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.

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.

Who knew how helpful dogs could be in an AP class? This activity will introduce you to the six AP themes—and hopefully you’ll have a little fun in the process!

Learn about the development of the Canine state and analyze one of its early texts The Barkus Decree. As you read, don’t forget to dig around for the AP themes.

Dive into the history of Peter the Pup, one of the best-known rulers of the Canine kingdom. Make sure to sniff out the AP themes as you read.

Themes can help us to make meaning from the huge amount of information in a world history course, as two pots of porridge demonstrate.

The past is a big place. You’ll need some tools to help guide you through it. AP World History is structured around six themes, which can help you make sense of the past.

We think you’ll love this chart to PIECES. Joking aside, this handy chart will help you remember what the AP themes are, and which ones to look for in each unit.

The Themes Notebook is a recurring activity in every unit. Students will evaluate claims at the beginning of the unit and then answer similar questions at the end to show how their thinking has changed.

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.

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

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

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

The thirteenth century seems like a long time ago. Surely life was different then? Explore the similarities and differences in this introduction to the Comparison Tool.

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!

Why start a history course in 1200 CE? For one, it lets us see the world in all its rich diversity before the monumental transformations of the centuries that followed.

This activity introduces one of the foundational practices in WHP AP – Three Close Reads. Here, students will learn this process, while reading the Unit 1 Introduction article.

Societies around the world from 1200 to 1450 were both together and apart. From one region to the next, and even within regions, people formed their communities in unique ways. But they were often also connected to each other in systems.

China alternated between periods of unity and disunity as the population and economy grew. Vietnam, Korea, and Japan were all shaped by China, though they also developed their own traditions.

Silk was the ultimate medieval cloth, and Song Dynasty China was its main producer. More than just clothing, it served as money, art, and symbol of imperial power.

In the thirteenth century, the Islamic golden age ended with the political fragmentation of the Abbasid Caliphate. However, Islam as a belief system emerged stronger than ever.

From its origin in seventh century Arabia to its status as a global religion today, Islam has a fascinating history, which we learn from multiple sources.

South and Southeast Asia were extremely diverse regions. Smaller states sometimes expanded into larger kingdoms, and Hinduism, Buddhism, and Islam all spread more widely.

Short-answer questions (SAQs) are an important part of the AP® World History: Modern exam. Build confidence responding to SAQ prompts in this introductory activity.

Prophecies, legends, community crops, pottery, tools, and ecological knowledge provided the basis for the founding of major cultures.

Vibrant networks of exchange connected the islands of the Caribbean since c. 5000 BCE. So why do we usually only hear about this region starting in 1492 CE?

All societies in the Americas engaged in trade. Mesoamerica is a great place to start looking for evidence of extensive long-distance trade networks before 1500.

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.

A triple alliance between Aztec city-states led to the formation of the Aztec Empire, with Tenochtitlan as its seat of power.

Macuilxochitl, or five-flower, may have been named after the Aztec dual-gendered god/goddess of art, song, and dance, who had the same name.

The Ancestral Pueblo built large, complex agricultural societies across the Colorado Plateau. Their farming communities relied on repeated migrations.

The Kingdom of Cusco brought other groups under its control and collected tribute, growing into a sophisticated empire with millions of residents.

African communities in the thirteenth to fifteenth centuries practiced many types of government and social organization. Several large states and densely populated city states emerged during this period in particular.

An incredibly wealthy ruler, Mansa Musa both shaped and was shaped by historical circumstances. In this activity, you’ll examine Mansa Musa and his world.

Agriculture wasn’t easy in the dry West African Sahel, but people there grew whole kingdoms. Rulers who could manage trade routes, religion, and relationships with pastoralists had the best chance of success.

As trade recovered across Afro-Eurasia, new states expanded in parts of Africa. These states were tied to and exerted significant influence over Islamic trade networks.

How to describe a community defined by division and difference? Using agriculture, order, authority and climate to understand Europe from 1200 to 1450 CE.

In the thirteenth through fifteenth centuries, relationships between government and religion were usually quite close, although at times they clashed.

Learn how to use the Quick-Sourcing Tool to source documents and help you prepare for the SAQ and DBQ portions of the AP® World History: Modern exam.

A collection of primary sources from Afro-Eurasia focused on the themes of culture and beliefs, governance, and economic system.

The Themes Notebook is a recurring activity in every unit. Students will evaluate claims at the beginning of the unit and then answer similar questions at the end to show how their thinking has changed.

How to ACE the SAQ portion of the AP® World History: Modern exam? Remember to Answer, Cite, and Explain!

Get to know the AP Writing Rubric in this activity by learning about its five categories: Thesis/Claim, Contextualization, Evidence, Historical Reasoning, and Complexity.

You’ve learned a lot of content and skills in this first unit! Time to put it all together in this LEQ.

Analyze sources and develop an argument that evaluates the similarities and differences in the ways states were organized in different parts of the world from c. 1200 to 1450 CE.