WHP-1200 Course Guide
WHP COURSE GUIDE1200 TO THE PRESENT
1200 COURSE GUIDE2Table of ContentsWorld History Project 1200 to the Present Course Overview ............................................................................................................3Course Problem and Objectives ............................................................................................................................................................3WHP 1200 Course Problem ............................................................................................................................................................3WHP Course Objectives ..................................................................................................................................................................4The Frames of WHP ...............................................................................................................................................................................4Background ......................................................................................................................................................................................5Scale Switching to Support, Extend, or Challenge Frame Narratives ..........................................................................................5Frame Narratives .............................................................................................................................................................................6Networks ..................................................................................................................................................................................7Production and Distribution .....................................................................................................................................................8Communities .............................................................................................................................................................................8WHP 1200 Periodization Scheme .................................................................................................................................................9Unit 1: Narrative and Frames ..................................................................................................................................................10Unit 2: The Global Tapestry 1200 to 1450 CE .........................................................................................................................11Unit 3: Transoceanic Connections 1450 to 1750 CE ..............................................................................................................12Unit 4: Revolutions 1750 to 1914 CE .......................................................................................................................................13Unit 5: Industrialization 1750 to 1914 CE ................................................................................................................................14Unit 6: Empires and Other Consequences of Industrialization 1850 to 1950 CE ..................................................................15Unit 7: Global Conflict 1914 to 1945 CE ...................................................................................................................................16Unit 8: Cold War and Decolonization 1945 to 1990 .................................................................................................................17Unit 9: Globalization 1900 to Present ......................................................................................................................................18Course Content .......................................................................................................................................................................................19Course Structure .............................................................................................................................................................................19Texts .................................................................................................................................................................................................20Videos ..............................................................................................................................................................................................21Course Activities .............................................................................................................................................................................23Practice Progressions and Thinking Tools .....................................................................................................................................23WHP 1200 Practice Progression Placement ..................................................................................................................................23Reading .....................................................................................................................................................................................24Writing .....................................................................................................................................................................................26Causation ..................................................................................................................................................................................28Comparison ..............................................................................................................................................................................29Contextualization ......................................................................................................................................................................30Sourcing ...................................................................................................................................................................................32WHP 1200 Activities Placement .....................................................................................................................................................33WHP 1200 Activities ......................................................................................................................................................................35Vocab .......................................................................................................................................................................................35Unit Problem Notebook (UP Notebook) ..................................................................................................................................36What Is This Asking? (Question Parsing) ...............................................................................................................................36Making Claims ..........................................................................................................................................................................37Draw the Frames and Redraw the Frames .............................................................................................................................37Mapping ....................................................................................................................................................................................37Quick-Sourcing and Sourcing Collections ..............................................................................................................................38DBQs ........................................................................................................................................................................................39DBQ Writing Samples ..............................................................................................................................................................40Fun ............................................................................................................................................................................................41Graphic Biographies .................................................................................................................................................................41Project X and Data Explorations ..............................................................................................................................................42WHP 1200 Course Planning and Pacing ...............................................................................................................................................44Cover image: Rumi Graphic Biography - Jalāl al-Dīn Rūmī—known as “Rumi”—was a Sufi mystic, legal scholar, and poet.
1200 COURSE GUIDE3World History Project 1200 to the Present Course Overview Welcome to the World History Project 1750 course (which we often refer to simply as WHP 1750). This is a global history course aimed at tenth-grade students that provides a cohesive approach to learning and understanding the history of the world. In this course, you and your students will explore the transformations that created our modern world, beginning in the long nineteenth century 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 present moment and prepare for the future. We’re going to cover a lot of ground (and almost 300 years), but this course is not a typical march-through-time history class that covers one thing after another. Rather, WHP uses a set of overarching inquiry problems and narrative frames, situated at a variety of scales, to organize and facilitate teaching and learning. As you begin your journey with WHP, 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 three centuries. In this guide, you will find descriptions of the course problem and objectives; the frames of WHP; the WHP 1750 periodization scheme; and detailed information about the course structure and content. For an overview of OER Project and its overall approach, including our inquiry framework and 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 four world history courses: WHP Origins, WHP 1750 to the Present, WHP AP®, and the course described here—WHP 1200 to the Present). Four WHP course optionsCourse Problem and ObjectivesWHP 1200 Course ProblemHow have we and our human communities converged and integrated to be so similar yet remain fragmented and so different? Our students live in and experience the world in multiple communities. They live in a global community connected by networks and webs that have increasingly enabled the exchange of ideas, goods, and peoples across the world. Every part of the world is connected to and interacts with the others to varying degrees. Such linking of cultures, commodities, ideas, and peoples is unprecedented and grows more extensive every year. As we grow
1200 COURSE GUIDE4more connected, more of the human population shares collective understandings, which has led to remarkable similarities in systems of production, governance, social relations, ideas, technology, use of energy, and relationship to nature. In short, students live in a world where a high degree of global integration has occurred, and histories are intertwined. However, students across the globe also live in local and differentiated communities defined by such things as nationality, ethnicity, and socioeconomic status. Amid the similarities discussed above, people also have a local and personal sense of difference. Thus, they live simultaneously in a world of accelerating integration and proliferating differentiation. In order to address these issues, we ask, “How have the communities and peoples of the world converged and diverged over time? In short, why have we come to be so similar and yet so different?”Throughout the course, we look within and across time periods to see both how humans have grown more integrated, interconnected, and similar, and how we’ve remained fragmented, autonomous, and different from each other. WHP Course 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, and socioeconomic status, or 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 scale, comparison, causation, continuity and change over time, sourcing, claim testing, and contextualization to understand and evaluate the historical narrative.6. Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.The Frames of WHPIn WHP, we ask you and your students to examine world history through different lenses, or frames. We use the frames to help students organize the vast amount of information they will encounter in world history, giving them a framework to help make sense of all the ways in which someone could tell the history of the world. This approach highlights the idea that historical accounts are based on particular perspectives. More important, these frames provide students with big picture, historical “stories,” thus providing a cohesive backdrop against which students can construct their historical understanding. As students move through the course, they will examine how each frame has changed over our long history. The frames of WHP 1200 are communities, networks, and production and distribution, and are described in detail later in this section.
1200 COURSE GUIDE5Professor Bob Bain, describing WHP framesBackgroundWe use the frames to help students build and maintain historical coherence.1 Through the chronological narrative that accompanies each frame, we introduce students to a big, global, overgeneralized starter picture of historical events and processes. Pitched at very large scales of time and space, these provide a brief story arc to help students contextualize, organize, connect, and evaluate the historical data—names, facts, and events—they encounter at smaller scales throughout the course. While the frames are helpful for the zoomed-out view of history and for gaining an overarching understanding of what happened over a long period of time, their limitations become clear when zooming in, or examining the past from smaller scales. But these limitations also carry benefits. Through studying historical processes and events at smaller scales, students are able to use what they are learning to test the usefulness and the limits of the frames. Much like we test and modify theories, students will be able to determine if the information they are learning supports, extends, or challenges what they currently know about the frame narrative.Scale Switching to Support, Extend, or Challenge Frame NarrativesStudents use and analyze the frame narratives by “scale switching,” moving between the global ideas that the frame narratives present and the processes or events at smaller scales of time and space2. The goal of this analysis is1 Constructing a usable and coherent understanding of the past has long been a problem in history courses. Students report the study of history is often “one thing after another,” while research has shown that students’ knowledge of the past is often a fragmented jumble of facts and events with few connections. For a discussion of such research, see Robert B. Bain, “Challenges of Teaching and Learning World History,” in A Companion to World History, ed. Douglas Northrop (Cambridge: John Wiley & Sons, 2012), 111–127.2 Jo Guldi and David Armitage, The History Manifesto (Cambridge: Cambridge University Press, 2014), 13.
1200 COURSE GUIDE6to determine the degree to which historical events support, extend, or challenge a frame narrative. Students will consider how some human experiences reflect the transformations articulated in a frame narrative, and will also look for experiences that diverge from the frame narratives they are given. In this way, students evaluate the stories we give them, identifying areas where the narrative is in need of modification.It might be helpful to think of the frame narratives as road maps, guides that we present to students at the beginning of the course to get them started on their world-history journey. Like a road map, the frame narrative highlights historical transformations and provides information about turns and landmarks. The frames should help students see where we’ve been, where they are, and where they are going. The frame narrative they start with, therefore, will be quite different from the finished frame narrative.The frames and their narratives are woven into WHP in the following ways:• Frame videos are placed in the first lesson of each era and many other videos highlight the frames as well.• Most articles attend to the frames to some degree, and the Three Close Reads Tool directly addresses frames. • Various “thinking tools” (the Comparison, Contextualization, CCOT, and Three Close Reads tools) address the frames. We also ask students to engage in two specific activity types that directly address the frames or support scale switching (this is in addition to what they do as part of other work in the course):• Draw and Redraw the FramesIn the first unit, students are asked to draw a visual representation of the frames based on the frame introduction videos. Then, throughout the course, they are asked to redraw the frames, an activity that allows students to focus on representing their understanding of the frame narrative at that point in the course. Over time, these drawings show how their thinking around frame narratives has changed and grown over time. • Graphic BiographiesGraphic biographies are used toward the end of each unit to show history at a very small scale—the level of the individual. These biographies are one of the best ways for students to zoom in, and doing so helps bring nuance to their understanding of history. Although the biographies might complicate the frame narratives—the experience of an individual will not necessarily fit with the global experience—they don’t invalidate the frames; they just deepen and enrich them. Graphic biographies are explained in more depth later in this guide. Frame NarrativesSo, why select these three frames (communities, networks, and production and distribution), when there are probably an infinite number of frames through which we can view history and construct the story of the past? These particular frames allow students to understand the increasing connectedness of the human experience over time while still identifying the complexity and differences that enrich our understanding of the past. In this way, they help us get to the core of the shared human experience while still recognizing the uniqueness of each individual’s existence. Moreover, rather than pulling out and separating culture, gender, politics, technology, economics, and social organization into their own interpretive boxes, these frames help students see how they are wrapped together at different levels—in small communities, in states, and through larger networks. As students use the frames to identify and evaluate the degree to which people and cultures have grown increasingly connected over our long history, they will examine the integration and interconnection of human
1200 COURSE GUIDE7experiences and our increasingly common approaches to living. At the same time, by zooming in, students will identify distinctions and differences among the human community and human experiences, distinctions that extend or challenge the narrative arc, making it more complex, plausible, and useful.NetworksHow do we define networks in the course?The OER Project defines networks as the patterns of connections between and among people and their communities. Networks link populations of people, enabling people living in different communities to move and share ideas, material goods, crops, animals, pathogens, and even people. We communicate across and through our networks.In what ways are we interconnected?We are all connected to other people, some of them very close friends and relatives whom we rely on for many things. But these connections go beyond the communities in which we live and the people we know directly. They become networks—webs of people to whom we are interconnected through the exchange of things and ideas. One way to tell the history of the world is to focus on how our connections to other people have changed over time. It is a story of how we became connected to more and more people across larger and larger parts of the Earth. Today, in many ways, we are all connected—all 7 billion of us. In 1200, human networks in the form of trade routes and shared belief systems stretched across vast regions of the world. These trade routes connected merchants across long distances. But these sorts of networks were not permanent, and the more complex the networks, the more catastrophic the collapse, as you’ll see in Unit 2 of the course. By the fifteenth century, regional webs connected people across Afro-Eurasia and across the Americas. But after 1492, the Columbian Exchange would begin to knit together both hemispheres into a single network of global exchange. In most places, however, connections remained distinctly local. By the eighteenth century, revolutions forged new connections within and across borders. Liberal and national revolutions depended on networks of like-minded people spreading ideas and taking action. The Industrial Revolution made it possible for people within networks to travel and communicate with each other faster than ever before. Reform movements depended on international networks to challenge the structures of the industrial world. However, these networks also faltered, such as when the failures of international networks helped produce two world wars. As the world recovered from these failures, colonized peoples formed networks to resist colonialism and throw off the chains of empire. Today, digital networks and globalization have connected the world more than ever before. As humans seek to address the challenges of the future, our relationships to one another will be crucial to finding solutions.
1200 COURSE GUIDE8Production and DistributionHow do we define production and distribution in the course?We refer to production as how we make things and distribution as how we share, sell, or trade them within our communities and across networks.How do we make and distribute the stuff we need and use?One thing that humans share is the need and desire for stuff. Like all animals, we need food and drink to survive. Like a small subset of animals, such as the octopus, some birds, and other apes, we make physical tools to interact with our environment. Alone among all species on Earth, humans have developed a culture that makes and consumes cultural products like art, music, and video. How we make, share, and use these things is one way to view human history, and this is the theme at the core of the production and distribution frame.Humans have had many strategies for making and getting the stuff we need to live. We call these strategies production. Production has changed dramatically over time, becoming increasingly complex. As late as 1200, most humans produced most of what they needed locally. But the Industrial Revolution and colonialism changed all that. These two processes connected the world into a single economic system that produces ever-increasing amounts of stuff. Sometimes, this increasing production has been the result of great increases in productivity—the amount that any one person can make. At other times, people have acquired more of what they want through violence and force. The horrors of two world wars showcased the dramatic effects of our ability to produce goods—and weapons—at an industrial scale.As our tools and organization have become more complex and our communities larger, we have had to create new methods of distributing the things we make. The processes of globalization have woven the world together into huge systems of production and distribution. Where once small families shared and consumed only what they made or foraged themselves, we now purchase or download things made far away, often in many stages and by many different people who it is likely don’t know each other. Some things are distributed through very formal systems, through massive corporations or by governments, while others are locally produced or available for distribution through less formal systems, such as via online or social networks.CommunitiesHow do we define communities in the course?Communities are defined as the ways in which we’ve structured the societies around us, including the state and religion. There are numerous types of communities including those on the smallest scale such as families and a multitude of different configurations that include neighborhoods, states, religions, and even online forums.How have we organized the communities in which we live? Humans have always lived in groups. In the beginning, those groups
1200 COURSE GUIDE9were very small. Today, they are quite big, with some in the billions. Once, our sense of community was quite simple, with few rules and little need to consciously think about it. Now, many of us live in very complex communities with laws and rules, and most of us belong to several communities at once. The idea of community is different from the concept of the networks that we looked at earlier, although they may overlap. Unlike networks, which are defined through exchange, communities, by definition, share a sense of identity, of being “us” or “we.” Networks often stretch between communities, connecting them to each other.The kinds of communities in which we’ve lived, the ways we’ve organized them, and how we’ve understood our membership in them, is constantly changing, but throughout our existence, being a member of a community—or several communities at the same time—has remained a central feature of human existence.Communities are groups of humans tied to each other through structures and ideas. The structures are sometimes spoken about as “laws” or “politics.” In 1200, most people identified with small, local communities and lived under the rule of monarchies. But the liberal and national revolutions of the long nineteenth century transformed people’s political identities and the system of rule under which they lived. New ideas about individual and political sovereignty reimagined human communities yet again, as liberal and national revolutions created the world of nation-states we still live in today. As the world grew more interconnected, communities came into more frequent contact with each other, often violently. The systems of imperialism and colonialism allowed a few people in distant communities to rule over many people in their colonies across the world. In the first half of the twentieth century, two world wars again changed the communities people identified with. Fascism and authoritarianism attempted to redefine human communities—and who belonged in them. After the Second World War, nation-states banded together in an attempt to prevent our communities from again descending into global war. In the past century, global institutions have attempted to create a single international community, and the Internet has created new digital communities.WHP 1200 Periodization Scheme Students will use the three course frames and their related questions across nine units of human history. First, students will explore the regional connections that existed from 1200 to 1450. Then they will assess how life changed—and how it stayed the same—once the hemispheres were connected by the Columbian Exchange. The long nineteenth century is divided thematically, with students tackling topics such as revolutions, industrialization, and imperialism in each unit. As a result, there is significant overlap between units, both thematically and chronologically. This intentional overlapping facilitates a focus on historical processes in additional to historical events. All periodization schemes are created by historians to help organize and make sense of the past. Historians, not the past, create historical periods and units. We hope that by periodizing the course in this way and by dividing the long nineteenth century thematically, we will prepare students to make sense of the horrific violence and remarkable progress of the twentieth and twenty-first centuries. • Unit 1: Narrative and Frames• Unit 2: The Global Tapestry (1200 to 1450 CE) • Unit 3: Transoceanic Connections (1450 to 1750 CE) • Unit 4: Revolutions (1750 to 1914 CE) • Unit 5: Industrialization (1750 to 1914 CE) • Unit 6: Empire and Other Consequences of Industrialization (1850 to 1950 CE) • Unit 7: Global Conflict (1914 to 1945 CE) • Unit 8: Cold War and Decolonization (1945 to 1990 CE) • Unit 9: Globalization (1900 to present)
1200 COURSE GUIDE101200 periodization schemeUnit Problems and Learning ObjectivesIn this section, we document the learning objectives for each unit. In addition, we describe the Unit Problems, which students directly respond to throughout each unit, a practice that enables them to see how their thinking has changed over time. For more specific frame narratives and the historical thinking practices that are addressed in each unit, along with some teaching tips, please see the relevant Unit Guide, found in the ribbon at the top of each unit page of the WHP website. Unit 1: Narrative and Frames Unit 1 Problem: Why does it matter what stories we tell about the past, and how we tell them? 1. Why is learning about history important for our lives today? 2. How can we test the narratives that historians use to tell the history of this period? 3. How can we describe the history of the world in this unit in terms of communities, networks, and systems of production and distribution?
1200 COURSE GUIDE11Unit 1 Learning Objectives1. Examine how historians frame history by creating narratives of different scales of time and space. 2. Understand the course frames of communities, networks, and production and distribution, and how they can be used to analyze history. 3. Analyze and evaluate historical thinking skills and reasoning practices such as causation, claim testing, and contextualization.Unit 2: The Global Tapestry 1200 to 1450 CEUnit 2 Problem: How did networks of exchange connect societies, and how were communities changed by these connections? 1. How were human communities organized and how did they interact during this period? 2. How and why did the interconnections among human societies grow and shrink at different times, and how did these changes affect communities and networks? 3. What were the positive and negative consequences of increased connectivity? Unit 2 Learning Objectives1. Analyze the different ways humans formed communities in Afro-Eurasia, the Americas, and the Pacific. 2. Investigate regional networks of exchange that connected societies and how communities were impacted by these connections. 3. Assess the causes and effects of the expansion and contraction of networks during this unit. 4. Evaluate the positive and negative impacts of interconnection on different communities around the world. 5. Use historical thinking skills and reasoning practices such as sourcing, contextualization, comparison, continuity and change over time (CCOT), and claim testing to evaluate historical events and processes. 6. Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.
1200 COURSE GUIDE12Unit 3: Transoceanic Connections 1450 to 1750 CEUnit 3 Problem: How did transoceanic connections transform global economic systems and societies in different parts of the world?1. To what extent can the Columbian Exchange be considered one of the most important turning points in history? 2. What were the impacts of the Columbian Exchange for people living in different regions and social classes around the world? Why and how were the impacts similar and different? 3. In what ways did societies across the world develop both similarities and differences during this period of increasing global interconnectivity? 4. How did changes in the environment, demographic changes, and new forms of coerced labor affect some regions of the world more than others? Unit 3 Learning Objectives1. Understand how historians create narratives to explain how human communities entered a global age during this unit. 2. Evaluate and analyze the historical narrative of the formation of a new global age. 3. Use historical data to explore changes to global life expectancy. 4. Use historical thinking skills and reasoning practices such as claim testing, causation, comparison, and continuity and change over time to evaluate historical events and processes. 5. Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.
1200 COURSE GUIDE13Unit 4: Revolutions 1750 to 1914 CEUnit 4 Problem: How did people transform the political systems under which they lived, and were these changes felt equally around the world and within communities?1. What are some explanations for the emergence of liberal and national revolutions in the long nineteenth century?2. How were the liberal and national revolutions of the long nineteenth century connected to each other?3. How did nationalism spread, and change as it spread, over the course of the long nineteenth century?Unit 4 Learning Objectives1. Analyze how the roles of sovereignty, individualism, and the fight for equality influenced the political revolutions discussed in this unit. 2. Assess the role of nationalism in the creation of new empires and the rise of the nation-state. 3. Evaluate how nationalism affected different societies and ethnic groups around the world. 4. Use historical thinking skills and reasoning practices such as causation to evaluate historical events and processes.5. Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.6. Use historical thinking practices and reasoning skills such as claim testing, causation, historical comparison, contextualization, sourcing, and continuity and change over time to evaluate historical events and processes.
1200 COURSE GUIDE14Unit 5: Industrialization 1750 to 1914 CEUnit 5 Problem: How did industrialization transform societies around the world?1. How was the Industrial Revolution experienced differently by people around the world?2. What factors led to some regions industrializing quickly, others slowly, and some even de-industrializing during this period?3. What were the long-term impacts of the Industrial Revolution and how are they apparent in today’s world?Unit 5 Learning Objectives1. Understand and evaluate the economic and technological changes that led to the Industrial Revolution and analyze how the Industrial Revolution created significant changes in human communities, networks, production and distribution, as well as its impact on the environment.2. Assess the role of global industrialization and nationalism in the creation of new empires and the rise of the nation-state. 3. Analyze how industrialization impacted people’s lives in the long nineteenth century and how these impacts continue to affect our modern world. 4. Assess the new labor and economic systems that emerged during the long nineteenth century. 5. Evaluate why people’s perceptions of slavery, gender, and childhood changed during this unit. 6. Use historical thinking skills and reasoning practices such as historical comparison, contextualization, sourcing, and continuity and change over time to evaluate historical events and processes. 7. Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.
1200 COURSE GUIDE15Unit 6: Empires and Other Consequences of Industrialization 1850 to 1950 CEUnit 6 Problem: How were industrial empires created and contested, and how did those processes shape our world today?1. What were the factors that motivated imperialism, and what made it possible?2. How did different communities experience colonialism, and how does colonialism still impact our world today?3. What were the different ways colonial subjects responded to colonialism?Unit 6 Learning Objectives1. Describe how industrialization led to imperialism and the expansion of empires. 2. Understand and evaluate how communities responded to increased industrialization and the expansion of empires. 3. Examine the ways in which colonialism directly impacted societies, and how colonialism continues to do so today. 4. Analyze the different ways communities responded to colonialism.5. Use historical thinking skills and reasoning practices such as claim testing, causation, contextualization, and sourcing to analyze historical events and processes.6. Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.
1200 COURSE GUIDE16Unit 7: Global Conflict 1914 to 1945 CEUnit 7 Problem: What caused the global conflicts and atrocities from 1914 to 1945, and how did people experience this period of global war?1. To what extent was the First World War both a “global” and “total” war?2. Why do you think internationalism failed to stop the rise of extreme nationalism and fascism in the years between the First and Second World Wars?3. What made the violence of war, the Holocaust, and other war crimes, crimes against humanity?Unit 7 Learning Objectives1. Analyze the causes, scale, and consequences of global conflict in this unit.2. Assess World War I as a total and global war.3. Understand the causes and consequences of historical events that occurred during World War I, such as the Russian Revolution and the Armenian Genocide. 4. Understand the rise of fascism in various regions of the world, including its causes and consequences.5. Evaluate why internationalism failed to prevent the rise of fascism and the Second World War. 6. Understand and evaluate the causes, scale, and consequences of the Holocaust. 7. Use historical thinking skills and reasoning practices such as claim testing, causation, historical comparison, and continuity and change over time to analyze historical events and processes.8. Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.
1200 COURSE GUIDE17Unit 8: Cold War and Decolonization 1945 to 1990Unit 8 Problem: What can we learn when we study the Cold War and decolonization together? 1. What were the causes and effects of the Cold War? What happens if we ask this question from different perspectives—from the US, the Soviet Union, the Caribbean, or Vietnam? 2. What factors made it possible for anti-colonial movements around the world to achieve independence during this period? 3. How did the Cold War and decolonization end, and how they were similar and different in the ways in which they concluded? Unit 8 Learning Objectives1. Evaluate how the Cold War and decolonization are intertwined in the history of this period. 2. Analyze how political and economic power shifts occurred as a result of World War II and how these shifts led to the Cold War. 3. Evaluate the connection between nationalism and decolonization movements during the period of the Cold War. 4. Use historical thinking skills and reasoning practices such as historical comparison, continuity and change over time, and sourcing to analyze historical events.5. Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.
1200 COURSE GUIDE18Unit 9: Globalization 1900 to PresentUnit 9 Problem: How are our lives today similar and different, and how can history help explain these variations and commonalities?1. The period from 1750 to today has been an unit in which human rights and the rights of citizenship have been expanding. So why has genocide been so widespread during the late twentieth and early twenty-first centuries? 1. Globalization has made it possible for us to efficiently produce and distribute goods around the world. What are the pros and cons of this increase in industrial production?2. How has the more rapid movement of people and ideas through global networks changed our sense of identity, and how have people responded to these changes? 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 historical thinking skills and reasoning practices such as claim testing, historical comparison, causation, and continuity and change over time to analyze historical events and processes. 7. Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.
1200 COURSE GUIDE19Course ContentThe WHP 1200 to the Present 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 1200 course is deliberately structured, from the overall periodization scheme to the way each unit and lesson are constructed. The WHP 1200 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 our big-picture narrative, while the remaining lessons tend to get into more of the details, facilitating the scale switching students will do to support, extend, or challenge their own world history narratives and the course frame narratives. The 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.
1200 COURSE GUIDE20From the Lesson View, click on any asset in the left-hand menu to see related lesson instructions and materials. 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 (along with links to the related videos and articles). 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. 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. All texts in the course are leveled, and each article has three or four Lexile level versions included to accommodate students at different reading levels. In addition, the highest Lexile level of each article has been audio recorded. • 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 (including image collections) have been curated and included throughout the course to include a wide variety of historical content.
1200 COURSE GUIDE21Examples 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 of our videos include these features, but there are several different video types, each playing a distinct role in the course.• Unit overview videos: Unit overview videos provide a high-level introduction to the main topics, themes, and events that students will encounter in each unit, giving them a framework to guide their learning. They introduce students to their first pieces of evidence for responding to the overarching unit problem. These videos also help students with historical contextualization, which is a hard skill to master without background knowledge. Unit overview videos always appear in the first lesson of each unit. • 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.• 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
1200 COURSE GUIDE22change 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 videos
1200 COURSE GUIDE23Course ActivitiesWHP 1200 lessons include a variety of activity types. Activity progressions, which focus on particular academic and historical thinking skills (reading, writing, claim testing, and contextualization, for example), take students through a series of activities that help them understand how to do the work of history, and that also organize the content of history in particular frameworks. Each activity progression includes a historical thinking tool, which can be used to support students in their learning. Additionally, lessons include standard activity types (vocabulary activities, for example), repeated activities, assessments, and customized “fun” activities to maximize student engagement and learning. Activities are woven into every unit and are an integral part of every lesson to help students learn, experience, practice, and test concepts covered in the course. Each of these activity types are discussed in more detail 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 1200 course. We recommend you 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. The OER Project advises teachers to complete each activity in the series with your students. Even if you don’t do them in the exact order suggested in the outline, ensure appropriate scaffolding is provided to support skill development.WHP 1200 Practice Progression PlacementUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Narrative and FramesThe Global TapestryTransoceanic ConnectionsRevolutionsIndustrializationEmpire and Other Consequences of IndustrializationGlobal ConflictCold War and DecolonizationGlobalization Practice ProgressionsReading “History Stories”Three 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 Claim and Focus Part 1Claim and Focus Warm-UpClaim and Focus RevisionAnalysis and Evidence and WHP Concepts Part 1Analysis and Evidence Warm-UpAnalysis and Evidence RevisionOrganization and Language and Style Part 1Organization Warm-UpOrganization RevisionClaim and Focus Part 2Analysis and Evidence and WHP Concepts Part 2Organization and Language and Style Part 2Peer EditingSelf-Editing
1200 COURSE GUIDE24Unit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Narrative and FramesThe Global TapestryTransoceanic ConnectionsRevolutionsIndustrializationEmpire and Other Consequences of IndustrializationGlobal ConflictCold War and DecolonizationGlobalization Claim Testing IntroductionAuthorityMaking Claims: Expanding Networks Evidence Social Class and GenderMaking Claims: In-dustrialization Imperialism Global Con-flictMaking Claims: World War GlobalizationMaking Claims: Glo-balizationCausation Introduction The Black Death Migration Recipe for a Revolution Indian Uprising World War IIComparison Life in 1200 and Today Women’s RolesEgypt and Japan Mexican and Russian RevolutionsRights Docu-mentsContextualization Intro Mansa Musa Omani and Comanche EmpiresChild Labor Opium Wars The Great DepressionContinuity and Change Over Time (CCOT) Intro to CCOT The Global Tapestry to Transoceanic ConnectionsTransoceanic Connections to Revolu-tionsRevolutions to Industrial-izationEmpire to Global Con-flictUnit Compar-isonsSourcing IntroSpanish Con-quest of the Aztec EmpireWhy Was Slavery Abol-ished? Differing Perspectives on Imperialism Who Started the Cold War? ReadingWHP 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 asks 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. In addition to text-based readings, we also assume that students will “read” video 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 videos. We recommend that you approach video like you do reading. First, have students watch the video so that they can get the overall gist (a first watch of a video is often a great homework assignment). Then, have students watch a 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
1200 COURSE GUIDE25students to apply what they learned in the videos to see if they support, extend, or challenge 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 in any way; rather, they are a resource that should be used in an interactional way. Teachers 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 students 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. Three Close Reads worksheetOur teachers have noted that sourcing is a difficult skill for students to master; therefore, we call it out as a separate historical thinking practice. While 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 texts. To support the reading of graphic biographies and charts and graphs, we also have a Three Close Reads—
1200 COURSE GUIDE26Graphic Biographies and Three Close Reads—Data Exploration. For more information on these, refer to the Graphic Biographies and Project X section of this guide. Writing The WHP course is writing intensive. Students are asked to respond in writing to a variety of essay prompts, including those related to 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 Writing Rubric, which is the same rubric by which students will be assessed throughout the year. 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 and maintain focus throughout an essay. They’ll also identify evidence in essays and learn how the use of evidence must be coupled with analysis and then connect back to the thesis or major claim of the essay. Then, students will progress to identifying how organization and style help authors convey their arguments. And since we’re focusing on concepts and content in WHP, we teach students how to integrate these key concepts into their essays to help support the thesis.WHP Writing RubricFor 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 major claim and evidence, to attempting to make suggestions for improvement in the 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
1200 COURSE GUIDE27activities are the second to last activity in each unit, preceding a unit-culminating writing assessment in the form of a DBQ, which is explained more in the DBQ section of this guide.You’ll find writing activities at the end of each unit that provide scaffolded writing support and allow you to make instructional decisions based on the needs of your students. These activities focus on rubric-based writing and revision strategies that address a specific aspect of the writing process: Claim and Focus, Analysis and Evidence, and Organization. Plus, they work hand-in-hand with Score, the essay-scoring platform that provides feedback for student writing. These activities are included alongside the first few DBQs in the course, and you can repeat any part to accompany any and all formal writing assignments. Claim 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 begin to use as part of accountable talk in the classroom. The WHP 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, modeling 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 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.WHP Claim TestersIn 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.
1200 COURSE GUIDE28The 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. CausationCausal 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. Causation ToolStudents 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. Students cover some other topics, ending by analyzing a complex process—environmental change. By
1200 COURSE GUIDE29the end of this progression, students should be skilled in analyzing long-, intermediate-, and short-term causes as well as their significance, role, and type. ComparisonComparison 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. Comparison ToolThe comparison progression takes into account 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 emerging economic systems and in Unit 5, they’ll compare two sites from around the world (Egypt and Japan), during a similar time in history. Next, they’ll compare suffrage movements from around the world. After this, they will compare the Russian Revolution to a revolution of their choosing. Next, they will
1200 COURSE GUIDE30examine women’s involvement in decolonization movements in different regions of Africa. Finally, they complete the progression by comparing modern rights documents from around the world. In total, there are seven activities in this progression. By the end of the progression, students will not only be skilled in comparing and contrasting, they will also understand how comparison is especially useful for expanding one’s perspective of historical events. ContextualizationA 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. 3 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.It 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. 3 Tim Huijgen, Wim van de Grift, Carla van Boxtel & Paul Holthuis (2018). “Promoting Historical Contextualization: The Development and Testing of a Pedagogy,” Journal of Curriculum Studies, 50:3, 410-434, DOI: 10.1080/00220272.2018.1435724.
1200 COURSE GUIDE31Contextualization ToolContinuity and Change Over Time (CCOT)WHP seeks to improve students’ capacity to evaluate historical continuity and change. Specifically, WHP lessons ask students to describe patterns of continuity and change over time; to periodize and explain patterns of continuity 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 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 course frames 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
1200 COURSE GUIDE32culminating 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 ToolSourcingSourcing—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 an event 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, helping them to discover that all authors frame events in certain ways, which will have an impact on how we then interpret those events. Then, students begin digging into primary source material, using the Sourcing Tool to 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.
1200 COURSE GUIDE33Sourcing ToolWHP 1200 Activities PlacementUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Narrative and FramesThe Global TapestryTransoceanic ConnectionsRevolutionsIndustrializationEmpire and Other Consequences of IndustrializationGlobal ConflictCold War and DecolonizationGlobalization Repeated ActivitiesVocabTracking Word Wall Live Concept MappingTrackingWord WallWord WheelTrackingWord WallWord RelayTrackingWord WallWord SneakTrackingWord WallTrackingWord WallTrackingWord WallTrackingWord WallTrackingWord WallUP NotebookThe UP Notebook activity appears twice in each unit. The first instance is always in the first lesson of the unit. What Is This Asking? IntroMaking ClaimsExpanding NetworksIndustrializa-tionWorld War IGlobalizationDraw (and Redraw) the FramesDraw the FramesRedraw the FramesRedraw the FramesRedraw the FramesRedraw the FramesRedraw the Frames
1200 COURSE GUIDE34Unit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Narrative and FramesThe Global TapestryTransoceanic ConnectionsRevolutionsIndustrializationEmpire and Other Consequences of IndustrializationGlobal ConflictCold War and DecolonizationGlobalization MappingUnit 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 2Quick Sourcing/ Source CollectionsIntroNetworks of ExchangeThe Black DeathTransforma-tion of BeliefsFirst Person Accounts of the Transat-lantic Slave TradeWords of the Enlighten-mentRevolutions and Nation-alismIndigenous Responses to ImperialismWorld War IEconomy in the Interwar PeriodWorld War IICold WarCommunismEconomics in the Global AgeResistance to Global InstitutionsAdditional Activity Types Fun*Draw Your HistoryContagionWorld Zone Café Empire BuildingOur Intercon-nected WorldRevolutionary WomenRecipe for a Revolution Urbanization GameEconomic Systems Sim-ulationAssembly Line SimulationImperialism CartoonsOur Intercon-nected World – World War IWorld War I Peace Talks Cold War CrisisDollar Street ProjectOur Inter-connected World—FramesUN Sustain-able Develop-ment GoalsThe World in 2050Project X “A Guide to Reading Charts”Three Close Reads for Data “Data Explora-tion: Popula-tion”“Data Explo-ration: Urban-ization”Make a Pre-diction, Pt 1“Data Explo-ration: War and Peace”“Data Explo-ration: Child Labor”Make a Predic-tion, Pt 2“Data Explora-tion: Green-house Gas Emissions” Topic Selec-tion“Data Exploration: Democracy”Research“Data Explora-tion: Global Inequality”Final Project“Data Explo-ration: Future Population Growth”Graphic BiographiesThree Close Reads for Graphic Biog-raphies“Sorqoqtani Beki”“Rashid al-Din”“Zheng He”“Rumi”“Mocuilxochitzl”“Kupe”“Mawläy ‘Abd al-Mälik” “Kanzada Begum”“Qing Shih”“Yasuke”“Amonute”“Sor Juana Inés de la Cruz”“Domingos Alvares”“Edmund Burke”“Manue-la Sáenz, Jonotas, and Natan”“Rifa’a al-Tahtawi”“Iwasaki Yatarō”“Ottilie Baad-er”“Harriet Forten Purvis”“Yaa As-antewaa, Queen Mother of Ejisu” “Azizun of Lucknow” “Dadabhai Naoroji” “Helen Fair-child”“Dr. Rosa Luxemburg” “Plaek Phi-bunsongkh-ram”“Manuel Que-zon” “Kwame Nkrumah”“Hua Guofeng”“Islam Al-hashel”“Ugandan Migrants”“LaDonna Brave Bull Allard”
1200 COURSE GUIDE35Unit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Narrative and FramesThe Global TapestryTransoceanic ConnectionsRevolutionsIndustrializationEmpire and Other Consequences of IndustrializationGlobal ConflictCold War and DecolonizationGlobalization DBQs/LEQsDBQ 0 – Baseline* AssessmentEvaluate the extent to which globalization since the Second World War has benefited everyone.Develop an argument that evaluates the extent to which networks connecting societies, and the patterns of trade between them, changed from c. 1200 to 1450 CE.Evaluate the extent to which the Columbian Exchange transformed the Americas from c. 1500 to 1750 CE.Analyze the most significant causes of the political revolutions of the long nineteenth century (c. 1750 to 1914 CE).Analyze how the Industrial Revolution impacted Britain and India similarly and differently c. 1750–1914. Develop an argument that evaluates the extent to which responses to colonial rule were effective c. 1750 to 1914 CE.Analyze how and why the Nazi Party rose to power in prewar Germany.Develop an argument that evaluates the extent to which decolonization and the Cold War were interconnected factors in the experiences of two of the following countries: India, South Africa, and China.DBQ 9 – Post AssessmentEvaluate the extent to which global-ization since the Second World War has benefited everyone.*Note: Some units have multiple opportunities for Fun, so choose according to the time you have.WHP 1200 Activities WHP 1200 features repeated activities: Vocab, UP Notebook, What Is This Asking?, Making Claims, Draw the Frames, and Quick Sourcing. Each of these are described in brief below. Remember, having repeated activities, which help form classroom routines, is a great way to help students get to learning faster (since they aren’t learning new processes), and a great way for both you and them to measure progress over time. Unlike the progressions, skipping a repeated activity should not cause confusion; however, we do recommend you always start with the first activity in the series, which has more introductory detail than those that follow. For more information about the importance of routines and activities, please see the OER Project Teaching Guide or the Teaching World History course. There are also a variety of featured activities, such as Graphic Biographies and Making Claims, that are not repeated, but are similar in nature and appear in many units of the course. Those are shared below as well. Vocab Each unit has three suggested vocab activities. It’s hard to have a one-size-fits-all approach to vocabulary, so we recommend you take a three-pronged approach to incorporating vocabulary into your instruction using the following methods. We suggest you use Word Walls for a more global approach to vocab, personal vocab trackers to individualize vocab, and some of the vocab activities provided in the course so that students are applying what they are learning. For more details about this approach, please see the OER Project Vocab Guide.
1200 COURSE GUIDE36A selection of vocab activitiesUnit Problem Notebook (UP Notebook)WHP 1200 asks students to visit and revisit the Unit Problems throughout the course. The aim of this activity, which appears twice in every unit, is to keep students and teachers connected to the core themes of the course. The first time students encounter the Unit Problems, they will be asked to evaluate each of the statements based on what they currently know. The second time they encounter the problems, they will be asked to more thoroughly respond to the questions and also revise and refine their initial understanding of the unit’s core concepts. The emphasis here is for students to focus on concepts rather than formal writing. Additionally, the Unit Problem Notebook (UP Notebook), helps both you and your students assess how their thinking is progressing: where they’re gaining mastery, and where they might need additional instruction.Although it might seem that your students don’t have enough context to respond to the prompts and questions at the beginning of each unit, we place the UP Notebooks early in the unit as an informal baseline assessment to help gauge what students already know about the ideas and concepts of that unit. Remind your students that it’s OK not to know much! This will also help orient your students to the focus of the unit, giving them a framework for which concepts and ideas they should pay attention to as they are introduced to new content.What Is This Asking? (Question Parsing)What Is This Asking? is meant to be a quick skill-building activity to help students understand what is being asked of them when they’re presented with historical prompts, particularly those they will encounter in assessment prompts such as document-based questions (DBQs). Students are given a Question Parsing Tool, which will help them deconstruct the question so they can provide an appropriate and relevant essay response. The Question Parsing Tool can really be used with any question or prompt, not just those that are provided in the course.
1200 COURSE GUIDE37Question Parsing ToolMaking ClaimsStudents are given a lot of practice testing claims throughout the course. They make claims as well, often within the context of writing assignments. This activity gives them the opportunity to practice making claims (and counterclaims) and will help you assess their ability to make strong, evidence-backed claims. Developing claim-making skills will help students make stronger historical arguments overall. You can follow this activity structure for just about any topic in the course you want students to be drawing conclusions about. Draw the Frames and Redraw the FramesAt different points in the course, students will be asked to draw and redraw the course frames. The first time they do this it is in relation to just helping define each of the frames. As they move further along, students will represent the frame narratives as they conceptualize them at those points in the course, helping them to stay focused on the driving narratives of the course while also helping them attend to scale switching to see how their frame narratives have been supported, extended, or challenged as they learn new historical content. Viewing history through frames gives us a usable knowledge of history that allows us to make sense of the world today and think critically about the future. The process of depicting frames by drawing them makes the information more memorable for students as they mix language with imagery.MappingEach unit of WHP 1200 includes a set of high-resolution world maps and linked geography activities that help students orient themselves in time and space as they progress through the course. Most units include two activities
1200 COURSE GUIDE38related to maps. An opening geography activity orients students in time and space, providing some geographic context for what the world looked like in that time period. In these opening activities, students are asked to examine a set of maps and brainstorm some predictions about major changes in the coming unit. Toward the end of each unit, the more detailed closing map activities have students applying their CCOT and causation skills to analyze themes such as long-distance trade, the spread of religion, the transatlantic slave trade, and imperialism. In these closing activities, students use geographic evidence to respond to writing prompts based on the unit problems and frame narratives.Each map includes three layers. First, a political map identifies some of the many communities that students will encounter in each unit. These political maps make it easy for students to quickly identify changes and continuities over time. Each map also includes a thematic layer that provides students with evidence to support, extend, and challenge the frame narratives and respond to the big questions we ask in each unit. Finally, each map includes a blank black-and-white version of the political map, which can be zoomed and cropped for use in teacher-created quizzes and activities.1750 maps with three layersMaps can be used online, exported to Google Classrooms, or downloaded as image files for use offline. When used online, WHP’s maps make use of the “deep zoom” tool so teachers and students can zoom in to different scales and see a high level of detail across different sections of the map. A full list of WHP maps can be found in our WHP Maps Index and on our teacher resources page. Using the left-hand navigation menu on the resources page, teachers can select World Maps to see each collection of maps available and download .zip files of the collections directly to their computers.Quick-Sourcing and Sourcing CollectionsIn addition to the Sourcing Tool, we have also created a Quick-Sourcing Tool. There are a variety of standalone primary source collections throughout the course, which provide students with opportunities to practice applying
1200 COURSE GUIDE39their sourcing skills. This is a slightly different approach to sourcing than we use in the practice progression, as those activities are detailed and ask students to engage in thorough sourcing related to historical context, audience, purpose, point of view, and overall significance, for a specific document. While it’s vital that students have a deep understanding of how to source, they will also find they need to be able to source more quickly in certain situations. Therefore, for the sourcing collections, we recommend using the Quick-Sourcing Tool, which will help them unpack a collection of documents. Quick-Sourcing ToolDBQs Please see the section assessment guide under “OER Project Approaches to Teaching” in the OER Project Teaching Guide for more information about our overall approach to assessment, including our approach to practice questions and the use of progression tools and closing activities to assist in ongoing assessment. In this section, we focus on the formal writing assessments included in WHP 1200.At the end of each unit, students are asked to respond to a historical prompt by answering a document-based question (DBQ). The course includes a variety of prompts, such as those related to causation, comparison, and continuity and change over time. We provide access to Score, the automated essay-grading tool, for all DBQs in the course. The first DBQ of the course—DBQ 0—is the baseline assessment that will help give you an idea of your students’ writing abilities at the beginning of the school year. They’ll see the same DBQ at the end of the course in Unit 9, which will allow you (and them) to see just how much they’ve grown as historical writers over the course of the year. You also have the ability to submit DBQ 5 to Score as a midpoint assessment to check for growth and amend instruction according to your students’ needs. Please see the WHP 1200 Placement for a list of prompts by unit. And for more support surrounding the use of Score, check out the Score Guide!