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New York World History 1750 Standards Brief

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This work is licensed under CC BY 4.0.New York State Standards Alignment to OER Project: World History 1750OER Project: World History 1750 (WH 1750) is a comprehensive, inquiry-based curriculum designed to provide a coherent, standards-aligned foundation for instruction. The course is organized around nine coherent units spanning 1750 to the present, with transparent alignment toNew York State Grade 10 Global History and Geography II (1750–present) and the disciplinary practices and habits of mind that define New York's vision for rigorous social studies education. WH 1750 directly addresses all ten Key Ideas for Global History and Geography II (SS.10.1–SS.10.10) and is structured to prepare students for theGlobal History and Geography II Regents Exam. The course includes ready-to-use lessons, curated primary and secondary sources, activities, and assessments that address the major content, skills, and inquiry expectations found in state world history standards. As with any curriculum, teachers and districts may choose to adapt pacing, emphasize particular topics, or incorporate additional materials to meet local priorities and student needs. Standards that require state-specific, local, or community-based examples may call for targeted supplementation so students can connect the course’s global historical themes to the places and contexts named in their state standards.World History Topics and AlignmentWH 1750 fully addresses all tenGlobal History and Geography II Key Ideas SS.10.1–SS.10.10 through integrated, inquiry-based instruction aligned to New York's chronological structure, topics, and thematic expectations.Key IdeaTopic and FocusWH 1750 Social Studies PracticesUsing evidence, causation, comparison, contextualization, geographic reasoning, economic systems, civic participationUnits 1-910.1The World in 1750—diverse states, empires, and trade systems across Afro-Eurasia-.Unit 110.2Enlightenment, Revolution, and Nationalism—intellectual change and political revolutions.Unit 2 10.3Industrial Revolution—industrialization, new labor systems, and social transformation.Units 3, 410.4Imperialism—European and Japanese imperial expansion and resistance.Unit 510.5Unresolved Global Conflict (1914–1945)—World Wars, depression, totalitarianism.Units 6, 710.6Cold War (1945–1991)—superpower rivalry and proxy conflicts.Unit 8
2Key IdeaTopic and FocusWH 1750 10.7Decolonization and Nationalism (1900–2000)—independence and nation--building.Unit 810.8Globalization and Interdependence—global economic, political, and cultural interdependence.Units 8, 910.9Globalization and the Environment (1990–Present)—environment, sustainability, and rights.Unit 910.10Human Rights Violations and Responses—atrocities, accountability, and international frameworksUnits 4, 7, 9Total pacing: Approximately 170 days (adaptable for New York school calendars and local pacing guides). All units are taught to depth, not breadth, with sustained opportunities for source analysis, evidence-based argumentation, and multiple-perspective inquiry throughout.Course StructureNine units, each organized around a compelling inquiry question:•Unit 1: The World in 1750—How were humans and societies connected in 1750, and how were they distinct and unique?•Unit 2: Liberal and National Revolutions—How were ideas about political identity transformed by revolutions and nationalism?•Unit 3: Industrialization—How did industrialization transform societies around the world?•Unit 4: Reform Movements—How did people respond to transformations of the long nineteenth century?•Unit 5: Industrial Empires—How were industrial empires created and contested, and how did those processes shape our world today?•Unit 6: World War I—What were the causes, course, and consequences of the First World War?•Unit 7: Interwar and World War II—How did nationalism, ideology, and total war reshape the global order?•Unit 8: Cold War and Decolonization—How did Cold War competition and decolonization reshape international order and domestic societies?•Unit 9: Globalization—How has globalization since the 1980s transformed economies, cultures, environments, and politics?
3Key FeaturesInquiry-Based Learning Aligned to New York Social Studies StandardsEach unit begins with a compelling question and uses three analytical frames—communities, networks, and production and distribution—to organize student thinking and support deep conceptual understanding across units. This directly supports New York’s Social Studies Practices and Global II topics outlined in the Curriculum Framework.Source-Rich and Writing-IntensiveStudents regularly analyze multisource stimulus sets—maps, graphs, texts, political cartoons, and images—from diverse global perspectives. They regularly practice historical thinking skills such as completing source-based short constructed responses and extended evidence-based essays that directly align to the Framework’s expectations for argumentation, source evaluation, and evidence-based reasoning, strengthening readiness for college, career, and civic engagement.Ready for Use as Core CurriculumWH 1750 includes all necessary materials: ready-to-use lessons, primary and secondary source sets, formative and summative assessments, and teacher guidance. No student accounts are required and there is no physical textbook to purchase. Teachers can download, embed, and share learning materials or direct students to the OER Project website.PLC-Friendly DesignShared inquiry questions, shared analytical frames, and transparent standards alignment support professional learning community (PLC) work and department-wide coherence without requiring external programs or consultant support. The alignment to New York’s Curriculum Framework for Global II enables cross-grade collaboration around shared inquiry routines, source analysis expectations, and writing progressions.Aligned to New York's Standards for History and Social Science Practice and World History II TopicsThe course explicitly integrates New York’s Standards for History and Social Science Practices, World History II topics,supporting questions, and core ideas, with particular emphasis on:•Civic knowledge, skills, and dispositions—Across all units: civic and political institutions; democratic principles; human and civil rights; governance and resistance movements.•Analyze multiple primary and secondary sources including for purpose and point of view—Foundational historical thinking skill across all units: historical sourcing and evidence. •Evaluate the credibility, accuracy, and relevance of each source—Foundational historical thinking skill across all units: claim testing using authority, evidence, logic, and intuition. •Argue or explain conclusions, using valid reasoning and evidence—Foundational across all units: evidence-based writing (both short responses and longer essays).
4Assessment AlignmentWH 1750 assessment design reflects New York’s standards-based approach to rigorous social studies learning:•All units emphasize historical thinking skills such as source analysis, comparison, continuity and change over time, contextualization, and causation that build foundational historical thinking and support students’ ability to gather diverse perspectives, evaluate evidence, and develop informed interpretations. •Historical thinking skills are scaffolded so that students build upon these skills in a deliberate way. By the second half of the course, students respond to historical writing prompts with longer, evidence-based responses that align with New York's SocialStudies Practices and Global History and Geography II standards. •All assessments are embedded in daily instruction, not separated from it, reducing curriculum-to-assessment misalignment and ensuring authentic engagement with the disciplinary concepts New York has identified as central to world history.By aligning everyday classroom work with New York’s Global History and Geography II Topics and Standards for History and Social Studies Practices, WH 1750 ensures students’ daily practice develops historical thinking, civic dispositions, and global competencies required for informed citizenship in a diverse, interconnected world.Why WH 1750 for New York Schools?1.Full Curriculum Framework coverage—All ten Global History and Geography II Topics addressed to depth.2.Culturally inclusive and identity-affirming—Diverse global perspectives, Indigenous voices, African diaspora narratives, and resistance movements focused on throughout; directly supports New York's guiding principles.3.Civic engagement-ready—Daily instruction develops students’ capacity to gather diverse perspectives, evaluate evidence, develop claims, and understand their agency in shaping history and the future—aligned to New York’s guiding principles.4.Global citizenship-focused—Supports New York’s emphasis on global perspectives, civic reasoning, and literacy standards articulated across New York’s Global History and Geography II Topics and Standards.5.Teacher-friendly—All materials included; no backfilling; shared inquiry questions and analytical frames support coherent instruction and collaborative PLC. 6.Cost-effective—No textbook purchase, no licensing, no recurring vendor fees; sustainable and accessible for New York districts of all sizes and funding levels.
5Using WH 1750 For adoptions and approvals•Review the New York World History Topics overview table to see how the course scope and sequence addresses the full range of Global History and Geography II Standards across all WH 1750 units.•Read the unit alignment tables (New York Framework, WH 1750 objectives, and WH 1750 materials) to verify that WH 1750 meets expectations for rigor, inquiry, source work, and writing in a core world history course consistent with New York’s standards.For curriculum and PLC planning•Use the unit-level notes in the WH 1750 alignment doc when building or revising pacing guides to identify which New York standards are emphasized in each unit and where key assessments and performance tasks occur. •Reference the disciplinary skills and inquiry sections to plan source analysis routines, writing expectations, and instructional strategies that align with New York standards while supporting department-wide coherence and collaborative PLC planning. •Draw on the described student tasks—document analysis, debates, evidence-based writing, and informed action projects—to design common formative and summative assessments that align with local benchmarks and district curriculum review cycles.For audits and documentation•Use the alignment tables as evidence that WH 1750 addresses the relevant New York Global History and Geography II Topics and associated performance expectations, including content, inquiry, and literacy expectations. •Attach or reference this guide in curriculum adoption reports, program reviews, and district documentation to show that WH 1750 functions as a standards-aligned, full-course option for Global History and Geography II in New York.Adoption ReadinessOER Project: World History 1750 (WH 1750) provides complete coverage of all ten New York State Grade 10 Key Ideas (10.1–10.10), full integrated with disciplinary literacy, inquiry-based learning, and Social Studies Practices. Each unit is built around a compelling question and a coherent sequence of lessons, source sets, and writing tasks, so teachers are not left to backfill standards coverage or create their own materials. Together, this New York alignment guide, the WH 1750 Course Overview, and the online unit guides provide a documentation stack that curriculum supervisors and department teams can use for adoption decisions, curriculum audits, and professional learning aligned to New York’s requirements.
6Implementation of WH 1750 does not require a separate textbook or ancillary program. Every unit includes ready-to-use lessons, primary and secondary sources, formative and summative assessments, and guidance for using the course’s three analytical frames—communities, networks, and production/distribution—as a common language across classrooms and professional learning communities. Assessment design is intentionally source-based and writing-rich, mirroring the kinds of document analysis, short constructed responses, and extended argumentative or explanatory writing emphasized in the New York Standards.Unlike traditional textbook-based approaches that organize instruction around discrete chapters and factual recall, WH 1750 structures all nine units around compelling questions and the three analytical frames, helping students develop the durable habits of historical thinking and inquiry New York’s standards identify as essential for postsecondary success.Implementation Support•Online course materials (freely available): Unit overviews, detailed Lesson Guides, source sets, and assessment rubrics.•Teacher guides and pacing recommendations for flexible implementation across New York school calendars and local pacing requirements.•Professional learning resources to support department transitions and PLC alignment with New York’s Curriculum Framework, consistent with New York's expectation for continuous curriculum improvement.•Comprehensive standards alignment documentation(this brief plus detailed SS.10.1–SS.10.10 alignment tables) for adoption, audit, and accreditation purposes. •No district-specific textbook adoption, no ongoing licensing fees, no vendor lock-in.Next Steps•Review the detailed WH 1750–New York Standards Alignment Guide for unit-by-unit performance expectation mapping.•Explore WH 1750 online course materials at oerproject.com.•Schedule a demonstration session or website walkthrough with OER Project.For questions or to schedule an adoption consultation, contact team@oerproject.com.