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"Calling all teachers and students from around the world: join together to exchange your perspective about what you teach and have been taught about events, figures and time periods in history. "

The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents modified for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on issues from King Philip's War to the Montgomery Bus Boycott, and make historical claims backed by documentary evidence.

"TwHistory is about helping students experience a slice of time through the eyes of another person. The aggregate of these personal experiences can then give a unique perspective of an event in history. It's dull to memorize the events of the 13 days of the Cuban Missile Crisis for a pop quiz but it gets your attention when McNamara drops the F-bomb on Twitter because the world is about to end in a big nuclear fireball."

"Buried in this massive and slightly cluttered website lies the Benson Latin American Collection, home of the highest resolution images of rare Latin American Maps. The Relaciones Geográficas, a collection of maps made mostly by indigenous priests for a report to Spanish king in the 16th century, are a must-see. Maps such as Zumpango and Culhuacán show native mapping symbols (horseshoe, footprint, pictographs) mixed with European elements (perspective buildings, alphabetic writing). "

Geography KS3 Unit 16 (Year 9) - What is development? This unit focuses on the theme of development. The concept is difficult and care will be needed in pitching the activities appropriately for pupils of differing abilities. One way of doing this may be to focus initially and repeatedly on development issues within pupils' own experiences. Pupils are asked to consider What is development? and their perceptions of familiar places. They use a range of indicators to analyse world patterns of development and go on to evaluate the effectiveness of similar indicators in assessing the quality of life of different people in particular locations. By participating in a trade game they consider the impact of trade between more economically developed countries (MEDCs) and less economically developed countries (LEDCs) on the latter, from different perspectives. The unit ends with an investigation of the Department for International Development's development cooperation policy.

CNN perspective series on the Cold War