Students explore the history of Afghanistan and Turkey, noting important events, people, and elements. Then they consider the role that geography has played in the countries' histories. Finally, students do their own research to identify important events in the history of Iran and analyze the relationship between its geography and history.
Students read an introduction to the experience, which previews their study of major historical milestones in Turkey, Afghanistan, and Iran and how these connect to geography. They view a photograph of Istanbul and contribute to a class table by writing either one fact they know about Istanbul or a question they have about the city.
Teacher MovesPresent the lesson overview and objectives, then facilitate a brief discussion of students’ prior knowledge and questions about Istanbul. Explain that Istanbul has had several names under different empires (Byzantium, Constantinople, Istanbul) and highlight that it is the only city in the world that spans both Europe and Asia. Organize students into small groups and assign each group either Afghanistan or Turkey, designating or having them choose a reporter before unlocking the next scene.
In small groups, students focus on their assigned country, either Afghanistan or Turkey. They examine a country-specific historical overview (for Afghanistan or Turkey) to identify key events and patterns, then conduct additional research on a set of assigned terms related to that country’s history (such as Silk Road, Mujahedin, or Ottoman Empire). Using a graphic organizer, they create a chart that defines each term in their own words and explains why it is important in the country’s history. Afterward, students review other groups’ charts and participate in a whole-class discussion comparing the five terms for each country and how they connect to each country’s historical development.
Teacher MovesGuide groups as they research their assigned country and terms, clarifying vocabulary and helping students connect people, events, and concepts to broader historical themes. Monitor completion of the charts in the graphic organizer and then lead a class discussion that surfaces similarities and differences between Afghanistan’s and Turkey’s histories. Provide additional time and support for students who need more exploration to understand the terms for both countries before moving on.
Working again in their small groups, students are introduced to the idea that a country’s history is closely tied to its geography. They view an image of Istanbul and the Bosphorus Strait, then watch a short video specific to their assigned country—either How has Afghanistan’s geography affected its history? or How has Turkey’s geography affected its history?—to learn how physical location and features have shaped historical events. In group discussion, they analyze the relationship between geography and history in their country and then post one or two evidence-based sentences to a shared wall describing that connection.
Teacher MovesReinforce the concept that geography influences historical developments, using the image of Istanbul and the Bosphorus Strait as a concrete example. Encourage groups to discuss the video content and to support their statements with specific evidence. Review student posts on the wall, accept varied responses as long as they are evidence-based, and highlight one or more strong or interesting examples for whole-class discussion. Explain that students will complete the remaining scenes individually before unlocking the next scene.
Students shift focus to Iran, a neighbor of Turkey and Afghanistan, and independently research significant events in Iran’s history. Using resources such as Iran Profile – Timeline as a starting point, they select 5–10 key terms, events, or people and create a visual timeline, either directly on a digital canvas or on paper and upload a photo. After constructing the timeline, they write a brief paragraph explaining how Iran’s history is connected to its specific geography. Students then review classmates’ posts and respond to at least two with a question or a positive comment to extend the discussion.
Teacher MovesSupport students in locating and interpreting information about Iran’s historical milestones and in selecting events that show clear links between geography and history. Provide guidance on organizing events chronologically in the timeline and on writing a concise explanatory paragraph that connects historical developments to geographic features or location. Encourage constructive peer feedback on classmates’ posts and, if time allows, facilitate a class discussion about students’ discoveries regarding Iran’s history and its geographic influences before advancing to the final scene.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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