italy? | Industrial Revolution Debates | ||||
| Machiavelli's The Prince: Independent Reading Project | Responses to The Communist Manifesto | |||||
| Evaluating the Trial of Galileo Galilei: Is Any Authority Higher Than Science? | ||||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.5.5 | The Diverse Geography of the Indian Subcontinent | Research a Landmark Discovery in Prehistoric Studies | Why is the Olduvai Gorge important to the study of human origins and prehistory? | Prehistoric Cave Art | ||
| Was the environment of Mesopotamia a blessing or a burden? | Exploring Monuments of the Ancient Middle East | |||||
| An Archaeological Study of the Ancient Indus Valley Civilizations | ||||||
| SS.O.10.5.6 | Ancient Middle East Civilizations Chart | Poster Gallery Celebrating the Dynasties of Ancient China | Was the environment of Mesopotamia a blessing or a burden? | An Archaeological Study of the Ancient Indus Valley Civilizations | ||
| Democratic Reform in Athens: A Debate to Determine the Most Influential Reformer | Creating Newspapers from the Rival City-States of Athens and Sparta | What does the palace at Knossos reveal about the Minoan civilization? | Primary-Source Text Analysis: Comparing the Chinese Philosophies of Confucianism and Taoism | |||
| The Last Days of the Republic: A Contest between the Optimates and the Populares to Control Rome | Who Killed Rome: Creating a Nightly News Report on the Collapse of the Empire | How did Emperor Constantine become Saint Constantine? | Philosopher Chart | |||
| SS.O.10.5.7 | Ancient Middle East Civilizations Chart | Understanding Hinduism and Buddhism | How does Arjuna's dilemma in the Bhagavadgita teach the concept of dharma? | Prehistoric Cave Art | ||
| How did Emperor Constantine become Saint Constantine? | Primary-Source Text Analysis: Comparing the Chinese Philosophies of Confucianism and Taoism | |||||
| SS.O.10.5.11 | Luther's Challenge to the Church | An Afternoon at Madame de Geoffrin's Salon | Getting Down and Dirty: Creating Propaganda for the Reformation Era | |||
| Blast from the Past: 19th-Century Newscasts | ||||||
| SS.O.10.5.12 | Origins of the Franco-Prussian War | Revolutionary Scramble: A Sequencing Activity | Individual Essay Writing Project: Evaluating 19th-Century Intellectual and Political Movements | How did an intellectual, a statesman, and a fighter unite Italy? | Is a Specter Haunting Europe? Responses to The Communist Manifesto | |
| SS.O.10.5.13 | Luther's Challenge to the Church | Exploring Renaissance Humanism | Machiavelli's The Prince: Independent Reading Project | How did science and math affect the development of Italian Renaissance painting? | Getting Down and Dirty: Creating Propaganda for the Reformation Era | |
| Renaissance / Reformation | ||||||
| SS.O.10.5.14 | Spain in the New World | Columbus, Cortés, and Pizarro: On Trial for Crimes against Humanity | Colonial Slave Trade: An Annotated Timeline | What do a potato and a horse have in common? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | |
| Exploration / Colonization | ||||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.5.15 | Enlightenment Philosophers | An Afternoon at Madame de Geoffrin's Salon | Evaluating the Trial of Galileo Galilei: Is Any Authority Higher Than Science? | Which enlightened monarch was the most enlightened? | Becoming "Enlightened": Generating a Group Quiz from Primary-Source Documents | |
| Scientific Revolution / Enlightenment | ||||||
| SS.O.10.5.16 | Luther's Challenge to the Church | Grabbing the Quill: Medieval Letter Writing | Medieval Night at the Movies | Why was the bubonic plague referred to as the "Black Death"? | Medieval Europe | |
| SS.O.10.5.17 | Luther's Challenge to the Church | Exploring Renaissance Humanism | Getting Down and Dirty: Creating Propaganda for the Reformation Era | |||
| Renaissance / Reformation | ||||||
| SS.O.10.5.18 | The Peterloo Massacre | Inventions, Inventions, Inventions ... | Creating a Scrapbook of Mementos and Souvenirs from Victorian England | What do a potato and a horse have in common? | Industrial Revolution Debates | |
| Why protest the Corn Laws? | ||||||
| SS.O.10.5.19 | Luther's Challenge to the Church | Revolutionary Scramble: A Sequencing Activity | Individual Essay Writing Project: Evaluating 19th-Century Intellectual and Political Movements | Why did the Russian nobility and middle class think that Catherine was "Great"? | War Correspondent: Writing News Articles on Napoleon's Battles | |
| The Trial of Charles I | Blast from the Past: 19th-Century Newscasts | Was the Third Estate worth more to France than the other two combined? | ||||
| Civil Constitution of the Clergy | How did an intellectual, a statesman, and a fighter unite Italy? | |||||
| Origins of the Franco-Prussian War | ||||||
| SS.O.10.5.20 | Civil Constitution of the Clergy | Revolutionary Scramble: A Sequencing Activity | Producing a Commercial for A&E's Biography Series | Was the Third Estate worth more to France than the other two combined? | The Declaration of Independence | |
| Stamp Act | The Federalist Assignment: Advertising the Constitution | Which battle had the greatest impact on the outcome of the Revolutionary War? | ||||
| SS.O.10.5.21 | Origins of the Franco-Prussian War | Blast from the Past: 19th-Century Newscasts | Producing a Commercial for A&E's Biography Series | Is a Specter Haunting Europe? Responses to The Communist Manifesto | ||
| SS.O.10.5.22 | Luther's Challenge to the Church | Democratic Reform in Athens: A Debate to Determine the Most Influential Reformer | Investigating the Epic of Gilgamesh and Hammurabi's Code | Primary-Source Text Analysis: Comparing the Chinese Philosophies of Confucianism and Taoism | ||
| The Trial of Charles I | Is a Specter Haunting Europe? Responses to The Communist Manifesto | |||||
| Enlightenment Philosophers | ||||||
| Civil Constitution of the Clergy | ||||||
| WV CSO | InterActivity | Classroom Activity | Project | Web Inquiry | Web Lesson | |
| SS.O.10.5.23 | The Trial of Charles I | Monarchs Meet the Press | Absolutism: Designing a Royal Palace and a Royal Portrait | Why did the Russian nobility and middle class think that Catherine was "Great"? | An Ambassador's Report from Versailles | |
| Enlightenment Philosophers | Revolutionary Scramble: A Sequencing Activity | Colonial Slave Trade: An Annotated Timeline | Which enlightened monarch was the most enlightened? | Becoming "Enlightened": Generating a Group Quiz from Primary-Source Documents | ||
| SS.O.10.5.24 | Spain in the New World | Columbus, Cortés, and Pizarro: On Trial for Crimes against Humanity | What do a potato and a horse have in common? | Into Africa: Analyzing Portugal's Motives for Exploration in Africa | ||