What is the Big History Project (BHP)?

Big History Project is a free, online social studies course for middle- and high-school students that spans 13.8 billion years. It weaves together insights from many disciplines to form a single story that helps students develop a framework to organize and connect what they’re learning both in and out of school.

What are the goals of the course?

Big History challenges students to think critically and broadly and tries to ignite a passion for inquiry and exploration. In addition to helping students master the sequence and scope of 13.8 billion years, the course develops essential skills and intellectual tools such as thinking critically across scales and disciplines, building informed arguments, making and testing claims, and writing. See the BHP Course Guide for details on these essential skills and core concepts.

Who is the target student?

Big History is designed as a social studies/history course for sixth- through ninth-grade students. With a variety of content formats, scaffolds, and structured routine-based approaches to fundamental historical thinking and writing skills, BHP accommodates a wide range of student skill levels. If you’re teaching middle-school or general high-school social studies, Big History Project is right for your students.

How is the course delivered?

All the content is available online, which ensures the content is up to date, relieves schools of the need for costly textbooks, and helps teachers engage students by providing approachable, media-rich materials that can be used in different ways. Class materials are available in PDF, Word, and Google Doc formats to facilitate viewing and printing in a variety of environments. At the discretion of teachers and schools, the course can also be downloaded and integrated into a variety of LMS platforms and Google Classroom. You can also use Clever to access OER Project resources! Find out more here.

How is the course structured?

It might seem like 13.8 billion years is a lot to cover in a semester- or yearlong course, but we’ve structured it in a way that makes it possible…and worth the trip! Big History is made up of eight thresholds. Each represents a moment when the Universe got more complex. We start with the Big Bang, where all the matter and energy in the Universe originated. The story of these eight thresholds is told over a series of units. Within each unit is a series of four to ten lessons broken down into articles, videos, infographics, and activities that reinforce key concepts and develop critical skills. All this is tied together with classroom rituals and routines that facilitate engagement and learning throughout the journey. Every unit and lesson includes a guide that walks through the key ideas, vocabulary, possible student misconceptions, instructional strategies, answer keys, and assessments. Download the course guide to find out more.

What planning and instructional resources are available to teachers?

BHP offers teachers a wide variety of resources and support for course planning, including:

• Ready-to-teach lesson plans.
• Example course plans from a variety of grade levels, school types, disciplinary approaches, and classroom profiles.
• Teaching guides and supplementary instructional resources found in 
• A robust teacher community of educators and experts available to answer questions and share lessons, activities, and instructional strategies. Check it out here.
• Writing activities called Investigations, which help frame some of the big issues tackled in each unit, and are designed to cultivate critical ELA, research, and persuasive writing skills.
• Videos with captions and transcripts, complex texts, animations, comic books, graphic biographies, infographics, interactive classroom activities, leveled readings, audio readings, and more, thus accommodating a variety of learning and instructional styles.

What assessments are included in the course?

The course gives teachers many opportunities to review student work both formally and informally. All assessments are optional and to be used at the teacher’s discretion. Assessment tools include:

• Rubrics to guide student writing, presentations, and PBL projects.
• Lesson-closing activities such as exit cards, group discussions, peer reviews, and essays,
• Practice-question sets available at the end of each lesson and in end-of-term exams.
• Formal writing activities such as Investigation essays and research papers, which research shows help improve student writing proficiency over the duration of the course. Download our research report to see the results.

Do I have to teach the entire curriculum?

Because the essential thinking and reading and writing skills build on each other throughout the course, the best way to teach Big History is to teach the whole course. However, we want anyone and everyone to use BHP in whatever way best serves them. If that means using bits and pieces to supplement your current curriculum, that’s great too!

How does the course align to existing standards?

The Big History Project course is designed to align with the CCSS ELA, C3, and NGSS standards. Check out our state standards alignment  to find out how BHP aligns to your state’s social studies and ELA standards. If you don’t see your state listed, choose a state that you know shares similar standards with your own. We’re rapidly adding new states so check back soon.

How can Big History fit with my school’s learning environment?

Big History can be tailored in a variety of ways to fit your school’s identity, mission, and infrastructure. Example course plans are available representing a wide variety of teaching environments and school types:

• Science, technology, engineering, and math (STEM) focus: Rigorous yet accessible content covering basic chemistry, physics, biology, and data literacy and analysis make BHP a great fit for schools with a STEM focus.
• Project-based learning (PBL) focus: PBL activities in BHP allow students to dive deeply and creatively for solutions to driving questions related to complex interdisciplinary issues. Combining PBL and BHP creates meaningful, student-driven learning experiences.

What is World History Project (WHP)?

World History Project is free—like all OER Project courses—and is aligned to world history curriculum standards across the United States.

There are three versions of the WHP course: Origins to the Present, 1200 to the Present, and 1750 to the Present. Each version of the course includes carefully scaffolded units and lessons that you can use throughout your school year. World History Project course materials (activities, readings, videos, writing assessments, and more) will support your students in drawing a line from the past to the present, with an eye to the future.

What will I find in the World History Project curriculum?

WHP has a clear focus on narrative and skills-building. In WHP, students put the narratives of history into context, looking for evidence to support, extend, and challenge their thinking. The course uses three course frames—communities, networks, and production and distribution—to help students develop a framework for organizing their thinking. WHP has a clear focus on reading a variety of texts, including primary sources, as historians do, with a dedicated close-reading approach. World History Project also places a strong emphasis on aligning with AP historical thinking skills and reasoning practices such as contextualization, sourcing, causation, comparison, and continuity and change over time (CCOT), as well as developing writing skills to prepare students for advanced high-school and college work.

What grade level is this course designed for?

While you may choose to use World History Project (WHP) materials with any grade level you’d like, we designed it to fit best with many high-school world history standards.

How does World History Project align with state standards?

WHP is designed from the ground up to meet world history standards across the United States. With a careful balance between content and skills, and the flexibility to incorporate content addressing local requirements, WHP is for everybody. Interested in learning how we align with the world history standards of specific states? Check out our standards alignment page, where we highlight several of our alignment documents and sample course plans.

What types of scaffolds are available in the World History Project curriculum?

Our skills practice progressions are perfect for scaffolding. Each of our skills (continuity and change over time, contextualization, comparison, sourcing, claim testing, causation, reading, and writing) are introduced early in the course and then spiral through each unit.

We have leveled texts available for the articles in the course, so you have at least three Lexile-leveled texts to choose from when sharing articles with students.

Articles have accompanying audio versions and videos come with full transcripts to support comprehension.

Chek out our modification guide for more detail.

I understand the course has three different versions. Which one is right for me?

Yes, there are three different versions of the course: Origins to the Present, 1200 to the Present, and 1750 to the Present. The 1750 course is best for teachers in states like California and New York, where state world history standards begin around the year 1750 CE. If your state standards begin a bit earlier, the 1200 course provides more context for the massive worldwide changes that manifested around 1450 CE. For those whose state standards start with early humans, the Origins course is the best choice. Does your world history course begin at a different time altogether? Feel free to use materials from all three versions to create your own scope and sequence for the year.

Are you primarily focused on skills or content?

Both! We believe that great courses should provide engaging content that draws upon the insights of multiple disciplines to inform historical inquiry. We know it’s important for students to engage and learn about different perspectives when studying history. WHP students also develop a set of intellectual tools that help them think critically, tie together big ideas, and build informed arguments—and practice these skills across disciplines. Students will spiral through skills-building activities throughout the WHP course content, increasing their expertise in eight different historical thinking practices: change and continuity over time, contextualization, comparison, sourcing, claim testing, causation, reading, and writing.

Whom should I reach out to if I have questions about WHP?

You can email us at help@oerproject.com if you have any questions! We’ll make sure you get the information you need.

What is World History Project AP^®?

World History Project AP^® (WHP AP) is a free, College-Board-approved world-history course. Precisely aligned to the AP^® World History: Modern Course and Exam Description (CED), WHP AP can serve as a textbook for AP^® World History: Modern classrooms.

Featuring both teacher- and student-facing materials, WHP AP supports diverse learners and provides opportunities for all students to engage in college-level material. By the end of the course, students will be proficient in the content, historical thinking skills, and reasoning processes assessed in the AP^® World History: Modern exam. They will also develop thinking and analytical skills that will serve them well as they continue with their secondary and postsecondary studies.

Is WHP AP approved by College Board?

Yes! College Board has approved WHP AP course materials as a college textbook, and has approved the WHP AP syllabus as well. Teachers can submit the WHP AP syllabus to College Board during the audit process.

The OER Project team conducted a materials assessment to ensure that they align with the AP® World History: Modern Course and Exam Description (CED). The CED identifies topics within each unit. WHP AP has either a single content asset or multiple assets to address each of these topics. As a result, each article, video, and activity in the course aligns with specific topics and themes in the CED.

Is WHP AP a comprehensive curriculum/textbook I can use in my AP® World History: Modern classroom, or is it a supplemental resource?

WHP AP is approved as a complete, standalone textbook for teaching AP® World History: Modern. You are free to use our materials in your classroom in whatever way you see fit.

What makes WHP AP different from other AP® World History: Modern curricula?

WHP AP is one of the few free-to-use College-Board-certified AP^® World History courses available today, and the quality of its materials and instructional model meets or exceeds that of any existing textbook. Developed during a two-year pilot study and informed by insights from learning scientists and existing AP^® World History: Modern teachers, the WHP AP curriculum includes articles, activities, videos, and assessments. Students learn better when they’re engaged, and WHP AP also makes a lot of room for fun along the way.

Unique features

• Regular updates with the latest research, information, and improvements, meaning you won’t have to struggle with out-of-date textbooks ever again.
• The OER Project Teacher Community, an active hub where teachers swap ideas and seek support.

How does WHP AP assess my students’ readiness for the AP® World History: Modern exam?

WHP AP provides ample opportunities to assess your students’ readiness for the AP^® exam. Resources include end-of-unit DBQ and LEQ assessments that align with the AP^® Course and Exam Description’s recommended reasoning processes such as comparison, causation, and continuity and change over time (CCOT).

SAQ Practice activities in each unit of the course allow students to construct concise and detailed responses to prompts like those they’ll see on the exam. In addition, each practice progression in the course has a thinking tool, which can be used to formatively assess your students’ understanding of historical thinking skills and reasoning processes.

Other opportunities for formative assessment include Themes Notebook activities, which occur twice in each unit, and which assess your students’ prior knowledge and demonstrate how their thinking has changed as they progress through the content for each unit.

How did you incorporate teacher feedback into the WHP AP development process?

WHP AP was the product of a two-year piloting process during which a group of 50 AP^® World History: Modern teachers taught the materials and provided feedback on how they could be improved to better serve classrooms. This iterative back-and-forth process resulted in a stronger, easier-to-use curriculum that our pilot teachers can be proud of contributing to.

To whom should I reach out if I have questions about WHP AP?

You can always email us at team@oerproject.com. A member of our team will be in touch right away to answer questions, clear technical hurdles, or take your comments!

How does this course align with state and national standards?

State standards provide a framework to address climate change in the classroom, whether or not your state’s standards explicitly address the topic. The evidence of a changing climate is recognized in many science standards, such as NGSS (Next Generation Science Standards), and is included in disciplines such as geology, biology, and chemistry. Most states have integrated environmental and sustainability issues into social-studies standards, focusing broadly on the interactions between humans and their environments. Climate-change knowledge is particularly relevant in the areas of geography, civics, economics, and government.

Even if your state standards don’t specifically mention climate change, weaving this knowledge into existing curricula will help students as they prepare to be informed citizens, workers, and leaders in a society affected by climate change. Click here to learn more about standards alignment in Climate Project.

There is skepticism about climate change in my students/school/community. How do I approach teaching this topic?

People have a wide range of background knowledge and lived experiences relative to climate—these perspectives are powerful tools but can be complicated to navigate. Here are some tips to help facilitate positive engagement:

• Take the role of lead learner: No one has all the answers when it comes to climate change. Model effective inquiry by adopting an “I don’t know, but I do know how to find out” ethos. Doing so promotes discussion grounded in evidence and curiosity.
• Connect to local issues: Grounding the content and activities in local concerns, interests, and cultural knowledge will help students build connections between their experiences and climate content in a way that encourages common understanding and recognizes students’ backgrounds and values.
• Practice testing claims: Facilitate exploration and proactively challenge information and preconceived notions students might have about climate to help them become more adept at evaluating and making evidence-backed claims.

I don’t have time to teach a dedicated climate course. How can I incorporate these materials in my class?

Climate Project lessons are designed to be flexible and easily integrated into your classroom setting. The course can be taught as a full-semester program for a comprehensive investigation or through standalone lessons, allowing you to tailor the curriculum to meet specific learning goals, schedules, and student needs and interests.

I’m a history teacher, not a climate scientist. How can I teach my students about climate change?

Embracing the mindset of lead learner in the classroom will help you guide students as they explore the complexities of climate change for themselves. The course encourages educators to teach students how to ask the right questions, find answers, and test claims to come to their own conclusions. Modeling for students how to turn “I don’t know” into “I don’t know but I do know how to find out” demonstrates that learning isn’t just acquiring facts, it’s a matter of constantly engaging with and questioning the world around us.

How do I manage student misconceptions about climate change?

The prevalence of climate change misconceptions necessitates the development of critical evaluation skills for the information we encounter, whether it’s online, on social media, or within our communities. Climate Project’s claim-testing series is designed to teach students the importance of analyzing information and to develop their ability to separate fact from fiction. The focus is on teaching students how to think, rather than what to think—a vital competency that transcends climate change discourse and is integral to their broader role as informed digital citizens.

I’m a science teacher. What are some ways I can use Climate Project materials in my class?

The Climate Project equips students with a comprehensive grasp of climate change’s origins, effects, and countermeasures. This insight enriches their comprehension of the various scientific fields that converge in climate studies, such as chemistry, biology, geology, and physics. Integrating the Climate Project’s teachings into these disciplines serves as an effective method for students to assimilate the scientific aspects of climate change with practical strategies for advocating climate-positive actions.

Students in my class are feeling anxious/depressed/apathetic about the subject of climate change. What can I do?

Emotions like anxiety, despair, and depression can significantly diminish the drive and energy needed to tackle climate change issues.

Climate Project is founded on the principle of climate optimism. This perspective views substantial challenges as motivation for action, holding onto the conviction that our collective actions can still shape a brighter future. The curriculum nurtures this outlook by demonstrating the validity of optimism, scrutinizing cutting-edge technologies to identify viable solutions, and integrating climate understanding with local realities, thereby empowering students to devise plans they can act on.

Where can I get support for teaching this course?

Climate Project features the comprehensive resources typical of any OER Project course. For an in-depth look at the content and pedagogical methods, see the Course Guide and Course Outline.

The Climate Project Teacher Community is a vibrant and welcoming hub, uniting educators from diverse educational stages, disciplines, and locations in a shared mission. This community is a treasure trove of knowledge and camaraderie, a place where you can connect with other instructors who are implementing the Climate Project curriculum.

If you’d like to communicate directly with the OER Project team, please don’t hesitate to send an email to team@oerproject.com. This contact is especially useful for frequently asked questions and additional support.

Do you have any tips on how to integrate local issues related to climate into this course? Where is the best place in the course to do this?

Anchoring climate education in local concerns not only fosters student involvement but also strengthens their ties to community heritage and values. The effects of climate change vary greatly across different regions, and acquainting students with the consequences within their own communities adds depth and relevance to their understanding. In Unit 2, students delve into a climate issue of their choosing, making it an ideal point at which to focus on local effects. Units 3 and 4 allow students to investigate and assess both adaptation and mitigation strategies pertinent to their community’s challenges. By Unit 5, they’re poised to implement civic projects that benefit their community. Highlighting climate-related vocations within local sectors, delving into regional climate policies, and engaging with local experts and policymakers can significantly enhance the impact of students’ initiatives.

How can I facilitate conversations about climate inequality?

The effects of climate change are extensive, and recognizing how they make existing disparities worse is crucial for devising future strategies. Climate justice and environmental justice are essential to the dialogue on climate change’s causes, consequences, and remedies.

Climate Project educates students on these justices through a research-oriented method that encourages them to assess various sources and form their own insights. It prompts students to consider adaptive strategies and engage in deep analysis of actions at global, local, and personal levels. With case studies from across the globe, the course highlights the diverse and disproportionate effects of climate change. Providing students with foundational knowledge and the chance for in-depth contemplation and discussion fosters an engaging and nurturing setting to address climate-related inequalities.

How do Climate Project course materials differ from other climate materials?

Climate Project is another open education resource (OER) course from OER Project. Like all OER Project courses, it is free, open to public use, and adaptable to the needs of your classroom. Climate Project is more than a repository of resources on climate change. Whether you’re teaching the full course or standalone lessons, the activities, articles, videos, and tools work together in a cohesive and comprehensive way.

This is a course focused on solutions and student action, designed to inspire students to think about the role they can play in solving climate change. Climate Project recognizes that information surrounding climate change is complex and constantly changing, so rather than tell students what to think, we help them build new understandings of how to think through key literacy skills and inquiry-based activities.