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Middle School Premium Resources

This page lists the Premium resources specially aimed at middle schools. To access these resources you need to be a Premium Teacher member.

Sign up for Premium membership here.

More Middle School resources are being added on a regular basis.

Contents:

Teacher Guidance:

There can be few better world history teaching resources than the TimeMap of World History. A major benefit for Premium teachers is that they get access to guidance on how use the TimeMap with students.

As you can see, teachers notes accompany most of the Premium resources listed above. The teaching ideas listed below offer more generalised guidance, for use with both the free and premium TimeMap resources.

Teaching Ancient World History

Students use the Timemap of World History to locate civilizations and empires in ancient world history. This activity is designed to give students a broad historical overview of the Ancient World.

Time Travel Agency

This engaging activity casts students as tour guides in a time travel agency – but be aware, it’s rather more challenging than it looks at first sight.

Ancient China Theme Park

This exercise challenges students to design a theme park based on ancient China – but it can be adapted to other civilizations as well.

Interview with an Emperor

This lists some questions to put to the First Emperor of China. This exercise is quite high level, and may need a bit of adapting for Middle School students.

Teaching Medieval World History

Students use the Timemap of World History to locate civilizations and empires in medieval world history. This activity is designed to give students a broad historical overview of the Medieval World.

Teaching Early Modern World History

Students examine what is happening in different regions of the world in early modern times – some being impacted by European expansion, others achieving peaks in their own cultural traditions.

Teaching Modern World History

Students examine what is happening in different regions of the world in modern times. They view the rise to global preeminence of the West, and what this entailed for the peoples of other parts of the world.

 

Acknowledgement

In undertaking this project we have had invaluable feedback from Mr. Jeremiah Hoskins M.Ed, and Mrs. Elizabeth Windmann M.Ed., of Fulton Middle School, part of Fulton Public Schools, Fulton, Missouri.

Between them, they have more than twenty years experience of teaching middle school world history, and we greatly appreciate their advice and support.