History Teachers

While this site has items for sale, the "Multimedia Resources" tab under "Resources" has many FREE interactive online resources! Interactive maps and websites, videos and games!

Annenberg Learner American History Course

An online exhibit about Vienna in World War I, with primary sources (in German).

BBC

Jewish Virtual Library

A good collection of links to sources on the British Industrial Revolution

Game to teach more about the Aboriginal people of Canada

At the beginning of the 20th century, China was divided into sphere of influence with each powerful Western nation trying to exert as much control over it as possible. The Chinese resented foreigners control and expressed this at the beginning of the 20th century with the Boxer Rebellion. At the same time, the traditional government of China began to fail in the early years. The Chinese people, being resentful of foreigners and dissatisfied with inability of the present government to throw them out, initiated the Revolution of 1911, replacing the Chinese 2000 year old imperial system with the Republic of China headed by Sun Yat-sen.

WEIMAR AND NAZI GERMANY Teaching Resources, ideas and links relating to a study of Weimar and Nazi Germany

Two prominent historians, Norman Davies and Timothy Snyder, were hosted at the Batory Foundation in Warsaw on Thursday, 28 November. The discussion was moderated by Aleksander Smolar, director of the Foundation's board. The full house included prominent historians, directors of institutions and programmes in Warsaw, Toruń and Radom, researchers including Jan Kieniewicz, the University of Warsaw historian and author of books on Europe and Asia, and members of the press.

In his study of people who find satisfaction with their lives, Harvard psychologist Mihaly Csikszentmihalyi defines as autotelic those who are happiest when they are absorbed in complex activities. By focusing on tasks and outcomes that stretch their skills, these young people are more likely to grow into contented adults. The most significant factor for autotelic development is what Csikszentmihalyi terms attentional capacity.

Strategic studies have retained the thinking of Karl von Clausewitz at its core. The Prussian General's understanding of war by reference to the political process saw wars as the "continuation of politics by other means" (Clausewitz, 1997). In conflict research, this has become the most widely quoted definition of war. What made Clausewitz's work 'On War' so successful was that he wrote about war by focusing on its general aspects, or more simply, on the spirit of war as he saw it. In this way, war no longer drew on narrow and specific contexts, but rather became understood, as an enduring phenomenon, in general terms.