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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.

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WHP-1200 Course Guide