Origins Course Outline
OER PROJECT: WH ORIGINSUnless otherwise noted, this work is licensed under CC BY 4.0. Credit: “WorldHistory Origins Course Outline”, OER Project, www.oerproject.com/World History Origins Course Outline World History Origins Course Outline ........................................................................................................... 1Course Learning Objectives ..................................................................................................................... 4Course Pacing ......................................................................................................................................... 4Unit 1: Origins of History ......................................................................................................................... 4Unit 1 Overview ........................................................................................................................................... 4Lesson 1.1: History Stories ...................................................................................................................... 4Lesson 1.2: What Is World History? ........................................................................................................ 5History Frames ............................................................................................................................................. 5Lesson 1.3: History Frames ...................................................................................................................... 5Lesson 1.4: History and Memory ............................................................................................................. 6Unit 2: Early Humans (250,000 BP to 3000 BCE) ....................................................................................... 6Unit 2 Overview ........................................................................................................................................... 6Lesson 2.1: The Earliest Humans ............................................................................................................. 6Paleolithic Humans ...................................................................................................................................... 7Lesson 2.2: Migration and Art ................................................................................................................. 7Lesson 2.3: Foraging Societies ................................................................................................................. 7Neolithic Revolution .................................................................................................................................... 7Lesson 2.4: The Agricultural Revolution .................................................................................................. 7Lesson 2.5: The Biggest Mistake Humans Ever Made? ........................................................................... 8Unit 3: Early Agrarian Societies (6000 BCE to 100 CE) ............................................................................... 8Unit 3 Overview ........................................................................................................................................... 9Lesson 3.1: Cities, Societies, and Empires ............................................................................................... 9Villages, Cities, and States............................................................................................................................ 9Lesson 3.2: Foragers and Village Networks ............................................................................................. 9Lesson 3.3: The First Cities, States, and Empires ..................................................................................... 9Agrarian Societies Expand .......................................................................................................................... 10Lesson 3.4: Ancient Trade Networks ..................................................................................................... 10Lesson 3.5: Early Agrarian Societies ...................................................................................................... 10Unit 4: Empires and Belief Systems (600 BCE to 700 CE) ......................................................................... 11Unit 4 Overview ......................................................................................................................................... 11Lesson 4.1: Empires and Belief Systems ................................................................................................ 11Portable Belief Systems .............................................................................................................................. 12Lesson 4.2: Comparing Portable Belief Systems .................................................................................... 12Lesson 4.3: How Do Religions Grow and Change? ................................................................................ 12The Growth of Empires .............................................................................................................................. 13Lesson 4.4: Comparing Ancient Empires ............................................................................................... 13Comparing the Roman Empire and the Han Dynasty ................................................................................ 13Lesson 4.5: Rome and Han China .......................................................................................................... 13Lesson 4.6: Women in the Ancient World ............................................................................................. 13Unit 5: Regional Webs (200 to 1500 CE) ................................................................................................. 14Unit 5 Overview ......................................................................................................................................... 14Lesson 5.1: Collapse and Restructuring ................................................................................................. 14A Dark Age? ................................................................................................................................................ 15Lesson 5.2: Why Do Empires Collapse? ................................................................................................. 15Lesson 5.3: Assessing the Dark Ages ..................................................................................................... 15The Middle Ages ........................................................................................................................................ 15Lesson 5.4: Systems Restructure in Europe and China .......................................................................... 15
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.2Lesson 5.5: The Islamic World ............................................................................................................... 16The Silk Routes ........................................................................................................................................... 16Lesson 5.6: The Silk Roads ..................................................................................................................... 16Lesson 5.7: Expanding the Silk Routes .................................................................................................. 17Unit 6: The First Global Age (1200 to 1750 CE) ....................................................................................... 17Unit 6 Overview ......................................................................................................................................... 18Lesson 6.1: The First Global Age ............................................................................................................ 18Connecting Afro-Eurasia ............................................................................................................................ 18Lesson 6.2: The Mongol Empire ............................................................................................................ 18Lesson 6.3: The Black Death .................................................................................................................. 19Lesson 6.4: Cultural Exchange in Afro-Eurasia ...................................................................................... 19Connecting the Americas ........................................................................................................................... 19Lesson 6.5: Communities in the Americas ............................................................................................ 19Lesson 6.6: Trade Routes in the Americas ............................................................................................. 20Global Connections .................................................................................................................................... 20Lesson 6.7: Age of Exploration .............................................................................................................. 20Lesson 6.8: The Columbian Exchange ................................................................................................... 21Lesson 6.9: The Transatlantic Slave Trade ............................................................................................. 21Lesson 6.10: The Scientific Revolution .................................................................................................. 22Unit 7: The Long Nineteenth Century (1750 to 1914 CE) ........................................................................ 22Unit 7 Overview ......................................................................................................................................... 23Lesson 7.1: The Long Nineteenth Century ............................................................................................ 23Liberal Revolutions and Nationalism ......................................................................................................... 23Lesson 7.2: Enlightenment and Revolution ........................................................................................... 23Lesson 7.3: Atlantic Revolutions ............................................................................................................ 23Lesson 7.4: Nationalism ........................................................................................................................ 24Industrialization ......................................................................................................................................... 24Lesson 7.5: The Industrial Revolution ................................................................................................... 24Lesson 7.6: Comparing Industrialization in Egypt and Japan ................................................................ 25Reform Movements ................................................................................................................................... 25Lesson 7.7: The Working Class .............................................................................................................. 25Lesson 7.8: Reform Movements ............................................................................................................ 26Colonization and Resistance ...................................................................................................................... 26Lesson 7.9: Industrial Imperialism ......................................................................................................... 26Lesson 7.10: Resisting Colonialism ........................................................................................................ 27Unit 8: Global Conflict (1914 to 1991 CE) ............................................................................................... 27Unit 8 Overview ......................................................................................................................................... 28Lesson 8.1: Century of Conflict .............................................................................................................. 28World War I ................................................................................................................................................ 28Lesson 8.2: Causes of the First World War ............................................................................................ 28Lesson 8.3: World War I Around the World .......................................................................................... 28Lesson 8.4: A World Remade ................................................................................................................. 29World War II ............................................................................................................................................... 29Lesson 8.5: Interwar Ideologies ............................................................................................................. 29Lesson 8.6: The Second World War ....................................................................................................... 30Lesson 8.7: The Holocaust ..................................................................................................................... 30Decolonization and the Cold War .............................................................................................................. 31Lesson 8.8: The Cold War ...................................................................................................................... 31Lesson 8.9: Decolonization .................................................................................................................... 31Unit 9: Globalization (1900 CE to the Present)....................................................................................... 32
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.3Unit 9 Overview ......................................................................................................................................... 32Lesson 9.1: Our Interconnected World ................................................................................................. 32An Age of Intense Globalization ................................................................................................................. 33Lesson 9.2: Is Globalization Good or Bad? ............................................................................................ 33Lesson 9.3: The Global Economy ........................................................................................................... 33Lesson 9.4: The Great Acceleration ....................................................................................................... 33Social Transformation ................................................................................................................................ 34Lesson 9.5: Global Communities ........................................................................................................... 34Lesson 9.6: Global Conflicts................................................................................................................... 34Lesson 9.7: Experiencing Globalization ................................................................................................. 35What Comes Next? .................................................................................................................................... 35Lesson 9.8: The Anthropocene?............................................................................................................ 35
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.4Course Learning Objectives1.Understand that history is a narrative, or a combination of narratives, shaped by the sources and perspectives you use to tell that story. 2.Apply the evidence from sources using multiple perspectives and scales to evaluate (support, extend, or challenge) different narratives. 3.Engage in meaningful historical inquiry by analyzing primary and secondary sources from multiple perspectives of gender, race, socioeconomic status, and other hierarchies to gain a deeper understanding of human history. 4.Analyze the narrative of history using the course’s three frames: communities, networks, and production and distribution. 5.Use historical thinking skills and reasoning practices such as contextualization, claim testing, sourcing, comparison, causation, and continuity and change over time to understand and evaluate the historical narrative. 6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Course PacingUnitLessonsPacingUnit 1—Origins of History4Up to 10daysUnit 2—Early Humans (250,000 BP to 3000 BCE)5Up to 20daysUnit 3—Early Agrarian Societies (6000 BCE to 100 CE)6Up to 22daysUnit 4—Empires and Belief Systems (600 BCE to 700 CE)7Up to 23daysUnit 5—Regional Webs (200 to 1500 CE)7Up to 23daysUnit 6—The First Global Age (1200 to 1750 CE)9Up to 25daysUnit 7—The Long Nineteenth Century (1750 to 1914 CE)11Up to 27daysUnit 8—Global Conflict (1914 to 1991 CE)9Up to 25 daysUnit 9—Globalization (1900 to the Present)8Up to 24 daysUnit 1: Origins of HistoryUnit 1 Problem: How does changing perspectives change our understanding of history? Unit 1 Learning Objectives1.Examine how historians frame history by creating narratives of different scales of time and space. 2.Evaluate how history stories are complicated and enriched by multiple perspectives. 3.Understand the course frames of communities, networks, and production and distribution, and how they can be used to analyze history. 4.Practice close-reading and informal writing skills. Unit 1 OverviewLesson 1.1: History StoriesLesson 1.1 DQ: Why does it matter what stories we tell about the past?
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.51.Opener: History Stories a.Opener: A Big Moment 2.Looking Aheada.Activity: Unit 1 Notebook: Part 13.Making Videos and History Usable a.Activity: How to Watch Videos b.Video: What Makes History Usable4.Why Do Multiple Perspectives Matter?a.Video: The Danger of a Single Storyb.Activity: The Historian and the Author 5.Closer: History Storiesa.Closer: A Big Moment: From Another Perspective 6.Extension: Exploring Multiple Perspectivesa.Activity: The Danger of a Single Story: Viewing Guide Lesson 1.2: What Is World History?Lesson 1.2 DQ: Why is learning history important? 1.Opener: What Is World History? a.Opener: Zooming Out 2.History of Many Shapes and Sizesa.Video: Origins of History: Unit 1 Overview3.Claim Testinga.Activity: Claim Testing: Introduction4.Reading Historya.Activity: Introduction to Three-Step Reading b.Article: “Unit 1 Introduction: History of Many Shapes and Sizes” 5.Closer: What Is World History?a.Closer: Zooming In History FramesLesson 1.3: History FramesLesson 1.3 DQ: What are frames and how do they shape our perspectives on historical events?1.Opener: History Frames a.Opener: Defining the Frames 2.Introducing the Frames a.Video: Frame Concept Introduction 3.Getting to Know the Three Frames a.Activity: Frames Overview b.Video: Communities Frame Introductionc.Video: Networks Frame Introductiond.Video: Production and Distribution Frame Introduction4.Closer: History Frames a.Closer: Draw the Frames
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.6Lesson 1.4: History and MemoryLesson 1.4 DQ: How does history shape our societies and the ways we think about ourselves?1.Opener: History and Memory a.Opener: Worst Day Ever?2.Graphic Biographies a.Activity: How to Read Comicsb.Activity: Getting to Know Comics3.The Purpose of Memory and Historya.Activity: Three-Step Reading for Graphic Biographiesb.Graphic Biography: History and Memory4.Sharing and Telling History a.Video: Collective Learning5.Closer: History and Memory a.Closer: Unit 1 Notebook: Part 2Unit 2: Early Humans (250,000 BP to 3000 BCE)Unit 2 Problem:What caused some humans to shift from foraging to farming and what were the effects of this change? Unit 2 LearningObjectives1.Understand how historians use evidence from a variety of disciplines to create narratives about early human communities. 2.Evaluate why early humans migrated and created art. 3.Identify the characteristics of foraging and farming communities and understand why humans began to switch from foraging to farming. 4.Learn about and apply historical thinking skills such as claim testing, comparison, and causation to evaluate historical events and processes.5.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.Unit 2 OverviewLesson 2.1: The Earliest HumansLesson 2.1 DQ: What caused some humans to shift from foraging to farming and what were the effects of this change? 1.Opener: The Earliest Humansa.Opener: Then vs. Now2.Looking Aheada.Activity: Unit 2 Notebook: Part 13.The Earliest Humansa.Video: Early Humans (250,000 Years Before Present to 3000 BCE): Unit 2 Overviewb.Article: “Unit 2 Introduction: The Earliest Humans” 4.Framing Unit 2a.Video: Unit 2 Frames
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.7b.Activity: Pick a Frame: Earliest Humans5.Closer: The Earliest Humans a.Closer: What If?Paleolithic HumansLesson 2.2: Migration and ArtLesson 2.2 DQ: Why did early humans move to new places and create art during this period?1.Opener: Migration and Arta.Opener: Who’s An Authority?2.Authority and Migration a.Activity: Claim Testing: Authority 3.Human Migrationa.Article: “Human Communities Populate the Earth” b.Activity: When Did Humans Get to the Americas?4.Early Arta.Video: Written in Stone: Petroglyphsb.Slideshow: Art of the Paleolithicc.Activity: The Importance of Art as a Historical Evidence5.Closer: Migration and Arta.Closer: 3-2 -1: Migration and Art6.Extension: Art and Timea.Article: “The Chronometric Revolution”Lesson 2.3: Foraging SocietiesLesson 2.3 DQ: How did foragers build and maintain their communities?1.Opener: Foraging Societiesa.Opener: What Is This Asking? Introduction 2.The Life of a Foragera.Activity: Foraging Simulation 3.Hunter-Gatherer Societies a.Article: “Foraging Societies” b.Activity: Writing: Identifying Claim and Focus4.Languagea.Activity: Why Does Language Matter? 5.Closer: Foraging Societiesa.Closer: What Is Your Answer?6.Extension: Language Networksa.Video: Language Networks and Social LifeNeolithic RevolutionLesson 2.4: The Agricultural RevolutionLesson 2.4 DQ: Why did the Agricultural Revolution begin?1.Opener: The Agricultural Revolution
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.8a.Opener: Which Frame?2.Agriculturea.Video: The Agricultural Revolution: Crash Course World History #1b.Activity: Comparison: Life in the Neolithic and Today3.Causation and the Camela.Activity: Causation: Introduction b.Activity: Alphonse the Camel Story4.Writing Prep: Farming or Foraging?a.Activity: Pre-Writing: Claim and Focus5.Closer: The Agricultural Revolution a.Closer: Revisiting the Frames Lesson 2.5: The Biggest Mistake Humans Ever Made?Lesson 2.5 DQ: How could the development of agriculture be considered both good and bad for humanity? 1.Opener: The Biggest Mistake Humans Ever Made?a.Opener: Causal Map: Jack and the Giant Beanstalk2.Causes of Farminga.Article: “The Transition to Farming: Differing Perspectives?” b.Activity: Causation: From Foraging to Complex Societiesc.Activity: Causal Map: From Foraging to Complex Societies 3.Sell It!a.Activity: Marketing 101: Foraging or Farming? 4.Closer: The Biggest Mistake Humans Ever Made?a.Closer: Unit 2 Notebook: Part 25.Extension: Writing: Evaluating the Agricultural Revolutiona.Assessment: Pre-Writing: Farming vs. Foraging b.Assessment: DBQ Sources: Farming vs. Foragingc.Assessment: Writing: Farming vs. Foraging6.Extension: Agricultural Governmentsa.Video: Farming and the StateUnit 3: Early Agrarian Societies (6000 BCE to 100 CE)Unit 3 Problem: How did complex societies develop and how did they impact humans inside and outside these communities? Unit 3 Learning Objectives1.Understand, evaluate, and analyze why certain human communities began to organize into more complex societies, states, and empires. 2.Analyze how networks of exchange expanded during this historical era. 3.Understand and critique the common characteristics of societies such as social hierarchies, specialization of labor, writing, urbanization, population increases, and gender roles. 4.Use historical thinking skills such as claim testing, causation, and contextualization to evaluate historical events and processes.5.Create and support arguments using historical evidence to communicate conclusions through
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.9informal and formal writing.Unit 3 OverviewLesson 3.1: Cities, Societies, and EmpiresLesson 3.1 DQ: How did complex societies develop and how did they impact humans inside and outside these communities?1.Opener: Cities, Societies, and Empires a.Opener: Comparing Communities 2.Looking Aheada.Activity: Unit 3 Notebook: Part 13.Cities, Societies, and Empiresa.Video: Early Agrarian Societies (6000 BCE to 100 CE): Unit 3 Overviewb.Article: “Unit 3 Introduction: Cities, Societies, and Empires” 4.Framing Unit 3a.Video: Frames in Unit 3b.Activity: Redraw the Frames: Early Agrarian Societies 5.Closer: Cities, Societies, and Empiresa.Closer: Village, City, or State?6.Extension: Essay reviewa.Activity: Post-Writing: Claim and Focus Revision Villages, Cities, and StatesLesson 3.2: Foragers and Village NetworksLesson 3.2 DQ: How did early villages depend on other villages, foragers, and pastoralists?1.Opener: Foragers and Village Networksa.Opener: Survival Strategies2.The First Villagesa.Activity: Claim Testing: Evidence b.Article: “Village Networks”3.What is Civilization?a.Article: “Pastoralist, Nomads, and Foragers” 4.Closer: Foragers and Village Networksa.Closer: Cooperation or Conflict? 5.Extension: Reviewing for Analysis and Evidencea.Activity: Writing: Identifying Analysis and EvidenceLesson 3.3: The First Cities, States, and EmpiresLesson 3.3 DQ: How did ancient communities grow larger and more complex? 1.Opener: The First Cities, States, and Empires a.Opener: Which Frame?2.Sourcing History a.Activity: Sourcing: Introduction b.Activity: Sourcing: Introduction Excerpts
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.103.Urbanization a.Article: “Growth of Cities” b.Activity: Causation: Population Growth 4.States and Empiresa.Article: “What Is a State?”b.Article: “What Is an Empire?” c.Activity: State vs. Empire5.Mesopotamian Empires a.Article: “The Rise of Empires: Akkadians and Assyrians6.Closer: The First Cities, States, and Empires a.Closer: Two Truths and a Lie 7.Extension: First Statesa.Video: First Statesb.Article: “Authority and Control in Ancient Empires” Agrarian Societies ExpandLesson 3.4: Ancient Trade NetworksLesson 3.4 DQ: Why did ancient trade routes expand?1.Opener: Ancient Trade Networksa.Opener: Making Predictions 2.Ancient Trade Routesa.Activity: Mapping Regional Trade Networks b.Article: “Regional Trade Networks” 3.New Tools, New Empiresa.Article: “The Iron Age” b.Article: “Phoenicians: Masters of the Sea” c.Article: “The Hittites and Ancient Anatolia”d.Activity: New Technology, Expanding Networks4.Closer: Ancient Trade Networksa.Closer: Making Claims: Ancient Trade Routes Lesson 3.5: Early Agrarian SocietiesLesson 3.5 DQ: Why did large agrarian states arise in some places but not others? 1.Opener: Early Agrarian Societies a.Opener: True or False? 2.Contextualizing History a.Activity: Contextualization: Introduction 3.Societies Develop a.Article: “Introduction to Agrarian Societies” 4.Early Agrarian Societies Jigsawa.Activity: Contextualization: Agrarian Societies b.Article: “Ancient Agrarian Societies: Mesopotamia”c.Article: “Ancient Agrarian Societies: China—Shang Dynasty”d.Article: “Ancient Agrarian Societies: Nubia and Ancient Egypt”e.Article: “Ancient Agrarian Societies: Mesoamerica—Olmec and Chavin de Huantar”
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.11f.Article: “Ancient Agrarian Societies: Aksum”g.Article: “Ancient Agrarian Societies: Nok Society”h.Article: “Ancient Agrarian Societies: Indus River Valley”5.Ancestral Pueblo Societies a.Video: Communities of Movement: Ancestral Puebloans6.Closer: Early Agrarian Societiesa.Closer: Unit 3 Notebook: Part 27.Extension: Writing: Impacts of Early Societies a.Activity: Pre-Writing: Analysis and Evidenceb.Assessment: DBQ Sources: Early Complex Societiesc.Assessment: Writing: Early Complex Societies8.Extension: Teotihuacan and Maya City-Statesa.Article: “Teotihuacan and Classic Mesoamerica”9.Extension: Jenne-Jeno Case Studya.Activity: Jenne-Jeno Unit 4: Empires and Belief Systems (600 BCE to 700 CE)Unit 4 Problem: How did the emergence of portable belief systems affect how people lived and support new types of networks among them? Unit 4 Learning Objectives1.Explain and interpret the spread of shared belief systems and how these beliefs shaped the formation of societies. 2.Assess the similarities and differences of ancient empires. 3.Use primary sources to evaluate the development of portable belief systems and the formation of empires. 4.Use historical thinking skills such as comparison, sourcing, and continuity and change over time to evaluate historical events and processes.5.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.Unit 4 OverviewLesson 4.1: Empires and Belief SystemsLesson 4.1 DQ: How was the emergence of portable belief systems connected to empires in this period? 1.Opener: Empires and Belief Systemsa.Opener: Sacred Symbols b.Slideshow: Sacred Symbols2.Looking Aheada.Activity: Unit 4 Notebook: Part 13.Empires and Beliefsa.Video: Empires and Belief Systems (600 BCE to 700 CE): Unit 4 Overviewb.Article: “Unit 4 Introduction: Empires and Belief Systems 600 BCE to 700 CE” 4.Closer: Empires and Belief Systems
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.12a.Closer: Belief and Power5.Extension: Essay Review: Analysis and Evidencea.Activity: Writing: Revising Analysis and EvidencePortable Belief SystemsLesson 4.2: Comparing Portable Belief SystemsLesson 4.2 DQ: What did the portable belief systems that emerged or spread in this period share in common? 1.Opener: Comparing Portable Belief Systemsa.Opener: Belief vs. Religion 2.Belief Systems Around the Worlda.Article: “Overview of Belief Systems” b.Activity: Comparison: Belief Systems c.Article: “World Religions Before c. 1450”d.Article: “Confucianism”e.Article: “Buddhism”f.Article: “Judaism”g.Article: “Christianity”h.Article: “Hinduism”i.Article: “Islam”3.Closer: Comparing Portable Belief Systemsa.Closer: What Is This Asking? 4.Extension: Writing: Comparing Chinese Belief Systemsa.Assessment: Pre-Writing: Early Chinese Philosophiesb.Assessment: DBQ Sources: Early Chinese Philosophiesc.Assessment: Writing: Early Chinese Philosophies5.Extension: Beliefs in Ancient Chinaa.Article: “Daoism”b.Article: “Legalism”Lesson 4.3: How Do Religions Grow and Change?Lesson 4.3 DQ: How did belief systems transform as they spread along networks?1.Opener: How Do Religions Grow and Change?a.Opener: Spot the Differenceb.Slideshow: Spot the Difference Images 2.Expansion and Adaptation a.Article: “Syncretism”3.Belief Systems Spreada.Activity: Quick Sourcing: Introduction b.Article: “Source Collection: Portable Belief Systems” 4.Mapping Belief Systemsa.Activity: Portable Beliefs Map5.Closer: How Do Religions Grow and Change?a.Closer: Beliefs on the Move6.Extension: Buddhism in China
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.13a.Article: “Why Do Belief Systems Spread? How China Made Buddhism Its Own” 7.Extension: Reviewing for Organization and Languagea.Activity: Writing: Identifying Organization and Language/StyleThe Growth of EmpiresLesson 4.4: Comparing Ancient EmpiresLesson 4.4 DQ: Why did some states grow into empires? 1.Opener: Comparing Ancient Empiresa.Opener: Organizing Evidence2.Empires Around the World a.Activity: Empire Building b.Article: “Worlds Collide: Persians and Greeks”c.Article: “The Macedonian Empire”d.Article: “The Ptolemaic Dynasty”e.Article: “The Mauryan and Gupta Empires”f.Article: “The Zhou and Qin Empires”3.Closer: Comparing Ancient Empiresa.Closer: Imperial Wisdom4.Extension: Reading Empiresa.Article: “Source Collection: First States and Empires”b.Activity: Quick Sourcing: First States and EmpiresComparing the Roman Empire and the Han DynastyLesson 4.5: Rome and Han ChinaLesson 4.5 DQ: How did Roman and Han Dynasty rulers grow and maintain their empires? 1.Opener: Rome and Han Chinaa.Opener: Trade in the Ancient World2.Sources from Rome and Han Chinaa.Article: “The Roman Empire” b.Article: “Han Dynasty China” c.Activity: Sourcing: Rome and Han Dynasty Chinad.Activity: Sourcing: Rome and Han Dynasty China Excerpts3.Introducing CCOT a.Activity: CCOT: Introductionb.Activity: CCOT: Agrarian Societies to Empires and Beliefs 4.Closer: Rome and Han Chinaa.Closer: Would You Rather? 5.Extension: Beliefs in Ancient Chinaa.Video: 2,000 Years of Chinese History! The Mandate of Heaven and Confucius: Crash Course World History #7Lesson 4.6: Women in the Ancient WorldLesson 4.6 DQ: How did the roles of women differ in ancient Rome and Han China?
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.141.Opener: Women in the Ancient Worlda.Opener: Take a Guess 2.Women in Rome and Chinaa.Article: “Women in Rome and Han Dynasty China” b.Video: Comparative Roles of Women in Rome and Han Chinac.Activity: Her Side of History 3.The Experiences of Women in Ancient Empiresa.Graphic Biography: Ban Zhaob.Graphic Biography: Babathac.Graphic Biography: Hypatiad.Activity: Headline Writers4.Closer: Women in the Ancient Worlda.Closer: Unit 4 Notebook: Part 2Unit 5: Regional Webs (200 to 1500 CE)Unit 5 Problem: How do human systems restructure themselves after catastrophe? Unit 5 Learning Objectives1.Evaluate and critique the historical narrative of the rise and fall of societies. 2.Understand and analyze why networks of interaction both increased and decreased during this historical era. 3.Evaluate how new innovations in technology and transportation affected trade networks and human communities. 4.Critique the narrative of the “Dark Ages” by analyzing and using evidence from multiple sources to support historical thinking. 5.Use historical thinking skills such as claim testing, causation, historical comparison, sourcing, and continuity and change over time to evaluate historical events and processes. 6.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.Unit 5 OverviewLesson 5.1: Collapse and RestructuringLesson 5.1 DQ: How have societies restructured after the collapse of empires? 1.Opener: Collapse and Restructuring a.Opener: Vocabulary Match-Up2.Looking Aheada.Activity: Unit 5 Notebook: Part 13.Collapse and Restructuring a.Video: Regional Webs (200 to 1500 CE): Unit 5 Overviewb.Article: “Unit 5 Introduction: Collapse and Restructuring” 4.Framing Unit 5a.Video: Frames in Unit 5b.Activity: Frames Timeline: Collapse and Restructuring5.Closer: Collapse and Restructuring
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.15a.Closer: Letters from the Edge of Collapse 6.Extension: Reviewing for Claim and Focusa.Activity: Writing: Revising Claim and FocusA Dark Age?Lesson 5.2: Why Do Empires Collapse?Lesson 5.2 DQ: What are the most important factors leading to the collapse of empires?1.Opener: Why Do Societies Collapse?a.Opener: Causes of Collapse 2.Empires Collapsea.Article: “Empires Fall” b.Activity: Collapse Categories3.Fall of Roman and Han Empiresa.Article: “The Fall of Rome” b.Article: “The Fall of the Han Dynasty” c.Activity: Causation: Autopsy of an Empire 4.Closer: Why Do Societies Collapse?a.Closer: Sketch the Fall5.Extension: Writing: Comparing Collapsea.Activity: Pre-Writing: Organization and Language/Style b.Assessment: DBQ Sources: Roman Empire and Han Dynasty Chinac.Assessment: Writing Activity: Roman Empire and Han Dynasty China6.Extension: Patterns of Collapsea.Video: Collapse!b.Article: “Cycles of Collapse in Mesoamerica”Lesson 5.3: Assessing the Dark AgesLesson 5.3 DQ: Did Europe go through a dark age after the fall of the Roman Empire?1.Opener: Assessing the Dark Ages a.Opener: What’s in a Name? 2.Dark Ages?a.Article: “The ‘Dark Ages’ Debate” b.Article: “Was There Ever a ‘Dark Age’?” c.Activity: Rethinking the Dark Ages3.Closer: Assessing the Dark Agesa.Closer: You Decide: A Dark Age? The Middle AgesLesson 5.4: Systems Restructure in Europe and ChinaLesson 5.4 DQ: How did communities in Europe and China restructure after the collapse of empires?1.Opener: Systems Restructure in Europe and Chinaa.Opener: Whom Do You Trust?
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.162.Europea.Article: “Christendom” b.Activity: New Sources of Authorityc.Graphic Biography: Benjamin of Tudela3.Chinaa.Article: “China Under the Tang and Ming Dynasties” b.Graphic Biography: Du Huanc.Activity: Sourcing: “An Imperial Edict Restraining Officials from Evil”d.Activity: Sourcing: “An Imperial Edict Restraining Officials from Evil” Excerpts4.Closer: Systems Restructure in Europe and Chinaa.Closer: Write From the Past5.Extension: Japanese Middle Agesa.Video: Shoguns, Samurai, and the Japanese Middle Ages6.Extension: Comparing Medieval Womena.Activity: Comparison: Women in Medieval Europe and Song Chinab.Article: “Medieval Women in Western Europe, c. 1000–1350 CE”c.Article: “Women in Song Dynasty China, 960–1279 CE”Lesson 5.5: The Islamic WorldLesson 5.5 DQ: How did the spread of Islam influence human communities and networks in Afro-Eurasia during this period?1.Opener: The Islamic Worlda.Opener: Mapping Beliefs2.A New Religion Emergesa.Article: “The Caliphate” b.Video: The Emergence of Islam3.Connecting Afro-Eurasia a.Graphic Biography: Ibn Battutab.Article: “Dar al-Islam” c.Video: Causes and Consequences of the Crusadesd.Activity: Claim Testing: The Islamic World4.Closer: The Islamic Worlda.Closer: Mapping Dar al-Islam The Silk RoutesLesson 5.6: The Silk RoadsLesson 5.6 DQ: How have the trade routes known as the Silk Roads expanded and contracted over time?1.Opener: The Silk Road a.Opener: World Travelers 2.Silk Road Merchantsa.Article: “Archipelago of Trade” b.Quill Activity: How Did Pirates Disrupt Sea Routes in East Asia?c.Activity: Silk Road Simulation
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.173.Rebuilding Networksa.Video: Rebuilding the Silk Roadb.Article: “The Silk Road” c.Activity: CCOT: Empires and Beliefs to Regional Webs 4.Closer: The Silk Roada.Closer: Quiz Master5.Extension: Sources of Collapsea.Activity: Quick-Sourcing Activityb.Article: “Source Collection: Collapse and Restructure”Lesson 5.7: Expanding the Silk RoutesLesson 5.7 DQ: How did the expansion of trade routes impact communities on the edges of Afro-Eurasia?1.Opener: Expanding the Silk Routesa.Opener: What’s In Your Suitcase2.Indian Ocean Tradea.Article: “Indian Ocean Trade Routes” b.Graphic Biography: Zheng He3.Wool and Silka.Video: Silk and the Song Dynastyb.Video: Guilds, Wool, and Trade: Medieval England in a Global Economyc.Activity: Comparing the Silk and Wool Trades4.Salt and Golda.Article: “Trans-Saharan Trade Routes” b.Video: The Mali Empire: How Mansa Musa’s Gold Changed the Worldc.Activity: Contextualization: Mansa Musa 5.Closer: Expanding the Silk Routesa.Closer: Unit 5 Notebook: Part 26.Extension: West Africaa.Article: “States and Empires of West Africa” Unit 6: The First Global Age (1200 to 1750 CE)Unit 6 Problem:How did the first ongoing connections between the hemispheres promote change both globally and regionally? Unit 6 Learning Objectives1.Understand and evaluate the expansion of regional networks and the formation of global exchange networks. 2.Analyze how the Columbian Exchange positively and negatively impacted societies, trade networks, and the environment. 3.Evaluate the development of new hierarchies based on social class and race during this historical era. 4.Use primary sources to analyze multiple perspectives of the Mongol Empire, the Black Death, and the transatlantic slave trade.5.Use historical thinking skills such as contextualization, sourcing, and continuity and change over
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.18time to evaluate historical events and processes. 6.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.Unit 6 OverviewLesson 6.1: The First Global AgeLesson 6.1 DQ: How did the first ongoing connections between the hemispheres promote change both globally and regionally? 1.Opener: The First Global Agea.Opener: Impacts of the Global Age 2.Looking Aheada.Activity: Unit 6 Notebook: Part 13.Collapse and Restructuring a.Video: The First Global Age (1200 to 1750 CE): Unit 6 Overviewb.Article: “Unit 6 Introduction: The First Global Age (1200 to 1750 CE)” 4.Framing Unit 6a.Video: Frames in Unit 6b.Activity: Pick a Frame: The Global Age5.Closer: The First Global Agea.Closer: Framing Consequences 6.Extension: Essay Review: Organization and Language/Stylea.Activity: Post-Writing: Organization and Language/Style Connecting Afro-Eurasia Lesson 6.2: The Mongol EmpireLesson 6.2 DQ: How did the Mongols manage to build and maintain history’s largest land-based empire? 1.Opener: The Mongol Empire a.Opener: Expanding an Empire: Part 12.History’s Largest Land Empirea.Article: “Written in the Stars: Secrets of the Mongol Empire”b.Graphic Biography: Sorqoqtani Beki3.Mongol Historya.Article: “Source Collection: The Mongols”b.Activity: Quick-Sourcing Activityc.Graphic Biography: Benedict the Poled.Graphic Biography: Rashid al-Din4.Closer: The Mongol Empire a.Closer: Expanding an Empire Part 25.Extension: Comparing Pastoral Empiresa.Video: Wait for It...The Mongols! Crash Course World History #17b.Video: Comanche Empirec.Activity: Making Claims: Pastoral Empires
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.19Lesson 6.3: The Black DeathLesson 6.3 DQ: What caused the Black Death pandemic? 1.Opener: The Black Deatha.Opener: What Caused the Black Death?2.Bubonic Plaguea.Activity: What Are You Trading?b.Article: “Trade Networks and the Black Death” 3.Living through the Black Deatha.Video: Count the Dead: How the Black Death Killed Half of Europeb.Article: “Source Collection: The Black Death”c.Activity: Dear Black Death, You’re the Worst4.Closer: The Black Deatha.Closer: Mapping the Black Death5.Extension: Reviewing for Analysis and Evidencea.Activity: Writing: Revising Analysis and EvidenceLesson 6.4: Cultural Exchange in Afro-Eurasia Lesson 6.4 DQ: How did trade connections change cultures in Afro-Eurasia? 1.Opener: Cultural Exchange in Afro-Eurasiaa.Opener: Review and Preview2.Cultural Shiftsa.Article: “Trade, Technology, and Religion in Afro-Eurasia 1200–1450” b.Graphic Biography: Rumic.Activity: Traveler Postcards d.Activity: Traveler Accounts3.Renaissance Narratives a.Article: “The Renaissance”4.Changing Beliefsa.Video: The Reformationb.Activity: Breaking News: Religions Evolve5.Closer: Cultural Exchange in Afro-Eurasia a.Closer: Pros and Cons of Cultural Connectivity 6.Extension: Communities of Oceaniaa.Article: “Oceania, c. 1200–1450 CE”b.Graphic Biography: Kupe the NavigatorConnecting the AmericasLesson 6.5: Communities in the AmericasLesson 6.5 DQ: How were communities organized in the Americas?1.Opener: Communities in the Americasa.Opener: What Is this Asking?2.Indigenous American Communities a.Article: “The Americas 1200–1450”b.Video: Communities of Movement: Ancestral Puebloans
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.20c.Activity: Time Traveler’s Journal3.Mesoamericaa.Video: Aztec Empireb.Graphic Biography: Macuilxochitl4.Empires in the Andesa.Video: Machu Picchu: The City That Defied Gravityb.Activity: Machu Picchu Mystery5.Closer: Communities in the Americasa.Closer: Three Images and a CaptionLesson 6.6: Trade Routes in the AmericasLesson 6.6 DQ: How were different regions of the Americas connected by trade in this period?1.Opener: Trade Routes in the Americasa.Opener: Networks in the Americas2.Indigenous American Trade Routesa.Article: “Long-Distance Trade in the Americas” b.Video: World of Chacoc.Activity: Mapping Trade in the Americas3.Closer: Trade Routes in the Americasa.Closer: Map Sketch4.Extension: The Caribbeana.Video: Pre-Colonial CaribbeanGlobal ConnectionsLesson 6.7: Age of ExplorationLesson 6.7 DQ: Why did European monarchs fund voyages of exploration and conquest in this period?1.Opener: Age of Explorationa.Opener: Quick Vocab2.Crossing the Atlantica.Article: “Origins of Oceanic Connections”3.New Empiresa.Article: “Gunpowder Empires” b.Article: “Oceanic Empires, 1450 to 1750”c.Activity: Visualizing Oceanic Empires4.Routes to the Easta.Article: “Indian Ocean Networks, c. 1450–1700” b.Graphic Biography: Yasuke5.Closer: Age of Explorationa.Closer: 3-2 -1 Reflection: Age of Exploration 6.Extension: The Global Silver Tradea.Video: The Spanish Empire, Silver, and Runaway Inflation: Crash Course World History #257.Extension: Capitalism and Empirea.Article: “Overview of New Economic Systems” 8.Extension: The Mughals
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.21a.Graphic Biography: Khanzada Begum9.Extension: An African Oceanic Empire?a.Video: The Omani EmpireLesson 6.8: The Columbian ExchangeLesson 6.8 DQ: What were the causes and effects of the Columbian Exchange?1.Opener: The Columbian Exchangea.Opener: Mapping a Meal2.What Caused the Columbian Exchange?a.Article: “The Columbian Exchange” b.Quill Activity: How Did Horses Reshape Indigenous Americans' Ways of Life?c.Graphic Biography: Amonute3.Food and the Columbian Exchangea.Article: “Crops that Grew the World” b.Activity: World Zone Café 4.Consequences of Exchangea.Article: “The Disastrous Effects of Increased Global Interactions”b.Activity: Sourcing: Spanish Conquest of the Aztec Empire c.Activity: Sourcing: Spanish Conquest of the Aztec Empire Excerpts5.Closer: The Columbian Exchangea.Closer: For Better or Worse6.Extension: Transforming Environmentsa.Activity: The Columbian Exchange + Climate Change7.Extension: Writing: Impacts of the Columbian Exchangea.Assessment: Pre-Writing: The Columbian Exchangeb.Assessment: DBQ Sources: The Columbian Exchangec.Assessment: Writing: The Columbian Exchange8.Extension: Colonizing Mesoamericaa.Article: “Religious Syncretism in Colonial Mexico City” b.Article: “Source Collection: Transformation of Beliefs” c.Activity: Quick-Sourcing ActivityLesson 6.9: The Transatlantic Slave TradeLesson 6.9 DQ: What were the causes and effects of the Atlantic slaving system?1.Opener: The Transatlantic Slave Tradea.Opener: Primary Source Preview2.An Age of Enslavementa.Article: “The Transatlantic Slave Trade”b.Article: “Source Collection: First Person Accounts of the Transatlantic Slave Trade”c.Activity: Quick Sourcing: First-Person Accounts of the Transatlantic Slave Trade3.The Middle Passage a.Video: The Transatlantic Slave Trade: Ghana and Cape Coast Castleb.Graphic Biography: Domingos Álvaresc.Activity: Curating the Past4.The Plantation Systema.Article: “Capitalism and Slavery”
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.22b.Graphic Biography: Queen Nannyc.Activity: CCOT: Regional Webs to the First Global Age5.Closer: The Transatlantic Slave Tradea.Closer: Unit 6 Notebook: Part 2Lesson 6.10: The Scientific RevolutionLesson 6.10 DQ: How revolutionary was the Scientific Revolution?1.Opener: The Scientific Revolutiona.Opener: Observation Challenge2.Challenging Authoritya.Article: “What Was the Scientific Revolution?” b.Activity: Scientific Revolution Quotes Timeline3.Adventures in Sciencea.Article: “Weird Science” b.Graphic Biography: Athanasius Kircher’s Quest to Know Everything4.The Long History of Sciencea.Video: The Scientific Revolutionb.Activity: Was There Science Before the Scientific Revolution?5.Closer: The Scientific Revolutiona.Closer: What Really Changed?6.Extension: Science in the Islamic Golden Agea.Article: “Standing on the Shoulders of Invisible Giants”b.Article: “The Maragha Observatory”c.Article: “Thank You for Algebra: Muhammad Ibn Musa al-Khwarizmi”d.Article: “Pure Metal: Jābir Ibn Hayyān” e.Article: “Lion of the Sea: Ahmad Ibn Mājid” Unit 7: The Long Nineteenth Century (1750 to 1914 CE)Unit 7 Problem: What were the engines of change that created our “modern world”? Unit 7 Learning Objectives1.Analyze how the roles of sovereignty, nationalism, and the fight for equality influence political revolutions and the rise of the nation-state. 2.Analyze the causes and consequences of industrialization. 3.Examine the ways in which colonialism and imperialism have impacted societies. 4.Evaluate why people’s perceptions of labor, women’s rights, and human rights changed during this historical era.5.Use primary sources to analyze multiple perspectives of revolutions and nationalism.6.Use historical thinking skills such as causation, comparison, contextualization, sourcing, claim testing, and continuity and change over time to evaluate historical events and processes. 7.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.23Unit 7 OverviewLesson 7.1: The Long Nineteenth CenturyLesson 7.1 DQ: What were the engines of change that created our modern world?1.Opener: The Long Nineteenth Centurya.Opener: Vocab Preview2.Looking Aheada.Activity: Unit 7 Notebook: Part 13.The Long Nineteenth Century a.Video: The Long Nineteenth Century (1750 to 1914 CE): Unit 7 Overviewb.Article: “Unit 7 Introduction: The Long Nineteenth Century” 4.Framing Unit 7a.Video: Unit 7 Framesb.Activity: Redraw the Frames 5.Closer: The Long Nineteenth Centurya.Closer: Long Nineteenth Century Reflection 6.Extension: Reviewing for Organization and Language/Stylea.Activity: Writing: Revising Organization and Language/StyleLiberal Revolutions and NationalismLesson 7.2: Enlightenment and RevolutionLesson 7.2 DQ: How did Enlightenment ideas help spark revolution?1.Opener: Enlightenment and Revolutiona.Opener: Revolution or Evolution? 2.Revolutionary Ideas a.Article: “The Enlightenment” b.Article: “Sovereignty” c.Activity: Who Benefited? 3.Words of the Enlightenment a.Activity: Enlightenment Quotes 4.Closer: Enlightenment and Revolutiona.Closer: Tale of Two Ideas: Edmund Burke b.Graphic Biography: Edmund Burke5.Extension: Revolutionizing Science and Technology on a Global Scalea.Article: “The Scientific Revolution”6.Extension: More Than Ideas: The Economic Causesa.Article: “Ingredients for Revolution”Lesson 7.3: Atlantic RevolutionsLesson 7.3 DQ: How was the period from 1750 to 1825 an “Age of Revolution”? 1.Opener: Atlantic Revolutions a.Opener: So You Want a Revolution? 2.Revolutionary Geographya.Activity: Geography: Revolutionary Map Timeline
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.243.Revolutions Around the World a.Article: “The Atlantic Revolutions” b.Video: The Haitian Revolutionc.Activity: Recipe for a Revolution 4.Women and Revolutiona.Graphic Biography: Manuela Sáenz, Jonotas, and Natanb.Activity: Revolutionary Women5.Closer: Atlantic Revolutionsa.Closer: What Do You Care About? Lesson 7.4: NationalismLesson 7.4 DQ: Why do we live in a world of nation-states? 1.Opener: Nationalism a.Opener: I Think I Know2.Inventing the Nationa.Article: “Origins and Impacts of Nationalism”b.Video: Nationalismc.Activity: Nationalism or Not?3.Springtime of Nationsa.Article: “The World Revolution of 1848” b.Activity: Revolution Roadblocks4.Closer: Nationalisma.Closer: Now I Know 5.Extension: Voices from a Changing Worlda.Activity: Quick Sourcing: Revolutions and Nationalismb.Article: “Source Collection: Revolutions and Nationalism” 6.Extension: Forging Nationsa.Article: “Bismarck and German Unification” b.Article: “Italian Nationalism”IndustrializationLesson 7.5: The Industrial RevolutionLesson 7.5 DQ: How did the Industrial Revolution begin and spread to new regions of the world? 1.Opener: The Industrial Revolutiona.Opener: Picturing Change2.Building Citiesa.Activity: Urbanization Game3.Origins of Industrialization a.Article: “The Industrial Revolution”b.Video: Origins of the Industrial Revolutionc.Activity: Igniting Industry4.Industrialization Spreadsa.Article: “Scale of the Industrial Revolution” b.Article: “The Global Transformations of the Industrial Revolution” c.Activity: Images of the Industrial Revolution
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.25d.Slideshow: Images of the Industrial Revolution5.Closer: The Industrial Revolutiona.Closer: Making Claims: Industrialization 6.Extension: Engines and Infrastructurea.Video: Making Clean Waterb.Video: The Railroad Journey and the Industrial Revolution: Crash Course World History #214 Lesson 7.6: Comparing Industrialization in Egypt and JapanLesson 7.6 DQ: How did Egypt and Japan experience industrialization in the nineteenth century? 1.Opener: Industrialization in Egypt and Japana.Opener: What If?2.Industrialization in Japana.Video: Japan’s Home Run: The Meiji Restorationb.Article: “Meiji Restoration: Japan's Industrial Revolution” c.Graphic Biography: Iwasaki Yatarō3.Industrialization in Egypta.Article: “Muhammad Ali: Egypt's Industrial Revolution” b.Activity: Comparison: Egypt and Japan 4.Closer: Industrialization in Egypt and Japan a.Closer: Would You Rather 5.Extension: Industrialization Around the Worlda.Activity: When Countries IndustrializedReform MovementsLesson 7.7: The Working ClassLesson 7.7 DQ: Howdid workers respond to the conditions of industrial life? 1.Opener: The Working Classa.Opener: Pyramids of Society b.Slideshow: Pyramids of Capitalism2.The Working Classa.Activity: Assembly Line Simulation b.Activity: Assembly Line Simulation: Factory Team Worksheetc.Article: “Responses to Industrialization” 3.Challenging Industrial Capitalism a.Video: Capitalism and Socialism: Crash Course World History #33b.Article: “Rise of the Proletariat” c.Quill Activity: Why Did Industrial Workers March on the Russian Imperial Palace?4.Closer: The Working Classa.Closer: Ask Ottilie Baaderb.Graphic Biography: Ottilie Baader5.Extension: Playing the Systemsa.Activity: Economic Systems Simulation6.Extension: The Human Side of Industrya.Video: The Life of Nailersb.Video: Victorian Washing Machines
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.26Lesson 7.8: Reform MovementsLesson 7.8 DQ: How did industrialization lead to calls for reform? 1.Opener: Reform Movements a.Opener: Harriet Forten Purvis: First Glance2.Abolitiona.Article: “Why Was Slavery Abolished? Three Theories” b.Activity: Sourcing: Why Was Slavery Abolished?c.Activity: Sourcing: Why Was Slavery Abolished? Excerpts3.Child Labora.Article: “Child Labor and Reform Movements” 4.Women’s Suffragea.Activity: Women’s Suffrage Around the Worldb.Article: “A World Tour of Women’s Suffrage” 5.Closer: Reform Movementsa.Closer: Harriet Forten Purvis: Another Look b.Graphic Biography: Harriet Forten Purvis6.Extension: Writing: Industrialization in the Long Nineteenth Centurya.Assessment: Pre-Writing: Industrialization in the Long Nineteenth Centuryb.Assessment: DBQ Sources: Industrialization in the Long Nineteenth Centuryc.Assessment: Writing: Industrialization in the Long Nineteenth Century7.Extension: Child Labor Reformsa.Activity: The Sadler ReportColonization and Resistance Lesson 7.9: Industrial ImperialismLesson 7.9 DQ: How did industrialization change empires?1.Opener: Industrial Imperialisma.Opener: Matching Cause and Effect 2.The New Imperialisma.Activity: Geography: Imperialism in Africab.Article: “Industrial Imperialism, the ‘New’ Imperialism” c.Activity: Gentleman of the Jungle 3.The Opium Warsa.Activity: Contextualization: Opium Wars b.Article: “Opium Wars and Economic Imperialism “4.Images of Imperialisma.Activity: Imperialism Cartoons b.Slideshow: Imperialism Cartoons5.Closer: Industrial Imperialism a.Closer: 3-2 -1 Reflection6.Extension: Negotiating Empirea.Article: “The Berlin Conference” b.Video: Macartney’s Expedition and the Global Economy7.Extension: Opinions on Imperialism
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.27a.Activity: Sourcing: Differing Perspectives on Imperialism b.Activity: Sourcing: Differing Perspectives on Imperialism ExcerptsLesson 7.10: Resisting ColonialismLesson 7.10 DQ: How didcolonized people resist colonial control?1.Opener: Resisting Colonialisma.Opener: Motive, Goal, or Both?2.Resistance in Ghanaa.Video: The Impact of Colonization on Ghana: A Historyb.Graphic Biography: Yaa Asantewaa, Queen Mother of Ejisu3.Resistance in Indiaa.Article: “1857 Indian Uprising” b.Graphic Biography: Azizun of Lucknow4.Summarizing Resistance a.Article: “Responses to Industrial Imperialism” b.Activity: Claim Testing: Imperialism 5.Continuity and Change Over Timea.Activity: CCOT: The First Global Age to the Long Nineteenth Century6.Closer: Resisting Colonialisma.Closer: Unit 7 Notebook: Part 2Unit 8: Global Conflict (1914 to 1991 CE)Unit 8 Problem: What caused the global conflicts from 1914 to 1991, and how did people experience this period of global war?Unit 8 Learning Objectives1.Analyze the causes, scale, and consequences of global conflict in this historical era. 2.Assess the First and Second World Wars as total and global wars. 3.Understand the rise of authoritarianism in various regions of the world, including its causes and consequences. 4.Evaluate why internationalism failed to prevent the rise of fascism and the Second World War. 5.Understand and evaluate the causes, scale, and consequences of the Holocaust and other mass atrocities.6.Analyze how political and economic power shifts occurred as a result of the world wars and how these shifts led to the Cold War.7.Evaluate how the Cold War and decolonization are intertwined in the historical of this period.8.Use primary sources to analyze multiple perspectives of global conflict. 9.Use historical thinking skills such as comparison, contextualization, and claim testing to evaluate historical events and processes.10.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.28Unit 8 OverviewLesson 8.1: Century of ConflictLesson 8.1 DQ: What caused the global conflicts from 1914 to 1991, and how did people experience this period of global war? 1.Opener: Century of Conflicta.Opener: The Path to Global Conflict 2.Looking Aheada.Activity: Unit 8 Notebook: Part 13.Century of Conflicta.Video: Global Conflict (1914 to 1991 CE): Unit 8 Overviewb.Article: “Unit 8 Introduction: Century of Conflict”4.Framing Unit 8a.Video: Unit 8 Frames Part 1b.Video: Unit 8 Frames Part 2c.Activity: Pick a Frame5.Closer: Century of Conflicta.Closer: World War I “Maptivity” 6.Extension: Peer Reviewa.Activity: Writing: Peer EditingWorld War ILesson 8.2: Causes of the First World WarLesson 8.2 DQ: What caused World War I? 1.Opener: Causes of the First World War a.Video: How a Wrong Turn Started World War Ib.Opener: World War What-If 2.A War to End All Warsa.Article: “What Caused the First World War?” b.Activity: “MAIN” Causes of Warc.Slideshow: “MAIN” Causes of War3.The First World Wara.Activity: Our Interconnected World: World War Ib.Article: “The First World War as a Global War”4.Closer: Causes of the First World Wara.Closer: Tug-of-War 5.Extension: World War I Up Closea.Activity: Quick-Sourcing Activityb.Article: “Source Collection: World War I” c.Activity; World War I PosterAnalysisd.Slideshow: World War I Poster AnalysisLesson 8.3: World War I Around the WorldLesson 8.3 DQ: How did people in different regions experience the First World War?
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.291.Opener: The First Total Wara.Opener: Defining Total War2.Events of World War Ia.Article: “The Course of World War I”3.What Is Total War?a.Article: “World War I: A Total War?” b.Video: Britain and World War Ic.Activity:Making Claims: World War I4.Living in Total Wara.Graphic Biography: Helen Fairchildb.Graphic Biography: Dr. Rosa Luxemburgc.Activity: World War I Letters5.Closer: The First Total War a.Closer: Redefining Total War 6.Extension: Southeast Asia and the Middle East in World War Ia.Video: Southeast Asia and World War Ib.Video: The Middle East and World War I7.Extension: Technologies of World War Ia.Video: British Gas Hoodb.Video: Trench Fighting ToolsLesson 8.4: A World RemadeLesson 8.4 DQ: How were people impacted by the First World War? 1.Opener: A World Remadea.Opener: Planning for Peace 2.The Treaty of Versaillesa.Activity: World War I Peace Talks b.Article: “A Lost Generation” 3.Social Revolutionsa.Activity: Comparison: Mexican and Russian Revolutions b.Article: “The Mexican Revolution”c.Article: “The Power of One: The Russian Revolution”4.Closer: A World Remadea.Closer: Ripple Effects of World War I 5.Extension: Atrocity in the Ottoman Empirea.Video: Armenian GenocideWorld War IILesson 8.5: Interwar IdeologiesLesson 8.5 DQ: Why did extremist ideologies like fascism emerge during the interwar period?1.Opener: Interwar Ideologiesa.Opener: A Nation in Crisis2.The Great Depression a.Activity: Contextualization: The Great Depression b.Article: “Global Great Depression”
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.303.Competing Ideologiesa.Video: What Is Fascism?b.Article: “Exercising Authoritarianism” c.Video: Internationalism Between the Warsd.Activity: Political Party Platform4.Closer: Interwar Ideologiesa.Closer: Power, Propaganda, and Pad Thai b.Graphic Biography: Plaek Phibunsongkhram5.Extension: Facing the Downturna.Activity: Quick-Sourcing Activityb.Article: “Source Collection: Economy in the Interwar Period”6.Extension: Fascism, Communism, and Authoritarianisma.Article: "Fascism in Germany"b.Quill Activity: How Did the Nazi Party Use the Berlin Olympics as Propaganda?c.Article: "Fascism in Italy" d.Article: "Communism in the Soviet Union" e.Article: “Authoritarianism in Japan” Lesson 8.6: The Second World WarLesson 8.6 DQ: What were the causes of the Second World War? 1.Opener: The Second World Wara.Opener: Who Am I? 2.The Road to Ruina.Article: “Appeasement” b.Activity: Appeasement3.The Spanish Civil Wara.Activity: Who Did This?b.Video: The Spanish Civil War: Hitler’s Testing Ground for WWII4.Axis vs.Alliesa.Article: “The Second World War” b.Article: “Economics in the Second World War” c.Activity: Causation: World War II5.The Costsa.Article: “Nuclear Weapons” b.Activity: Claim Testing: Global Conflictc.Graphic Biography: Subhas Chandra Bose6.Closer: The Second World Wara.Closer: Argument Builder7.Extension: Counting the Costa.Video: The Fallen of World War IIb.Article: “Thirty Years of Continuous War”Lesson 8.7: The HolocaustLesson 8.7 DQ: How did the world respond to Nazi atrocities?1.Opener: The Holocausta.Opener: Responsibility and Compassion
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.312.Never Againa.Activity: Geography: Holocaust Notice-Wonder-Questionb.Article: “The Holocaust” c.Graphic Biography: Sophie Scholld.Graphic Biography: Manuel Quezone.Activity: Quick-Sourcing Activityf.Article: “Source Collection: The Holocaust” g.Activity: Assessing Responsibility and Conscience 3.Closer: The Holocausta.Closer: Reflections on Responsibility 4.Extension: Writing: Pre-War Germanya.Assessment: Pre-Writing: Rise of the Nazi Partyb.Assessment: DBQ Sources: Rise of the Nazi Party c.Assessment: Writing: Rise of the Nazi Party 5.Extension: Justice After Atrocitya.Article: “Nuremberg Laws, Nuremberg Trials” 6.Extension: Art as Witnessa.Article: “Art and the World Wars”Decolonization and the Cold WarLesson 8.8: The Cold WarLesson 8.8 DQ: What were the causes of the Cold War? 1.Opener: The Cold Wara.Opener: Sort it Out2.A World in Crisisa.Article: “Devastation of Old Markets” b.Activity: Simulation: Cold War Crisis3.Cold War Causes and Effects a.Video: What Was the Cold War?b.Article: “Arms Race, Space Race”4.Cold War Timelinea.Article: “The Cold War Around the World” b.Activity: Who Is “Winning” the Cold War? 5.Closer: The Cold Wara.Closer: Breaking News 6.Analyzing Cold War Perspectivesa.Article: “Cold War: An Overview”b.Activity: Quick-Sourcing Activityc.Article: “Source Collection: The Cold War”Lesson 8.9: DecolonizationLesson 8.9 DQ: How were the Cold War and decolonization entangled?1.Opener: Decolonizationa.Opener: Ideological Tug of War2.Comparing Decolonization Struggles
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.32a.Video: How Ghana Fought Against Colonialismb.Article: “Making the Global Local: Comparing Decolonization in India, Vietnam, Nigeria, and Algeria” c.Activity: Decolonization Around the World3.Women and Decolonization a.Activity: Decolonization and Womenb.Article: “Decolonizing Women” 4.Closer: Decolonization a.Closer: Unit 8 Notebook: Part 2 5.Extension: Global Resistance a.Extension Activity: Comparing Women’s Roles in Decolonizationb.Extension Article: “Connecting Decolonization and the Cold War” c.Extension Article: “Civil Rights and Global Liberation” d.Extension Article: “Modern Latin America” e.Extension Video: Chinese Communist Revolution in a Global PerspectiveUnit 9: Globalization (1900 CE to the Present) Unit 9 Problem:How are our lives today similar and different, and how can history help explain these variations and commonalities? Unit 9 Learning Objectives1.Assess how globalization both positively and negatively affects human communities, networks, and production and distribution. 2.Evaluate how globalization has impacted inequality around the world. 3.Investigate how different groups have responded to globalization. 4.Analyze how human rights have been impacted in a modern world.5.Analyze how globalization has impacted the environment.6.Use primary sources to analyze multiple perspectives of globalization.7.Use historical thinking skills such as comparison, CCOT, and claim testing to evaluate historical events and processes.8.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.Unit 9 OverviewLesson 9.1: Our Interconnected WorldLesson 9.1 DQ: How are our lives today similar and different, and how can history help explain these variations and commonalities? 1.Opener: Our Interconnected Worlda.Opener: Word Cloud2.Looking Aheada.Activity: Unit 9 Notebook: Part 13.Our Interconnected Worlda.Video: Unit 9 Overviewb.Article: “Unit 9 Introduction: Our Interconnected World (1900 to the Future)”
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.334.Globalization Framesa.Video: Frames in Unit 9 b.Activity: Redraw the Frames 5.Closer: Our Interconnected Worlda.Closer: Globalization Jingle6.Extension: Introduction to Globalizationa.Article: “Introduction to Globalization”An Age of Intense GlobalizationLesson 9.2: Is Globalization Good or Bad?Lesson 9.2 DQ: What are the benefits and challenges of globalization?1.Opener: Is Globalization Good or Bad?a.Opener: Quick Vocab2.Globalization: Good or Bad?a.Video: Globalization I – The Upside: Crash Course World History #41b.Article: “The Trouble with Globalization”c.Activity: What’s the Downside of Globalization?3.Closer: Is Globalization Good or Bad?a.Closer: Making Claims: Globalization 4.Extension: Behind the Bouqueta.Article: “The Flower Industry in Columbia: The Good the Bad and the Ugly of Globalization”Lesson 9.3: The Global EconomyLesson 9.3 DQ: Is globalization making the world more equal or increasing inequality? 1.Opener: The Global Economya.Opener: Global Economic Challenges2.Global Productiona.Article: “Goods Across the World” b.Activity: Follow the Product3.Uneven Globalizationa.Article: “Is the World Flat or Spiky?”b.Graphic Biography: Ugandan Migrants4.Webs of Globalizationa.Activity: Our Interconnected World: Frames 5.Closer: The Global Economy a.Closer: Economic Connections6.Extension: Globalization Up Closea.Activity: Dollar Street Projectb.Article: “Rise of China” c.Activity: QuickSourcing: Economics in the Global Aged.Article: “Source Collection: Economics in the Global Age”Lesson 9.4: The Great AccelerationLesson 9.4 DQ: Why has change accelerated since 1945?
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.341.Opener: The Great Accelerationa.Opener: What’s New? 2.Accelerating Population Growtha.Article: “Population and Environmental Trends, 1800 to the Present” b.Activity: Comparing the Most Populous Cities by Century, 1500 to Present 3.Is Change Accelerating? a.Article: “The Great Acceleration”b.Video: Green Revolutionc.Video: Eradicating Smallpox4.Debating Acceleration a.Activity: Debate: Is Change Accelerating?5.Closer: The Great Accelerationa.Closer: Time-Traveler Letter Social TransformationLesson 9.5: Global CommunitiesLesson 9.5 DQ: Why did ideas about human rights change after 1945? 1.Opener: Global Communitiesa.Opener: What Are Rights?2.The United Nationsa.Article: “International Institutions”3.Human Rightsa.Article: “Universal Rights”b.Activity: Comparison: Rights Documents 4.Connecting Rights Movementsa.Article: “Movements to End Racial Injustice”5.Closer: Global Communities a.Closer: Rights Under Construction6.Extension: Connected or Divided?a.Article: “Our Networks Today”Lesson 9.6: Global ConflictsLesson 9.6 DQ: How have the tensions of globalization sparked new conflicts?1.Opener: Global Conflictsa.Opener: Never Again2.Competing Visionsa.Article: “Transnationalism and the Revival of Nationalism”b.Activity: Claim Testing: Globalization 3.Mass Atrocitiesa.Video: How the World Failed to Stop the Rwandan Genocideb.Article: “Why Does Genocide Still Happen?” c.Activity: The System Is Working as Designed4.Terrorism a.Video: 9/11: One Day That Changed the World5.Closer: Global Conflicts
OER PROJECT: WH ORIGINSCOURSE OUTLINEFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.35a.Closer: Evaluating Global Conflicts6.Extension: Voices of Resistancea.Activity: QuickSourcing: Resistance to Global Institutionsb.Article: “Source Collection: Resistance to Global Institutions” Lesson 9.7: Experiencing GlobalizationLesson 9.7 DQ: What challenges does globalization present to different communities around the world? 1.Opener: Experiencing Globalizationa.Opener: Repatriation 2.Forced Migration a.Article: “A Century of Refugees”b.Graphic Biography: Islam Alhashel3.Democratization and Islam in Pakistana.Video: Benazir Bhuttob.Activity: Legacies4.Indigenous Resistancea.Video: Preserving the Pastb.Graphic Biography: LaDonna Brave Bull Allard5.How Much Has Our World Changed?a.Activity CCOT: Unit Comparisons 6.Closer: Experiencing Globalizationa.Closer: Unit 9 Notebook: Part 27.Extension: Globalization Under Firea.Article: “The Zapatistas in Mexico”b.Article: “Non-State Terrorism”What Comes Next?Lesson 9.8: The Anthropocene?Lesson 9.8 DQ: How will the transformations of globalization affect our world in the future? 1.The Futurea.Opener: The World in 2050 2.Climate Changea.Video: Humans and Energy: Crash Course World History #207 b.Article: “The Anthropocene” 3.Frame-Buildinga.Activity: Build Your Own Frame 4.Extension: The Impact of Globalization: Progress or Problem?a.Assessment: Pre-Writing: Globalization b.Assessment: DBQ Sources: Globalization c.Assessment: Writing: Globalization d.Activity: Writing: Self Editing