Unit 1 Problem Notebook
STUDENT MATERIALSSTUDENT MATERIALSS-1UNIT 1 PROBLEM NOTEBOOKWORLD HISTORY PROJECT 1750 / LESSON 1.0 ACTIVITYPurposeThe World History Project (WHP) curriculum asks you to visit and revisit the Unit Problems throughout the course. The aim of this activity is to keep you and your teachers connected to the core themes of each unit. The first time you encounter the Unit Problems, you will be asked to evaluate each of the statements on the worksheet based on what you currently know. The second time you encounter the problems, you will be asked to more thoroughly respond to the questions and also revise and refine your initial understanding of the unit’s core concepts. The emphasis here is to focus on concepts rather than formal writing. Additionally, the Unit Problem Notebook (UP Notebook), helps you assess how your thinking is progressing, where you’re gaining mastery, and where you might need additional instruction.While it might seem that you haven’t learned enough yet this year to answer these questions, that’s ok! This activity is meant to help you think about what you might already know about the ideas and concepts of the unit. You’ll answer these questions again at the end of the unit, and you’ll get to see how much you have learned! This activity will also give you a preview of what’s to come, as you are seeing the concepts and ideas you should pay attention to as you learn new content.Keep this worksheet close by. You will work on these questions again to wrap up Unit 1.ProcessUse the UP Notebook – Unit 1 Problem Worksheet to respond to the prompts as best as you can. Be prepared to talk about these ideas with your class.
Name:Date:Name:Date:STUDENT MATERIALSS-2UNIT 1 PROBLEM NOTEBOOKWORLD HISTORY PROJECT 1750 / LESSON 1.0 ACTIVITYUnit 1 Problem Notebook: BEFORE LEARNING Part 1: Read each of the statements below. Then, decide if you agree or disagree with them. You may include an adverb to show how much you agree or disagree (for example, strongly disagree, somewhat agree, etc.). You can also be undecided. Finally, explain your responses and provide examples, if possible.StatementsAgree/DisagreeExplainIn 1750, humans and societies from all around the globe were connected to each other.It makes sense to start a world history course in 1750 as opposed to an earlier point in time.
Name:Date:Name:Date:STUDENT MATERIALSS-3UNIT 1 PROBLEM NOTEBOOKWORLD HISTORY PROJECT 1750 / LESSON 1.0 ACTIVITYStatementsAgree/DisagreeExplainOne of the best ways to test a historian’s narrative it to compare it to another historian’s narratives about the same time period. A simple way to describe the world in this era is through using the frames of communities, networks, and production and distribution.
Name:Date:Name:Date:STUDENT MATERIALSS-4UNIT 1 PROBLEM NOTEBOOKWORLD HISTORY PROJECT 1750 / LESSON 1.0 ACTIVITYUnit 1 Problem Notebook: AFTER LEARNING Part 2: Read each of the questions below and answer them in the “Your Response” column. Make sure you use evidence from the unit and sound reasoning to back up your answer. Then, compare your previous responses (BEFORE LEARNING) with your current responses and explain how your understanding has changed or evolved.QuestionsYour ResponseHow has your understanding changed?In 1750, how were humans and societies connected to each other, and how were they distinct and unique?Why do we start this course in 1750? What are some advantages or limitations of that decision?
Name:Date:Name:Date:STUDENT MATERIALSS-5UNIT 1 PROBLEM NOTEBOOKWORLD HISTORY PROJECT 1750 / LESSON 1.0 ACTIVITYQuestionsYour ResponseHow has your understanding changed?What are some narratives that are used by historians to interpret the history of the period from 1750 to the present? How might we test those narratives?How can we describe the world in this era in terms of communities, networks, and systems of production and distribution?