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WHP AP® COURSE GUIDE

AP COURSE GUIDE2Table of ContentsWorld History Project AP Overview .....................................................................................................................................................3Course Content .......................................................................................................................................................................................4Course Structure .............................................................................................................................................................................4Texts .................................................................................................................................................................................................6Videos ..............................................................................................................................................................................................7Course Activities .............................................................................................................................................................................8Practice Progressions and Thinking Tools .....................................................................................................................................8WHP AP Practice Progression Placement ..............................................................................................................................9Reading .....................................................................................................................................................................................10Writing .....................................................................................................................................................................................11Claim Testing ............................................................................................................................................................................12Causation ..................................................................................................................................................................................13Comparison ..............................................................................................................................................................................14Contextualization ......................................................................................................................................................................15Continuity and Change Over Time (CCOT) ..............................................................................................................................16Sourcing ...................................................................................................................................................................................18WHP AP Activities Placement .................................................................................................................................................19WHP AP Activities ...........................................................................................................................................................................21Vocab .......................................................................................................................................................................................21Themes Notebook ....................................................................................................................................................................21Quick Sourcing ........................................................................................................................................................................22Mapping ....................................................................................................................................................................................23Making Claims ..........................................................................................................................................................................24Project X and Data Explorations ..............................................................................................................................................24Fun ............................................................................................................................................................................................26Graphic Biographies .................................................................................................................................................................27DBQs and LEQs ........................................................................................................................................................................28SAQs ........................................................................................................................................................................................29WHP AP Course Planning and Pacing ...................................................................................................................................................30Cover image: Yasuke Graphic Biography. Yasuke became perhaps the first foreigner—and the first African—to gain the rank of samurai.

AP COURSE GUIDE3World History Project AP Overview Welcome to the World History Project AP® course (which we often refer to simply as WHP AP)! This is a global history course aimed at high-school students that provides a cohesive approach to learning and understanding the history of the world while simultaneously preparing students to take the AP® World History: Modern exam. In this course, you and your students will explore our collective history beginning in 1200 and ending in our present moment. This course will help students learn how to use stories about our connected human past to orient themselves to their “now” and prepare for the future. We’re going to cover a lot of ground (and more than 800 years), but this course is not a typical march-through-time history class that covers one thing after another. Rather, WHP AP uses a set of overarching inquiry problems along with the AP themes, situated at a variety of scales, to organize and facilitate teaching and learning. As you begin your journey with WHP AP, remember, you’re not alone. An active community of teachers and scholars will be along for the ride through this global history of the last eight centuries and counting. In this guide, you’ll find detailed information about the course structure and content. For descriptions of the objectives, we refer to you to the AP World History Modern Course and Exam Description (CED), to which we have tightly aligned the course. For an overview of OER Project and its overall approach, including our inquiry framework, philosophy, and our suggested approaches to teaching, check out the OER Project Teaching Guide. In addition, if you think one of our other world history courses might be a better fit for your classroom, check out the other course guides (we offer three additional world history courses: WHP Origins, WHP 1200 to the Present, and WHP 1750 to the Present). Four WHP course optionsCourse AlignmentOne common question that comes up for any teacher adopting a new AP course is whether or not the course is truly aligned to the College Board’s expectations, and if it will fully prepare students for the AP World History: Modern exam. The World History Project AP (WHP AP) team conducted a thorough assessment of WHP AP content assets to ensure that they align with the AP World History: Modern Course and Exam Description (CED). The CED identifies particular 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 WHP AP course aligns with specific topics

AP COURSE GUIDE4and themes in the AP CED (see the WHP AP Alignment document for detailed information). WHP AP content assets address the thematic focus for each topic, describe all historical developments identified in the AP CED, and include lesson plans that help students achieve the learning objective. We often specifically address the illustrative examples identified in the CED, but we do not include all these examples. In our consultation process with AP experts, we learned that these examples are suggestions; therefore, if we have at least one illustrative example per subtopic covered, then students will be able to apply that content knowledge to answer questions on the AP exam.Skills alignment: The WHP AP unit problems and assessments were designed to precisely align unit by unit with the reasoning processes in the AP CED. The WHP AP course also includes a series of historical thinking practice progressions that align with the historical thinking skills and reasoning processes included in the AP CED. For each article and video in the course, we created guiding questions that ask students about how the content in that asset relates to the AP theme, topic, or suggested skill for that unit.Structural alignment: Each unit in the WHP AP course aligns with the units and periodization identified in the AP CED. Lessons are organized and grouped based on the topics of the CED. Each WHP AP lesson aligns either with one topic or multiple topics. We took into consideration that the AP CED topics and numbering are subject to change over the years, and have therefore grouped some topics together in one lesson rather than splitting the course into seven to ten lessons per unit.Course ContentThe WHP AP course comprises three main asset types—texts, videos, and activities—and has a clear structure that will help you navigate the course content. Course StructureThe WHP AP course is divided into nine units, which are described in more detail below. Each unit is composed of a set of lessons. Each lesson typically includes a mix of articles, videos, and activities. The first lesson in each unit (that is, the “0” lesson: 1.0, 2.0, 3.0, and so on) provides a high-level overview, or a big picture, of what happens in each unit, and also shows how the units are connected to one another. This high-level overview lesson supports a big-picture narrative, while the remaining lessons tend to get into more of the details. WHP AP periodization scheme

AP COURSE GUIDE5The lessons themselves also have a deliberate structure, and where possible, we try to have an opening and closing activity for each lesson. These help form a cohesive structure across lessons. Our opening activities are meant to be quick and fun—activating prior knowledge, revealing student misconceptions, and preparing students for what’s coming in that lesson. Closing activities are used for formative assessment throughout the course. When these activities meet the criteria we’ve just described, they’re clearly labeled “Opening” and “Closing” (respectively and unsurprisingly) on the OER Project website.We have two ways to access the activities, articles, and videos within the course—the Unit View and the Lesson View. There are some slight differences in what you will find in each of these views. From the Unit View, you can see all the activities, articles, videos, and assessments in each lesson of the unit. Click View Lesson to see the lesson.Within the Lesson View you’ll find directions to help guide you through each activity, video, and article. In the case of activities, these are the same directions you’ll find in the associated PDF. For articles and videos, you’ll find questions aligned to the Three Close Reads approach and the AP CED. Note that you’ll also find teacher-facing language and sample answers in the Lesson View; on the student site, students will see student-facing language, and they will not see any sample answers or answer keys.

AP COURSE GUIDE6From the Lesson View, click on any asset in the left-hand menu to see related lesson instructions and materials. TextsThere are three main types of texts included in the course: articles, graphic biographies, and primary source collections.• Articles: A series of essays by eminent scholars from around the world. We provide audio versions of all the readings. • Graphic biographies: Graphic biographies of everyday people from throughout human history are included in each unit. These are discussed in more detail below.• Primary source collections: Primary source collections: Primary source collections (including image collections) have been curated and included throughout the course to include a wide variety of historical content. Each primary source collection includes a guiding question, and the option to use our Quick-Sourcing Tool if you choose to use these with your students.

AP COURSE GUIDE7Examples of course texts: article (left), graphic biography (center), and primary source collection (right).VideosThe course features a variety of videos, each with a specific purpose as part of an integrated lesson. The videos provide variety alongside text and activities, giving students an opportunity to view sites and hear from scholars from around the world. They offer an engaging way for students to learn a good deal of history content in a fairly short amount of time. We provide transcripts and closed captioning for all videos. Some teachers choose to review video transcripts with their students either before or after watching the videos. And don’t forget—you can check the “Pause at key concepts” box to have the video stop in places where we suggest checking student comprehension. These stopping points match up with the questions and answers found in the respective lesson view. All our videos include these features, but there are several different video types, each playing a distinct role in the course.• Unit overview videos: This AP-specific video series will provide the narrative thread for the course, and will highlight key concepts, historical developments, and themes that students will encounter in each unit, giving them a framework to guide their learning.• Topical videos: These videos, which are found throughout the course, bring expert knowledge from world historians and other scholars to discuss key questions such as: What makes history usable? How did Islam emerge and spread? How did the slave trade impact West Africa? Why did the Armenian Genocide happen? What is fascism? Why did internationalism fail to stop the First World War? In each case, experts present on the questions and offer evidence to help students to answer these questions.

AP COURSE GUIDE8• International video arcs: We’ve created five international video arcs, each made up of three videos based around a particular geographic location. Each video provides regional evidence to help students think about the unit problem. However, they also work longitudinally to ask and address questions of continuity and change within a state or region, such as the Caribbean, the Arabian Peninsula, the United Kingdom, Ghana, and China.• Crash Course videos: We have carefully curated a selection of Crash Course world history videos that are teacher-tested for topical coverage and that we feel are a great fit for the course. These videos often move fast, so consider having students review the transcript before or after they watch to fill in or reinforce any details they might miss. • Khan Academy videos: Khan Academy has an extensive video library, and we’ve partnered with them to provide students with more in-depth explorations of certain historical units, such as the Aztec Empire, the Inca Empire, and the Opium Wars. Excerpts from WHP videosCourse ActivitiesLessons include standard activity types (vocabulary activities, for example), progression activities, repeated activities, assessments, and customized “fun” activities to maximize student engagement and learning. We also have a few special features, such as data explorations, which are discussed more in this section. Practice Progressions and Thinking ToolsPlease see the OER Project Teaching Guide for more detailed information about the rationale behind practice progressions. Here, you will see the specific activity progressions found in the WHP AP course. We recommend

AP COURSE GUIDE9you use caution if considering skipping activities that are part of a spiraling series. Doing so might leave students with an incomplete set of skills or cause confusion when students encounter less scaffolded activities. We recommend you complete each activity in the series with your students, even if you don’t do them in the exact order suggested in the outline, to ensure appropriate scaffolding is provided to support skill development.WHP AP Practice Progression PlacementUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9The GlobalTapestr yNetworks of ExchangeLand-based EmpiresTransoceanic InterconnectionsRevolutionsConsequences of IndustrializationGlobal ConflictCold War and DecolonizationGlobalization Practice ProgressionsReading The Global TapestryThree Close Reads - IntroductionThree Close Reads for Graphic Bios - IntroductionNo specific activity sequence—release of scaffolding determined by teacher in relation to Three Close Reads recommendations.Writing AP RubricsThesis and Contextualiza-tion Part 1Analysis and Evidence and WHP Con-cepts Part 1Organization and Language and StyleClaim and Focus Part 2Analysis and Evidence and WHP Concepts Part 2Organization and Language and Style Part 2Peer EditingSelf-EditingClaim Testing IntroductionAuthority Making Claims: Expanding NetworksEvidenceTransoceanic EmpiresSocial Class and GenderMaking Claims: RevolutionsMaking Claims: Industrializa-tion ImperialismGlobal ConflictMaking Claims: World War IGlobalizationMaking Claims: Glo-balizationCausation IntroductionThe Black DeathRecipe for a Revolution Indian Up-rising World War IICold WarEnvironmen-tal ChangeComparison Life in 1200 and Today EmpiresEgypt and Japan Women’s SuffrageMexican and Russian Revo-lutionsDecoloniza-tion MethodsContextualization Introduction Mansa MusaBelief Sys-temsChild Labor Opium Wars The Great DepressionContinuity and Change Over Time (CCOT) Intro to CCOTNetworks of Exchange to Land-Based EmpiresLand-Based Empires to Transoceanic Interconnec-tionsTransoceanic Intercon-nections to RevolutionsEmpire to Glob-al ConflictUnit Compar-isonsSourcing IntroSpanish Conquest of the Aztec EmpireWhy Was Slavery Abolished?Differing Perspectives on ImperialismWho Started the Cold War?

AP COURSE GUIDE10ReadingWHP seeks to improve students’ ability to analyze, evaluate, and use a range of primary and secondary sources and video, including arguments about the past in a variety of formats or genres. Specifically, WHP activities regularly ask students to read sources deeply; to evaluate the roles that evidence, context, and underlying assumptions play in constructing an interpretation; and to evaluate the consequences or significance of one interpretation over another. For students to develop the skills related to historical reading, the course provides extensive supports for what we call the Three Close Reads process, which you can learn more about in the OER Project Teaching Guide. Students are introduced to close reading strategies in the first overview reading of the course, and then continue to use the process throughout. Although reading everything in the course three times might seem like overkill, it’s a very helpful tool for getting all the information from the articles and other readings. Students will get faster and faster with each reading, and somewhere in the middle of the course they will notice that the three reads take the same amount of time that one used to take. Students will eventually internalize this process; however, they should continue to use the Three Close Reads worksheet as a tool to help them with more complicated readings. Three Close Reads worksheetIn addition to text-based readings, we also assume that students will “read” videos in the course in the same manner they use Three Close Reads to assess text-based readings. The videos used in the course are often dense and provide detailed information. Usually, watching a video once and moving on does not provide the kind of engagement needed for students to comprehend, recall, and apply the details contained in it. We recommend that you approach video just as you do reading. First, have students watch the video so they can get the overall gist (a

AP COURSE GUIDE11first watch of a video is often a great homework assignment). Then, have students watch the video more closely, using the questions provided in the accompanying lesson plan to help them focus on the key ideas. For the final viewing, ask students to apply what they learned in the video to see if the video supports, extends, or challenges what they already knew about the topic at hand. You can also have students read video transcripts to cut down on the overall time it takes to use each video as part of instruction. Note: Videos are not intended to replace instruction; rather, they are a resource that should be used in an interactional way. You should keep an ear out for when students start to grumble about the three reads. It might mean that they’re ready for a less-scaffolded experience. Teachers should use their knowledge of how their students’ reading skills are developing to decide when they need less guidance and structure. It’s unlikely this will happen in the first unit, or even the first couple of units, but eventually this process will become a habit. Until it does, it’s important to use the worksheet, and early in the course we recommend modeling the Three Close Reads process with your students. Typically, students should use the Three Close Reads worksheet to help them analyze an article. In addition to the worksheet, you will always be given more specific questions (with sample answers that appear only in the teaching material) that can be used to orient your students to particular concepts and rhetorical devices for the second and third reads. The questions provided as part of the activity should be used for class discussions and for checking students’ understanding of the reading. The content covered in the reading-specific questions is important for your students to learn, so make sure these questions, which are in addition to those on the Three Close Reads worksheet, are addressed with your students in some way. Note the questions for the third read have been aligned to those found in the AP World History Modern CED. Our teachers have noted that sourcing is a difficult skill for students to master; therefore, we call it out as a separate historical thinking practice. Although it’s tightly bound to reading, we tease it out in the WHP practices so students can spend additional time deliberately practicing their sourcing skills. While the standard Three Close Reads approach is intended for use for regular essay-type articles, we have developed additional strategies for different types of texts. To support the reading of graphic biographies and charts and graphs, we also have Three Close Reads—Graphic Biographies and Three Close Reads—Data Exploration. For more information on these, refer to the Graphic Biographies and Project X sections of this guide. Writing The WHP AP course is writing-intensive. Students are asked to respond in writing to a variety of essay prompts, including those related to the reasoning processes of causation, historical comparison, and continuity and change over time (CCOT). Because history teachers are not necessarily trained as writing teachers yet must help students develop their writing skills, we have created a series of seven activities that focus specifically on developing these core writing skills so that students are prepared to construct their own historical narratives in response to these varied historical prompts. The writing progression activities start with an introduction to the WHP AP Writing Rubrics. We have developed two rubrics: the WHP AP DBQ Rubric and the WHP AP LEQ Rubric. These rubrics were created using the criteria shared in the AP CED for what it takes to score points on the exam. If students earn a score of 5 on the rubric, this equates to receiving points on the exam. We have created additional rubric columns so students have a clearer sense of what they need to do improve in each criteria of the rubric, which will help them focus their efforts where needed to receive points on the AP World History: Modern exam. The first activity in the writing progression introduces students to these rubrics so they have a clear understanding of the goals they are trying to meet when they write for the exam. Each activity is designed to help students not only understand the rubric criteria, but also learn how to identify the elements of good writing. Students will learn about how to craft a thesis statement, how to write a contextualization paragraph, how to properly use evidence and reasoning in their writing, and so on.

AP COURSE GUIDE12For the writing progression activities in the later units of the course, we ask students to do a deeper analysis of sample essays. They will shift from simply identifying elements such as the thesis and contextualization in essays, to attempting to make suggestions for improvement in sample essays. This will help students develop these core writing skills so that they’re prepared to construct their own historical narratives in response to historical prompts. Note these activities are the second to last activity in each unit, preceding a unit-culminating writing assessment in the form of a DBQ or LEQ. These assessments—as well as the use of Score in WHP AP—are explained in more detail in the DBQs and LEQs section of this guide. WHP LEQ Writing RubricClaim TestingClaim testing is an important analytical process for assessing the quality and veracity of claims. It helps students see and evaluate people’s assertions and gives shape to one of the most important and useful historical critical thinking practices. Since history is all about making assertions, it’s important that students learn the skill of testing claims early and use it frequently as part of evaluating historical accounts and making historical interpretations. Through use of this process, students will become familiar with the language of claim testing, which they should also begin to use as part of accountable talk in the classroom. The WHP AP course equips students with the language and practice needed to analyze claims made in many forms, including primary and secondary sources, data charts, videos, graphic biographies, and even in-class discussions. It’s very important for students to see you, their teacher, model claim testing by making it a regular part of classwork. You might stop a video to ask about the support Trevor Getz offers for one of his claims; or you might ask students to highlight an article’s major and minor claims; or have them use claim testers to shape a discussion of a current issue in the news or in school.

AP COURSE GUIDE13In class discussions, you might encourage students to respond to each other with questions such as:• Is the creator of this source credible? Why?• What’s the evidence for that claim?• Can you explain the logic behind your statement?• This makes logical [or intuitive] sense to me but I don’t have much evidence. Can someone suggest some evidence to support this?You might even create a poster of such phrases to scaffold the regular use of the claim testers in class. Of course, claim testing should also become evident in students’ writing as they use these same strategies to show how they arrived at or are supporting their conclusions.The claim-testing progression starts with a fun and quick activity to introduce students to the claim testers, then moves into specific activities that address the concepts of authority and evidence. For the remaining activities in the progression, students will apply what they know about authority, logic, intuition, and evidence to write supporting statements for claims they’re given that are relevant to the unit they’re studying. They will analyze the quality of evidence put forth by their peers, find disconfirming evidence, and write thesis statements based on their conclusions, all of which will help them be better prepared to make and support claims in their own writing. WHP Claim TestersCausationCausal reasoning can help students develop evidence-based explanations or arguments in response to a causal question that considers human actions, events, and larger structures or processes. Reasoning about cause and consequence is core to the work of a historian and therefore this practice is introduced early and repeated often. As students’ progress in the course, they will use their causal reasoning skills in most activities. It won’t be long before the steps they follow to analyze cause and consequence become implicit, and at that point they may not need the support of the Causation Tool. However, writing about causation may take more time, so make sure to provide the appropriate support to your students until they’ve mastered writing about cause and consequence. Students are introduced to causation in Unit 1 of the course using the fictitious story of Alphonse the Camel. They are introduced to the Causation Tool at the end of this activity. In the activity that follows, which focuses on the Black Death, students learn how to draw causal maps. Then students dig into both cause and consequence, learning that their relationship is not linear. A couple of activities later, students have some fun with causation in Recipe for a Revolution. For this activity, students create a recipe that explains the causes for a particular political revolution.

AP COURSE GUIDE14Students cover some other topics, ending by analyzing a complex process—environmental change. By the end of this progression, students should be skilled in analyzing long-, intermediate-, and short-term causes as well as their significance, role, and type. Causation ToolComparisonComparison is a key process that historians use to help them better understand the past. WHP seeks to improve students’ ability to “do” historical comparison. We ask students first to describe similarities and differences between different historical developments and processes; we then have them explain relevant similarities and differences between specific historical developments and processes; and finally, they must explain the relative historical significance of similarities and differences between different historical developments and processes.While comparing and contrasting is something that students have likely engaged in prior to this course, in these activities they are introduced to a systematic way of conducting historical comparison. We recommend that you not skip these activities because this seems like an easy skill to master—while students may be able to conduct historical comparisons quickly, writing comparison essays can be more of a challenge. Students are introduced to different structures for writing comparison essays so that they can write a well-crafted essay that carefully addresses historical comparison. The comparison progression considers scale, making sure that students are thinking about comparison across time and space. There are many ways to conduct historical comparison, so in the first activity of the progression, we start at the most local level, with the students comparing their lives to humans living in 1200. Then, in Unit 3, they will compare empires, and in Unit 5, they’ll compare two sites from elsewhere in the world (Egypt and Japan), during a similar time in history. Next, they’ll compare suffrage movements from around the world. After this, they

AP COURSE GUIDE15will compare the Russian Revolution to a revolution of their choosing. Finally, they’ll complete the progression by examining women’s involvement in decolonization movements in different regions of Africa. By the end of the progression, students will not only be skilled in comparing and contrasting, but they will also understand how comparison is especially useful for expanding one’s perspective of historical events. Comparison ToolContextualizationA key component of historical inquiry is the ability to contextualize. Contextualization is a historical thinking skill that involves situating phenomena and actions by people in the context of time, space, and sociocultural setting. Context, in many ways, is complex and subtle, and involves other events, climate of opinion, and the local and more distant political, economic, social, and other cultural processes that surround the issue at hand. Contextualization is more than deciding when to begin an event. It requires students to think about the various layers of information that help us understand an event. Essentially, historical contextualization requires students to avoid “present-ism”—the tendency to interpret past events through the lens of modern values and concepts. Some research has shown that there are four pedagogical design principles that should be in place for students to both understand and write about historical context.1 These include:1. Making sure that students are aware of presentism.2. Assisting students in the reconstruction of historical context.3. Supporting students in using historical context to explain historical phenomena.4. Focusing on historical empathy by putting human agents into the historical narrative.1 Tim Huijgen, Wim van de Grift, Carla van Boxtel & Paul Holthuis, “Promoting Historical Contextualization: The Development and Testing of a Pedagogy,” Journal of Curriculum Studies 50, no. 3 (2018):410-434, DOI: 10.1080/00220272.2018.1435724.

AP COURSE GUIDE16It is these four pedagogical design principles upon which the contextualization activity spiral has been constructed. In the first activity in the contextualization progression, students become familiar with the concept and why it’s important. They do this by examining a well-known historical photograph without having any context, which means the photo has no meaning to them. Students learn that once they do have context, the image becomes meaningful and representative of the times. After this, students really dig into the progression by first examining the ways in which geography and location can impact how we contextualize. Then, they’ll look into how to contextualize people and larger historical events. After this, they’ll contextualize child labor, something that has been increasingly unacceptable over time—a great way to help students use historical empathy and avoid presentism. In the final activity, students will contextualize the Great Depression, which is perhaps the most global in scale of each of these activities. Contextualization is notoriously difficult to teach, and the Contextualization Tool is nuanced and can be difficult. Model the use of this tool over and over until students have a handle on how to use it effectively. We also recommend you use overview articles and videos to help students with this skill—without sufficient background knowledge, it’s incredibly hard to contextualize and the overviews should help in that regard. Additionally, if you feel your students still need more support with the step in the tool that asks students to make a list of historical events, one WHP teacher has been successful by providing the list of events from the answer key to their students and having them decide which are most relevant to what they are trying to contextualize. Contextualization ToolContinuity and Change Over Time (CCOT)WHP AP seeks to improve students’ capacity to evaluate historical continuity and change. Specifically, WHP AP activities ask students to describe patterns of continuity and change over time; to periodize and explain patterns of

AP COURSE GUIDE17continuity and change over time; to explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and change; to compare the past and the present to determine what has changed and what has remained stable; to evaluate the degree to which change was global, interregional, regional, or local; to assess different paces of change (slow, rapid); and to determine the direction or impact of change (degree to which change or continuity was progressive or regressive). Learning how to evaluate continuity and change over time helps students make sense of historical processes and the evolution of those processes. The CCOT Tool was conceptualized by WHP Project pilot teachers. It uses a fun and active process in which students place sticky notes on a simple graph to display continuities and changes for certain periods of time in history . As part of this process, student groups will decide which historical processes are changes, which are continuities, if they are positive or negative, and which themes they fit. The placement of sticky notes (and the option to put someone else’s in a new position) helps foster lively classroom debate and discussion, not something that is always easy to elicit when working on CCOT. The first activity in the progression examines how farms have changed over time, both in their structure and function. This gives students a concrete sense of what continuity is and what change is, in terms of historical thinking. Then, early in the progression, students look across units to identify continuities and changes over longer lengths of time. While students examine historical events and processes over shorter lengths of time, the culminating activity has them comparing at the largest scale—the entire course. As part of this, they will write an essay that asks them to identify the most significant changes and continuities across multiple units. CCOT Tool

AP COURSE GUIDE18SourcingSourcing—the act of understanding who wrote a document, where they wrote it, and why they wrote it, for the purposes of analysis or interpretation—is integral to the work of a historian. Without properly understanding an author’s purpose and perspective, it’s difficult to properly interpret a document. Therefore, students will learn how to discover how an author has framed an event, and how that then impacts their interpretation of it. The act of sourcing a historical event involves two of the essential practices that students have already been introduced to in this course: reading and claim testing. In order to adequately make sense of a historical account, students need to understand the author who is interpreting and then producing an account of that event. The introduction is meant to introduce students to the concept of sourcing by having them read different perspectives of a car crash, which will help them discover that all authors frame events, and that how they frame those events will have an impact on how we then interpret them. Then, students begin digging into primary source material using the Sourcing Tool, which will help them respond to specific questions related to sourcing. By the end of the progression, students will use their sourcing skills, in combination with their historical comparison and contextualization skills, to answer a historical question. The Sourcing Tool uses the mnemonic “HAPPY” to assist students in remembering all the different questions they should consider when sourcing material. Sourcing Tool

AP COURSE GUIDE19WHP AP Activities PlacementUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9The GlobalTapestr yNetworks of ExchangeLand-based EmpiresTransoceanic InterconnectionsRevolutionsConsequences of IndustrializationGlobal ConflictCold War and DecolonizationGlobalization Repeated ActivitiesVocabularyTracking 1.0Word Wall 1.0Tracking 2.0Word Wall 2.0Word WheelTracking 3.0Word Wall 3.0Word RelayTracking 4.0Word Wall 4.0Word SneakTracking 5.0Word Wall 5.0What’s My Word?Tracking 6.0Word Wall 6.0Tracking 7.0Word Wall 7.0Tracking 8.0Word Wall 8.0Tracking 9.0Word Wall 9.0Themes NotebookThe Themes Notebook activity appears twice in each unit. The first instance is always in the first lesson of the unit. Quick SourcingIntroductionMongol Collec-tionNetworks of ExchangeThe Black DeathTransforma-tion of BeliefsTrade and TechnologyFirst Person Accounts of the Transat-lantic Slave TradeImperial Expansion, Competition, and Resis-tanceLabor and So-cial HierarchyWords of the EnlightenmentRevolutionsEconomic Imperialism and State ExpansionIndigenous Responses to State Expan-sionMigrationWorld War IEconomy in the Interwar PeriodUnresolved TensionsWorld War IIScience and Technology in the World WarsCold WarCommunismNewly Independent StatesGlobal Resistance to Established Power Struc-turesEconomics in the Global AgeResistance to Global InstitutionsMappingUnit 1 MappingUnit 2 Mapping Part 1Unit 2 Mapping Part 2Unit 3 Mapping Part 1Unit 3 Mapping Part 2Unit 4 Mapping Part 1Unit 4 Mapping Part 2Unit 5 Mapping Part 1Unit 5 Mapping Part 2Unit 6 Mapping Part 1Unit 6 Mapping Part 2Unit 7 Mapping Part 1Unit 7 Mapping Part 2Unit 8 Mapping Part 1Unit 8 Mapping Part 2Making ClaimsExpanding NetworksRevolutionsIndustrializa-tion World War IGlobalizationWhat Is This Asking?IntroProject X “A Guide to Reading Charts”Three Close Reads for Data “Data Exploration: Population”Make a Prediction, Pt 1“Data Exploration: Urbanization”“Data Exploration: War and Peace”“Data Exploration: Child Labor” Make a Prediction, Pt 2“Data Exploration: Greenhouse Gas EmissionsTopic Selection“Data Exploration: Democracy”Research“Data Exploration: Inequality in Income”Final Project“Data Exploration: Future Population Growth”Additional Activity Types

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