Time to draw! Believe it or not, but looking at a history of your own life is a great way to start thinking about an important concept: scale.

The World History Project connects the people, places and events of history from the past to the present, to help create ways to think about the future

What’s so “dangerous” about story telling? Author Chimamanda Adichie explores how the way we tell and hear stories shape our understanding of the world around us.

Personalized vocab! In the Vocab – Tracking worksheet, students will be able to track and add words as they progress through the unit.

A respected historian described the last 250 years as the “Rise of the West.” Then 25 years later this idea was challenged. By the same historian. What changed?

This activity introduces one of the foundational practices in WHP – Three Close Reads. Here, students will learn this process, while reading “The Rise of the West?”.

Build a whole class Word Wall using Unit 1 vocab. Dancing encouraged.

This vocab guide provides a summary of the key vocabulary for the unit.

Vocab cards for each of the key words in this unit.

The UP Notebook is a recurring activity in every unit. Students answer the Unit Problem at the beginning of the unit and again at the end to show how their thinking has changed.

We encounter countless claims every day. How do we evaluate them? Here you’ll be introduced to the WHP Claim Testers: authority, logic, intuition, and evidence.

This video introduces the core concept of “frames” and guides student to understand how they are used, and useful, in interpreting the past

This video introduces the communities frame and provides a story of our changing human communities across history.

This video introduces the networks frame and provides a story of human networks and connections across history.

This video introduces the production and distribution frame and tells a story of our changing human work and economies across history.

After watching the opening frames videos, students construct visual representations of the frames, and perhaps come up with definitions of each frame in their own words.

This activity introduces students to the WHP Three Close Reads for Graphic Bios Tool. Students will learn this process from Trevor Getz, in comic form!

What do you see? What’s the author’s main idea? How does the comic connect to what you’re learning? Decode graphic biographies with this Three Close Reads tool!

History and memory often serve different purposes, but both can help us understand the world. Learn how in this graphic biography about one family’s history.

In this activity, students will begin to understand how the world went from where it was in 1750 to how it is today.

Nobody living in 1750 could have predicted the changes that the next century or two would bring. But evidence was growing of dramatic change on the horizon.

To find meaning in the massive political, economic and social transformations that occurred between 1750 and 1914, we must understand their starting point: The world in 1750.

Do you know where the Disappointment Islands are? What about Middlefart? Find these (real!) locations, and get to know the WHP world maps in this fun activity.

Check out the Maps Index, a one-stop shop for all the WHP world maps!

Students are first introduced to CCOT by evaluating how farms have changed over time. They use the frames to help guide their analysis of continuities and changes.

Through most of the eighteenth century in Europe, kings ruled and peasants worked. But economic and intellectual movements were beginning to shake things up.

In the eighteenth century, not only did the Qing dynasty rule over a massive multi-ethnic empire, it also experienced an economic boom!

In 1793, the global economy was centered in East and South Asia, not in Europe. The British embassy led by Lord Macartney wanted to change that. He failed.

In 1750, the Industrial Revolution had begun, but most people still made and shared things the same way they always had. Industrialization was about to shake things up.

Who? Where? Why? These are crucial questions a historian must ask of every text they read. This important skill is called sourcing.

Learn how to use the Quick-Sourcing Tool to source documents and help you prepare to respond successfully to document-based questions (DBQs).

How were networks of exchange in China and Europe similar and different? The primary sources in this collection will help you respond to this question.

Was it really the straw that broke the camel’s back? Through the tragic tale of Alphonse the Camel, students will begin to explore cause and consequence.

Students engage in a deeper exploration of the unit’s vocabulary by having them apply the terms to help solidify their understanding and use of the words in context.

This vocab guide provides a summary of the key vocabulary for the unit.

Vocab cards for each of the key words in this unit.

Students imagine what their life would have been like in 1750, and will compare that to their lives today. The analysis will include attending to each of the course frames.

Students analyze various characteristics that made empires successful and what qualities may have led to their downfall.

One of the largest states in the world in 1750, the Ottoman Empire was a multi-ethnic and multi-religious powerhouse but faced the challenge of a changing global economy.

The Mughal Empire produced much of the world’s long-distance trade goods in 1750, but its rulers faced enormous challenges in keeping together a vast and diverse society.

The Tokugawa Shoguns generally ruled over a stable and wealthy Japan by mixing new and old strategies and carefully managing trade and foreign relations.

Sub-Saharan Africa in 1750 was a collection of diverse communities and states. They contributed to global trade and ideas, but the Atlantic slave trade was a growing threat.

The Americas in 1750 was a period of great change. Both under European empires and independent states, people shared religions, new ideas, and products with each other.

The societies of the Pacific were a web of communities by 1750. Despite long distances and great diversity, they used sophisticated maritime technology to stay connected.

What's the gist? What info is here and why does it matter? Use Three Close Reads to dive into the article!

The Omani Empire didn’t look like the large, land-based empires of Asia, but it also didn’t look like the maritime empires of Europe. Was it an empire at all?

What commonalities did communities separated by vast distances share? Use the primary and secondary sources in this collection to find out!

What commonalities did communities separated by vast distances share? The primary sources in this collection will help you respond to this question.

Qing Shih was a pirate queen in eighteenth-century southern China. Her life demonstrates the complexity of community, and networks, in this interconnected era.

How has your understanding changed since the beginning of the unit? Time to revisit the UP Notebook!

Time to write your first WHP DBQ! And don’t worry, this is a baseline writing assessment—meaning you’ll get to try it again at the end of the course.