WH AP Syllabus
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 1Advanced Placement World History: Modern General Course Information:Required Textbook: Getz, Trevor, Bennett Sherry, Bridgette Byrd O’Connor, Eman M. Elshaikh, et al. OER Project: World History AP. 2021 (updated 2025). https://www.oerproject.com/APCR1Note from OER Project: World History AP: In the course audit process, select the above text from the College Board’s list of approved texts. Then, when uploading your syllabus, choose the select identical syllabus/documentation option and enter the course audit document number 3131410v3. Completing the audit process in this way should ensure that the syllabus and text are accepted without having reviewers assess the full syllabus.Course Overview:AP® World History: Modern is an introductory college-level modern global history course. Students will explore our collective history beginning in 1200 and ending in our present moment. The OER Project: World History AP (WH AP) course uses a set of overarching inquiry problems that are tied to the AP® Course and Exam Description (CED) learning objectives, historical developments, and themes, situated at a variety of scales, to organize and facilitate learning. Students will also develop their historical thinking skills (sourcing, making and testing claims, contextualization, identifying and explaining historical developments and processes, using historical reasoning to make connections, and argumentation) and reasoning processes (comparison, causation, and continuity and change over time). In addition, students will gain ample writing practice including crafting historical arguments for short-answer, long essay, and document-based questions. The WH AP course will prepare students to take the AP® World History: Modern exam and fulfill the world history requirement for graduation. Student Practice:Throughout each unit, Topic Questions will be provided to help students check their understanding. Guiding questions in the form of Unit Problems and questions for each article and video in the course, all of which are aligned with the AP CED, will help students formulate answers for key ideas and overarching concepts. For additional practice answering Topic Questions and AP® multiple-choice questions, students will utilize AP® Classroom. Topic Questions in AP Classroom can be assigned before, during, or after a lesson, and as in-class work or homework. Students will get rationales for each Topic Question that will help them understand why an answer is correct or incorrect, and their results will reveal misunderstandings to help them target the content and skills needed for additional practice.At the end of each unit or at key points within a unit, Personal Progress Checks will be provided in class or as homework assignments in AP Classroom. Students will get a personal report with feedback on every topic, skill, and question that they can use to chart their progress, and their results will come with rationales that explain every question’s answer. One to two class periods are set aside to re-teach skills based on the results of the Personal Progress Checks.
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 2Course OutlineUnit 1—The Global Tapestry c. 1200 to c. 1450 (~10–13 class periods) CR2TopicSkills1.0—History Themes3.A, 3.B, 4.A, 4.B1.1—Developments in East Asia 3.A, 3.B, 4.A, 4.B1.2—Developments in Dar al-Islam 1.A, 3.A, 3.B, 4.A, 4.B1.3—Developments in South and Southeast Asia 3.A, 3.B, 4.A, 4.B1.4—State Building in the Americas3.A, 3.B, 4.A, 4.B1.5—State Building in Africa3.A, 3.B, 4.A, 4.B, 5.A1.6—Developments in Europe 2.A, 3.A, 3.B, 4.A, 4.B1.7—Comparison in the Period from c. 1200 to c. 14501.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 4.A, 4.B, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D1.0—History ThemesLesson 1.0 Driving Question: How do the six themes of AP® World History help us make sense of the past? 1.Opener: History Themesa.Opener: AP® Themes Introductionb.Activity: Barkus Aurelius and the Caninesc.Activity: Peter the Pup and the Canine Kingdom2.Getting to Know the AP® Themesa.Article: “Two Pots of Porridge, 800 Years Apart: A Glimpse into AP Themes and the Course Narrative”3.Meet the Themesa.Video: Meet the Themes4.Unit 1 Overviewa.Video: Unit 1 Overview: The Global Tapestry5.Unit 1 Introductiona.Activity: Three-Step Reading: Introduction b.Article: “Unit 1 Introduction: The Global Tapestry, 1200 to 1450”6.Introduction to Three-Step Reading for Graphic Biographiesa.Activity: Three-Step Reading for Graphic Biographies: Introduction b.Graphic Biography: History and Memory7.Closer: History Themesa.Closer: Themes Notebook●Read “Two Pots of Porridge, 800 Years Apart: A Glimpse into AP Themes and the Course Narrative” by historian Trevor Getz to learn about the AP themes and to develop an understanding of the course narrative ●AP Themes Intro activity and AP Themes Notebook activity – students will read a short story and identify the themes using the PIECES acronym (Politics = GOV; Innovation = TEC; Environment = ENV; Cultural Developments and Interactions = CDI; Economic Systems = ECN; Social Interactions and Organization = SIO). Students will also watch a Meet the Themes video to gain insight into each of the themes, learn some examples for each theme, and understand how a historical event or process can relate to multiple themes. This will help them evaluate historical developments for specific themes and allow them to make cross-theme connections. Finally, students will also evaluate a series of statements in the Themes Notebook activity, choosing whether they agree or disagree with them and categorizing by theme. Each statement relates to one of the featured
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 3themes for Unit 1 (GOV, CDI, TEC, and SIO). At the end of the unit, students will revisit the Themes Notebook activity to reevaluate their themes selections and choices made regarding each statement. They will answer questions for each theme related to the content for the unit and assess how their thinking changed as they learned more content.CR3 ●Students will learn content and develop contextualization skills by reading the WH AP article “Unit 1 Introduction” by Trevor Getz and viewing the Unit 1 Overview video. In addition, they will be introduced to the Three-Step Reading strategy, which will be used for close reading of articles and graphic biographies throughout the course. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 –contextualization) 1.1—Developments in East Asia Lesson 1.1 Driving Question: How did political and cultural developments in East Asia shape societies c. 1200 to 1450 CE?1.Opener: Developments in East Asiaa.Opener: Ruling Your Kingdom 2.East Asia 1200–1450 a.Article: “East Asia 1200–1450” 3.Silk and the State in Song Chinaa.Video: Silk and the State in Song Dynasty China4.Closer: Developments in East Asiaa.Closer: Revisiting Your Kingdom5.Extension: Confucianisma.Article: “Confucianism”6.Extension: Buddhisma.Article: “Buddhism”7.Extension: Why Do Belief Systems Spread?a.Article: “Why Do Belief Systems Spread? How China Made Buddhism Its Own”●Students will learn content and develop contextualization on East Asian history by reading the WH AP article “East Asia 1200–1450” by historian Merry Wiesner-Hanks and viewing the video Silk and the State in Song Dynasty China. In addition, teachers may elect to extend student understanding of belief systems in East Asia with the articles “Confucianism” and “Buddhism” by historian Eman M. Elshaikh and “Why Do Belief Systems Spread? How China Made Buddhism Its Own” by historian Bridgette Byrd O’Connor. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization) ●In the Ruling Your Kingdom and Revisiting Your Kingdom activities, students will consider how belief systems shape government and society (CDI, GOV). CR3 1.2—Developments in Dar al-Islam Lesson 1.2 Driving Question: How did the expansion of Dar al-Islam shape political systems, cultural exchanges, and technological advancements?1.Opener: Developments in Dar al-Islama.Opener: Word Web 2.The Emergence of Islama.Video: The Emergence of Islam
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 43.Dar al-Islam 1200–1450 a.Graphic Biography: Ibn Battutab.Article: “Dar-al-Islam 1200–1450”4.Causes and Consequences of the Crusades a.Video: Causes and Consequences of the Crusades5.Closer: Developments in Dar al-Islama.Closer: SAQ Practice: Introduction●In the Word Web activity students will consider the defining characteristics of belief systems and practice applying course themes. CR3 ●Students will develop their understanding of Dar al-Islam by reading the article “Dar al-Islam 1200–1450” by Merry Wiesner-Hanks and watching the videos TheEmergence of Islam and Causes and Consequences of the Crusades. For each asset (article and video), students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions.CR1CR6(Skill 3 –claims and evidence in secondary sources)●Students will continue to work on the skill of developments and processes as they become familiar with the task verbs and response strategies for short-answer questions (SAQs). In this activity, students will rewrite each SAQ prompt in their own words to parse the prompt and craft SAQ responses using the ACE framework. The SAQ prompts in this activity ask students to identify and explain how Chinese dynasties and Islamic states developed and maintained power from c. 1200–1450 CE. CR4 (Skill 1 – developments and processes)1.3—Developments in South and Southeast Asia Lesson 1.3 Driving Question: How did belief systems affect South and Southeast Asian societies over time?1.Opener: Developments in South and Southeast Asiaa.Opener: Mapping Predictions2.South and Southeast Asia 1200–1450 a.Article: “South and Southeast Asia 1200–1450”3.State and Religion in Afro-Eurasia a.Article: “State and Religion in Afro-Eurasia"4.Thematic Connectionsa.Activity: Thematic Connections5.Closer: Developments in South and Southeast Asiaa.Closer: Quiz Master●Students will begin by considering how geography may have influenced the development of trade routes and spread of religion in the Mapping Predictions activity. Then, students will learn content and develop contextualization on South and Southeast Asian history by reading the article by Merry Wiesner-Hanks, “South and Southeast Asia 1200–1450” and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions.CR1CR6CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization)●Students will learn content, develop contextualization, and investigate the theme of Cultural Developments and Interactions by reading the article “State and Religion in Afro-Eurasia” by Trevor Getz. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. in the closing Quiz Master activity, students will generate questions to review content from the lesson. CR1CR6 (Skill 3 – claims and evidence in secondary sources; Skill 4 –
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 5contextualization)1.4—State Building in the AmericasLesson 1.4 Driving Question: How did states in the Americas develop and why did they change over time?1.Opener: State Building in the Americasa.Opener: Six Themes, Six Words2.The Americas 1200–1450 a.Article: “The Americas 1200–1450”3.Pre-Colonial Caribbeana.Video: Pre-Colonial Caribbean4.Time Travelers Journala.Activity: Time Travelers Journal 5.Long-Distance Trade in the Americasa.Article: “Long-Distance Trade in the Americas”6.Empires of the Americasa.Article: “Empires of the Americas: The Aztec and Inca” b.Video: Machu Picchu: The City That Defied Gravityc.Activity: Machu Picchu Mystery7.Communities of Movementa.Video: Communities of Movement8.Closer: State Building in the Americasa.Closer Graphic Biography: Macuilxochitzl●In the Six Themes, Six Words activity, students will read a passage about early American societies and write short summaries for the course themes of Governance, Cultural Developments and Interactions, Technology and Innovation, Economic Systems, Humans and the Environment, and Social Interactions and Organization. CR3 ●Students will learn content and identify the author’s claim and evidence by reading “The Americas 1200–1450” by William H. Beezley, “Long-Distance Trade in the Americas” by historian Bennett Sherry, and “Empires of the Americas: The Aztec and Inca” by Trevor Getz. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions.In addition, they will switch scales and examine the graphic biography of Macuilxochitl. CR1CR6 (Skill 3 – claims and evidence in secondary sources) ●Students will develop contextualization for state building in the Americas by watching the videos Pre-Colonial Caribbeanand Communities of Movement. They will work on their close reading video skills as they watch and answer a guiding question along with key ideas and evaluating and corroborating questions. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization)1.5—State Building in AfricaLesson 1.5 Driving Question: How was the process of state formation similar and different in various regions of Africa from c. 1200 to 1450 CE?1.Opener: State Building in Africaa.Opener: Comparison: Life in 1200 and Today2.Africa 1200–1450
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 6a.Article: “Africa 1200–1450”3.Comparison 1200–1450 a.Activity: Comparison: States 1200–1450 4.States and Empires of West Africaa.Article: “States and Empires of West Africa”5.Closer: State Building in Africaa.Closer: SAQ Practice: Unit 1 ●Students will learn content and develop contextualization for state building in Africa by reading “Africa 1200–1450” and “States and Empires of West Africa” by Trevor Getz. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6 (Skill 3 – claims and evidence in secondary sources; Skill 4 –contextualization)●Students will complete the activity Comparison: Life in 1200 and Today together as a class. They will read a synopsis of life in 1200 and compare that to the modern world to familiarize themselves with the Comparison Tool. Then, in the Comparison: Afro-Eurasian States activity, students will work in small groups to compare East Asia, Dar al-Islam, South and Southeast Asia, the Americas, and/or Africa. Each group will be assigned two regions and complete the Comparison Tool. At the end of the activity, students respond to a comparison prompt using evidence from the articles and their Comparison Tools. CR1CR6 CR8(Skill 3 – claims and evidence in secondary sources; Skill 5 – making connections – comparison)●Students will continue to work on the skill of developments and processes as they use the ACE strategy to evaluate student responses to SAQs about Chinese dynasties and Islamic states from c. 1200–1450 CE. CR4 (Skill 1 – developments and processes)1.6—Developments in Europe Lesson 1.6 Driving Question: How did religious influences and political decentralization shape medieval Europe c. 1200 to 1450 CE?1.Opener: Developments in Europea.Opener: Sourcing: Introduction 2.Europe 1200–1450 a.Article: “Europe 1200–1450”3.Christendoma.Article: “Christendom”4.Quick Sourcing and Belief Systems a.Activity: Quick Sourcing: Introduction b.Article: “Source Collection: Belief Systems”c.Graphic Biography: Benjamin of Tudela5.Closer: Developments in Europe a.Closer: Themes Notebook●Students will learn content and develop contextualization for developments in Europe by reading “Europe 1200–1450” by Jack Bouchard and “Christendom” by Jesse Lynch. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 –contextualization)
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 7●Students will read a collection of primary source excerpts, work on their quick-sourcing skills by analyzing a set of documents and completing the Quick-Sourcing Tool, a graphic organizer that asks students to summarize individual sources in the collection and choose one of the following to answer for each document: historical context and significance; audience and significance; point of view using CORNPEG (class, occupation, religion, nationality, political affiliation, education, gender) and significance; or purpose and significance. Then students will record the evidence they will use in each document to help them respond to the prompt provided at the end of this paragraph. In addition to analyzing each source individually, students will also look across the texts to decide which texts are best for helping them respond to the prompt and they will group texts in a way that will help them answer the prompt. The “Belief Systems” Source Collection focuses on the Cultural Developments and Interactions theme. Sources in this collection include the following (Source 1: al-Qazwini’s Monument of Places, 1275; Source 2: Sukhothai Inscription No. 1, 1292; Source 3: Pope Boniface VIII’s Clericis laicos, 1296; Source 4: Cheng Duanli’s A Schedule for Learning, 1315; Source 5: Ibn Khaldun on Human Society and Governance, 1377; Source 6: Sant Soyarabai’s poems, c. 1300-1400; Source 7: Narrative of the Journey of Abd-er -Razzak, 1442). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did belief systems affect state formation, social interactions, and economic exchange in Afro-Eurasia from c. 1200 to 1450 CE? CR1CR3CR5(Skill 2 – sourcing and situation – primary sources/textual; Skill 3 – claims and evidence in primary sources/textual)●In the second part of the Themes Notebook activity for this unit, students will answer a set of questions related to the content for the unit and the themes of Governance, Cultural Developments and Interactions, Technology and Innovation, Social Interactions and Organization. They will also describe how their thinking has changed over the course of the unit and recategorize by theme if necessary. CR3 1.7—Comparison in the Period from c. 1200 to c. 1450 Lesson 1.7 Driving Question: How was the process of state formation similar and different in various regions from c. 1200 to 1450 CE?1.Writing: AP Rubricsa.Activity: Writing: AP Rubricsb.Writing Tool: WH AP DBQ Writing Rubricc.Writing Tool: WH AP LEQ Writing Rubric2.Assessment: Unit 1 LEQa.Assessment: Unit 1 LEQ3.Extension: Alternative Assessment: Unit 1 DBQa.Assessment: Unit 1 DBQ●The unit will culminate with a long essay writing assessment focusing on comparison. Students will develop a historically defensible claim supported with specific and relevant evidence explaining how methods of state organization reflected political, social, or cultural conditions in different regions in the period from 1000 to 1450 CE. They will use historical reasoning to explain relationships among pieces of historical evidence and corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument. Students will use the WH AP LEQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Historical Reasoning, and Complexity. The WH AP LEQ Writing Rubric is a modified version of the AP® rubric used to evaluate LEQs on the exam. The advanced criteria row is aligned to what students need to earn points on the AP exam. If they receive advanced rankings in each of the categories, then they would likely earn the equivalent of 6 points for their LEQ response. Alternatively, students could also complete a DBQ writing assessment focusing on comparisonusing the WH AP DBQ Writing
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 8Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Sourcing, and Complexity. The WH AP DBQ Writing Rubric is a modified version of the AP® rubric used to evaluate DBQs on the exam. The advanced criteria row is aligned to what students need to earn points on the AP exam. If they receive advanced rankings in each of the categories, then they would likely earn the equivalent of 7 points for their DBQ response. CR7CR8CR9 (Skill 4 – contextualization; Skill 5 – making connections; Skill 6 – argumentation – comparison)●Complete Personal Progress Check MCQ for Unit 1 on AP ClassroomUnit 2—Networks of Exchange c. 1200 to c. 1450 (~10–13 class periods) CR2TopicSkills2.0—Unit 2 Overview3.A, 3.B, 3.C, 3.D, 4.A2.1—The Silk Roads1.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 4.A, 4.B, 5.A, 5.B2.2—The Mongol Empire and the Making of the Modern World2.A, 2.B, 2.C, 3.A, 3.B2.3—Exchange in the Indian Ocean3.A, 3.B2.4—Trans-Saharan Trade Routes1.A, 1.B, 3.A, 3.B, 5.A, 5.B2.5—Cultural Consequences of Connectivity1.A, 1.B, 3.A, 3.B, 4.A, 4.B,2.6—Environmental Consequences of Connectivity2.A, 2.B, 2.C, 3.A, 3.B, 4.A, 4.B, 5.A, 5.B2.7—Comparison of Economic Exchange1.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 4.A, 4.B, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D2.0—Unit 2 OverviewLesson 2.0 Driving Question: What were the causes and consequences of expanding networks of exchange from c. 1200 to 1450 CE?1.Opener: Networks of Exchange, c. 1200 to 1450 CEa.Opener: Vocabulary Match-Up2.Unit 2 Overviewa.Video: Unit 2 Overview: Networks of Exchange3.Unit 2 Introductiona.Article: “Unit 2 Introduction: Networks of Exchange 1200 to 1450”4.Closer: Networks of Exchange, c. 1200 to 1450 CE a.Closer: Themes Notebook●Students will learn content and develop contextualization on global networks of exchange from c. 1200 to c. 1450 by reading the WH AP article “Unit 2 Introduction: Networks of Exchange 1200 to 1450” by Trevor Getz and viewing the Unit 2 Overview video. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization) ●In the first part of the Themes Notebook activity for this unit, students will decide if they agree or disagree with a set of statements related to the content for the unit and categorize these statements using the themes of Governance, Cultural Developments and Interactions, Technology and Innovation, Humans and the Environment, and Economic Systems. CR3
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 92.1—The Silk RoadsLesson 2.1 Driving Question: How did the Silk Roads forge connections in Afro-Eurasia?1.Opener: The Silk Roadsa.Opener: What Is This Asking? Introduction2.Rebuilding the Silk Roada.Video: Rebuilding the Silk Road3.Archipelago of Tradea.Article: “Archipelago of Trade”4.Guilds, Wool, and Trade: Medieval England in a Global Economya.Video: Guilds, Wool, and Trade: Medieval England in a Global Economy5.Source Collection: Networks of Exchangea.Article: “Source Collection: Networks of Exchange”6.Closer: The Silk Roadsa.Closer: Silk Road Simulation ●In the What Is This Asking? Introduction activity, students will use a question parsing tool to practice analyzing AP-style prompts by identifying key elements such as time period, region, topic, historical reasoning skill, and essay type to build strong thesis statements and written arguments. (Skill 1 – developments and processes; Skill 6 – argumentation)●Students will learn content by identifying and explaining historical developments and make connections regarding different networks of exchange in Afro-Eurasia from c. 1200 to c. 1450 by reading and answering questions for the WH AP article “Archipelago of Trade” by Alejandro Quintana. They will also work on making connections by watching and answering questions for the videos Guilds, Wool, and Trade: Medieval England in a Global Economy and Rebuilding the Silk RoadCR1CR4CR6 CR7 CR8 (Skill 1 – developments and processes; Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization; Skill 5 – making connections –comparison)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Cultural Developments and Interactions and Economic Systems themes using the “Networks of Exchange” Source Collection. The Quick-Sourcing Tool is a graphic organizer that asks students to summarize individual sources in the collection and choose one of the following to answer for each document: historical context and significance; audience and significance; point of view using CORNPEG (class, occupation, religion, nationality, political affiliation, education, gender) and significance; or purpose and significance. Then students will record the evidence they will use in each document to help them respond to the prompt provided at the end of this paragraph. In addition to analyzing each source individually, students will also look across the texts to decide which texts are best for helping them respond to the prompt and they will group texts in a way that will help them answer the prompt. Sources in this collection include the following (Source 1: Ibn Battuta’s Visit to Mombasa and Kilwa, 1325-1354; Source 2: al-Shakandi’s descriptions of Andalusia, c. 1200; Source 3: Abbot Hubert’s Note of a Double Loan Arising from a Tax, 1203; Source 4: Marco Polo on paper money, c. 1300; Source 5: Fibonacci’s Book of Calculation, 1202; Source 6: Mpu Prapanca’s In praise of Majapahit, 1365; Source 7: Zheng He’s The Overall Story of the Ocean’s Shores, 1433; Source 8: Chola Spoked Chariot Wheel, c. 1200; Source 9: Guyot de Provins poem about Mariner’s Compass; Source 10: Yuan Stone with Nestorian Inscription, c. 1300). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did trade networks facilitate cross-cultural interactions, in particular the exchange of intellectual and cultural ideas
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 10and traditions c. 1200 to 1450 CE? CR1CR3CR5(Skill 2 – sourcing and situation – primary and secondary sources/textual and visual) (Skill 3 – claims and evidence in sources – primary and secondary sources/textual and visual)●Students participate in the Silk Road Simulation activity. This simulation will allow them to identify patterns and connections between networks of exchange, which will help them answer questions and participate in a discussion to explain how the Silk Roads relate to other networks of exchange in Afro-Eurasia and the themes of Economic Systems, Cultural Developments and Interactions, and Humans and the Environment. CR3CR8(Skill 5 – making connections – comparison)2.2—The Mongol Empire and the Making of the Modern WorldLesson 2.2 Driving Question: How did the Mongols manage to build and maintain history’s largest land-based empire?1.Opener: The Mongol Empire and the Making of the Modern Worlda.Opener: World Travelers2.The Mongol Empirea.Activity: Expanding an Empire: Part 1b.Article: “Written in the Stars: Secrets of the Mongols”c.Graphic Biography: Sorqoqtani Beki3.Mongol Historya.Article: “Source Collection: Mongol Collection”b.Activity: Quick-Sourcing Activityc.Graphic Biography: Benedict the Poled.Graphic Biography: Rashid al-Din4.Closer: The Mongol Empire and the Making of the Modern Worlda.Closer: Expanding an Empire: Part 25.Extension: Even More Mongolsa.Video: Wait for It... the Mongols!Crash Course World History #17●In the World Travelers activity, students will complete a collaborative source analysis of excerpts from The Travels of Marco Poloto infer unfamiliar technologies, goods, and practices in Yuan China. CR5●Students will develop their understanding of the Mongol Empire by reading the article “Written in the Stars: Secrets of the Mongols” by Bennett Sherry and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. They will also read graphic biographies of Sorqoqtani Beki and Rashid al-Din and use the information presented in these biographies as evidence to support, modify, or refute the claims made in the article at the beginning of this lesson. In addition, teachers may elect to extend understanding of the Mongols by assigning the video Wait for It...the Mongols! Crash Course World History #17, which also includes a set of guiding questions that align to this topic in the AP CEDCR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Cultural Developments and Interactions themes using the “Mongol Collection” Source Collection. The Quick-Sourcing Tool is a graphic organizer that asks students to summarize individual sources in the collection and choose one of the following to answer for each document: historical context and significance; audience and significance; point of view using CORNPEG (class, occupation, religion, nationality, political affiliation, education, gender) and significance; or purpose and significance. Then students will record the evidence they will use in each document to help them respond to the prompt provided
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 11at the end of this paragraph. In addition to analyzing each source individually, students will also look across the texts to decide which texts are best for helping them respond to the prompt and they will group texts in a way that will help them answer the prompt. Sources in this collection include the following (Source 1: Ibn al-Athir’s The Complete History, 1220-1221; Source 2: Juvaini’s History of the World Conqueror, c. 1260; Source 3: Marco Polo’s Travels, 1271-1291; Source 4: The Secret History of the Mongols, c. 1250; Source 5: Historia Tartarorum, 1247; Source 6: Hayton’s Flower of the Histories of the East, c. 1307; Source 7: de Clavijo’s A Spanish ambassador’s account of Timur’s Capital, 1403). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did the Mongols create the largest empire in history and how did their imperial expansion impact trade over time? CR1CR3CR5(Skill 2 – sourcing and situation – primary sources/textual)2.3—Exchange in the Indian OceanLesson 2.3 Driving Question: How did the Indian Ocean trade network facilitate economic and cultural exchanges between diverse regions?1.Opener: Exchange in the Indian Oceana.Opener: Claim Testing: Introduction2.Indian Ocean Trade Routesa.Article: “Indian Ocean Trade Routes”3.What Caused the Expansion of Trade?a.Activity: What Caused the Expansion of Trade?4.Graphic Biography: Zheng He a.Graphic Biography: Zheng He5.Closer: Exchange in the Indian Oceana.Closer: Claim Testing: Authority ●Students will develop their understanding of networks of exchange by reading and answering questions for the “Indian Ocean Routes” article by Bennett Sherry. They will also read a graphic biography of Zheng He and use the information presented in these biographies as evidence to support, extend, or challenge what they have learned about connections across Afro-Eurasia. CR1CR6 CR7 (Skill 3 – claims and evidence in secondary sources)●Students will develop their claim making and testing skills by completing the Claim Testing: Introduction and Claim Testing: Authority activities. The Claim Testing: Authority activity asks students to evaluate each historian’s credentials in order to determine how to approach a historical topic when two authorities disagree.CR6 (Skill 3 – claims and evidence in secondary sources)2.4—Trans-Saharan Trade RoutesLesson 2.4 Driving Question: What factors fueled the expansion of trans-Saharan trade, and how did its growth reshape African societies?1.Opener: Trans-Saharan Trade Routesa.Opener: Making Predictions 2.Across an Ocean of Sand: Trans-Saharan Trade Routesa.Article: “Across an Ocean of Sand: Trans-Saharan Trade Routes”3.SAQ Practice: Unit 2a.Activity: SAQ Practice: Unit 2
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 124.Comparison: Networks of Exchangea.Activity: Comparison: Networks of Exchange 5.Closer: Trans-Saharan Trade Routes a.Closer: Making Claims: Expanding Networks●Students will practice applying the six course themes in the Making Predictions activity as they consider how the Trans-Saharan Trade Routes might impact Governance, Cultural Developments and Interactions, Technology and Innovation, Humans and the Environment, Social Interactions and Organization, and Economic Systems. CR3●Students will develop their understanding of networks of exchange by reading and answering questions for the “Across an Ocean of Sand: Trans-Saharan Trade Routes” article by Bennett Sherry. Students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6 CR7 (Skill 3 – claims and evidence in secondary sources)●Students will continue to work on the skill of developments and processes as they practice responding to short-answer questions (SAQs). In this activity, students will rewrite each SAQ prompt in their own words to parse the prompt and craft SAQ responses using the ACE framework. The SAQ prompts in this activity ask students to identify and explain an innovation, political factor, and cultural factors influenced trade in the Indian Ocean from c. 1200–1450 CE. CR4 (Skill 1 – developments and processes)●Students will complete the activity Comparison: Networks of Exchange in small groups. Each group will be assigned two networks of exchange to complete the Comparison Tool. At the end of the activity, students respond to a comparison prompt using evidence from the articles and their Comparison Tools. CR1CR6 CR8(Skill 3 – claims and evidence in secondary sources; Skill 5 – making connections – comparison)●Students will develop their claim making and testing skills by completing the Making Claims: Expanding Networks activity. CR6 (Skill 3 – claims and evidence in secondary sources)2.5—Cultural Consequences of ConnectivityLesson 2.5 Driving Question: How did expanding networks of exchange affect cultural amalgamation?1.Opener: Cultural Consequences of Connectivitya.Opener: Contextualization: Introduction2.Trade, Technology, and Religion in Afro-Eurasia 1200–1450 a.Article: “Trade, Technology, and Religion in Afro-Eurasia 1200–1450”3.Graphic Biography: Rumia.Graphic Biography: Rumi4.Contextualizing Mansa Musaa.Video: The Mali Empire: How Mansa Musa’s Gold Changed the Worldb.Activity: Contextualization: Mansa Musa 5.World of Chacoa.Video: World of Chaco6.Closer: Cultural Consequences of Connectivitya.Closer: Traveler Postcardsb.Activity: Travelers’ Accounts Excerpts7.Extension: More on Mansa Musaa.Video: Mansa Musa and Islam in Africa: Crash Course World History #16
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 13●Students will identify the author’s claim and evidence and develop contextualization for the consequences of increased interconnections by reading “Cultural Consequences of Connectivity, Afro-Eurasia 1200–1450” by Trevor Getz and a graphic biography of Rumi. They will also view a video, World of Chaco. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization)●In an introductory activity, students will lay the foundation for understanding contextualization by delineating broad and narrow context for a photograph. Then, students will watch the video Mansa Musa and Islam in Africa: Crash Course World History #16 and complete a contextualization activity that asks students to evaluate the geographic and cultural (CDI) factors that enabled Mansa Musa to embark on his hajj. Using the information in the Contextualization Tool, students will write a contextualization paragraph for the following prompt, which ties to the CDI theme: What geographic and cultural factors enabled Mansa Musa to embark on his journey? CR1CR3CR4CR6 CR7(Skill 1 – developments and processes; Skill 3 – claims and evidence in primary and secondary sources; Skill 4 – contextualization)●In the Traveler Postcards activity, students will read a primary source from Travelers’ Accounts Excerpts, which includes passages from The Book of Descriptions of Countries by Francesco Balducci Pegolotti, The Travels of Friar Odoric by Friar Oderic, The Travels of the Nestorian Chinese Monks Rabban Sawma and Rabban Markos(anonymous author), The Book of Margery Kempe by Margery Kempe, The Travels of Ibn Battuta in Asia and Africa by Ibn Battuta, and The Travels of Marco Polo by Marco Polo. They will analyze the source by completing the Sourcing Tool (HAPPY analysis – Historical Context, Audience, Purpose, Point of View, and Significance) then use the information from these excerpts to write a postcard from the traveler’s perspective. CR1CR5CR6(Skill 2 – sourcing and situation – primary sources/textual; Skill 3 – claims and evidence in primary sources/textual)2.6—Environmental Consequences of ConnectivityLesson 2.6 Driving Question: How did increased trade and travel lead to unintended consequences c. 1200 to 1450 CE?1.Opener: Environmental Consequences of Connectivitya.Opener: What Are You Trading?2.Causation: Introductiona.Activity: Causation: Introduction 3.Counting the Deada.Video: Counting the Dead: How the Black Death Killed Half of Europe4.Trade Networks and the Black Deatha.Article: “Trade Networks and the Black Death”5.Source Collection: The Black Deatha.Article: “Source Collection: The Black Death”6.Causation: The Black Deatha.Activity: Causation: The Black Death7.Closer: Environmental Consequences of Connectivity a.Closer: Themes Notebook●In the What Are You Trading? opener, students simulate historical trade interactions through a card game that models social and economic roles, then analyze the spread and impact of pandemics (including the Black Death) by creating infographics that connect disease transmission to AP World History themes.CR3●Students will identify the author’s claim and evidence and develop contextualization for the consequences of
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 14increased interconnections by reading “Trade Networks and the Black Death” by Bennett Sherry. Students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization)●Students will develop their causal reasoning skills by creating a causal map in the activity Causation – The Black Death. CR8(Skill 5 – making connections – causation)●Students will read a collection of primary and secondary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate Humans and the Environment and Cultural Developments and Interactions themes using “The Black Death” Source Collection. The Quick-Sourcing Tool is a graphic organizer that asks students to summarize individual sources in the collection and choose one of the following to answer for each document: historical context and significance; audience and significance; point of view using CORNPEG (class, occupation, religion, nationality, political affiliation, education, gender) and significance; or purpose and significance. Then students will record the evidence they will use in each document to help them respond to the prompt provided at the end of this paragraph. In addition to analyzing each source individually, students will also look across the texts to decide which texts are best for helping them respond to the prompt and they will group texts in a way that will help them answer the prompt. Primary sources in this collection include: Source 1: Ibn al-Wardi on the Plague in Asia, 1348; Source 2: Jacob Königshofen, Account of Attack Against the Jews in Strasbourg; Source 3: Gilles Li Muisis, Carrying Coffins in Tournai, 1349; Source 4: Boccaccio’s Decameron, c. 1350; Source 5: Ibn al-Khatib’s Theory of Contagion; Source 6: The Emperor of Constantinople’s Account of the Plague, c. 1350; Source 7: Hans Folz, Woodblock from Spell of the Plague, 1482. Secondary sources in this collection include: Source 8: William Leonard Langer, The Black Death, 1964; Source 9: Kenneth F. Kiple, The Cambridge World History of Human Disease, 1993; Source 10: Black Death and Mongols Thematic Map, 2021; Source 11: Monica Green, Rewriting the Black Death, 2021; Source 12: Ian Sample, Mystery of Black Death’s origins solved, 2022. They will evaluate the primary and secondary sources in order to write a paragraph response for the prompt: How has our understanding of the Black Death changed over time?CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary and secondary sources/textual and visual) (Skill 3 – claims and evidence in sources – primary and secondary sources/textual and visual) ●In the second part of the Themes Notebook activity for this unit, students will respond to a set of questions related to the content for the unit and the themes of Governance, Cultural Developments and Interactions, Technology and Innovation, Humans and the Environment, and Economic Systems. They will also describe how their thinking has changed over the course of the unit and recategorize by theme if necessary.CR32.7—Comparison of Economic ExchangeLesson 2.7 Driving Question: How were networks of exchange similar and different between c. 1200 to 1450 CE?1.Activity: Writing: Thesis and Contextualization Part 1a.Activity: Writing: Thesis and Contextualization Part 1b.Writing Tool: WH AP LEQ Rubric2.Assessment: Unit 2 LEQa.Assessment: Unit 2 LEQ3.Extension: Alternative Assessment: Unit 2 DBQa.Assessment: Unit 2 DBQ●The unit culminates with a long essay writing assessment focusing on comparison. Students will develop a historically defensible claim supported with specific and relevant evidence explaining how increased interactions
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 15through trade influenced cultural, religious, or technological exchange from c. 800 to 1450 CE. They will use historical reasoning to explain relationships among pieces of historical evidence; and corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument. Students will use the WH AP LEQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Historical Reasoning, and Complexity. The WH AP LEQ Writing Rubric aligns with the rubric AP® uses to assess LEQs on the exam. Alternatively, students can respond to the same prompt as a DBQ using the WH AP DBQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Historical Reasoning, and Complexity. The WH AP DBQ Writing Rubric aligns with the rubric AP® uses to assess DBQs on the exam. CR7CR8CR9 (Skill 4 – contextualization; Skill 5 – making connections; Skill 6 – argumentation – comparison)●Complete Personal Progress Check MCQ for Unit 2 on AP ClassroomUnit 3—Land-Based Empires c. 1450 to c. 1750 (~8–11 class periods) CR2TopicSkills3.0—Unit 3 Overview3.A, 3.B, 4.A3.1—Empires Expand3.A, 3.B, 3.C, 3.D, 5.A, 5.B3.2—Empires: Administration3.A, 3.B3.3—Empires: Belief Systems1.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 4.A, 4.B, 5.A3.4—Comparison in Land-Based Empires1.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 4.A, 4.B, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D3.0—Unit 3 OverviewLesson 3.0 Driving Question: How did land-based empires in Afro-Eurasia expand their influence and govern diverse communities between c. 1450 and 1750 CE?1.Opener: Land-Based Empires c. 1450–1750 a.Opener: Thematic Headlines2.Unit 3 Overviewa.Video: Unit 3 Overview: Land-Based Empires3.Unit 3 Introductiona.Article: “Unit 3 Introduction: Land-Based Empires 1450 to 1750”4.Closer: Land-Based Empires c. 1450–1750 a.Closer: Themes Notebook●In the Thematic Headlines activity, students will practice their CCOT skills and review content from Units 1 and 2 by selecting three course themes, writing a newspaper headline for each theme, and identifying each headline as a change or continuity. CR3 CR8(Skill 5 - continuity and change)●Students will learn content, including changes and continuities from Unit 2 to Unit 3, and develop contextualization on land-based empires from c. 1450 to c. 1750 by reading the WH AP article “Unit 3 Introduction” by Trevor Getz and viewing the Unit 3 Overview video. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization) ●In the first part of the Themes Notebook activity for this unit, students will decide if they agree or disagree with
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 16a set of statements related to the content for the unit and categorize these statements using the themes of Governance and Cultural Developments and Interactions. CR33.1—Empires ExpandLesson 3.1 Driving Question: How and why did various land-based empires develop and expand from c. 1450 and 1750 CE?1.Opener: Empires Expanda.Opener: Expanding Your Empire 2.Gunpowder Empiresa.Article: “Gunpowder Empires”3.Comparison: Empiresa.Activity: Comparison: Empiresb.Article: “A Sublime Empire: Ottoman Rule on Land and Sea”c.Article: “The Safavid Empire”d.Article: “China Under Ming and Qing Rule” e.Article: “From Muscovy to the Russian Empire” f.Article: “South Asia 1450–1750”4.Graphic Biography: Kanzada Beguma.Graphic Biography: Kanzada Begum5.Claim Testing: Evidencea.Activity: Claim Testing: Evidence 6.Europe: Exception or Variety?a.Article: “Europe: Exception or Variety?”7.Closer: Empires Expanda.Closer: Graphic Biography: Mawläy 'Abd al-Mälik●In the opener activity, students will take on the role of a 15th-century ruler and decide whether military, trade, or culture would be the best avenue for expanding their empire. Then, students will expand their understanding of land-based empires from c. 1450 to c. 1750 by reading the articles “Gunpowder Empires” and “Europe: Exception or Variety?” by Trevor Getz. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will complete the activity Comparison: Empires in small groups. Each group will be assigned a land-based empire to complete the Comparison Tool. Students will then form new groups with “experts” for each empire. At the end of the activity, students respond to a comparison prompt using evidence from the articles and their Comparison Tools. Students will also read graphic biographies of Mawläy 'Abd al-Mälik and Kanzada Begum and use evidence from these individual histories to support, modify, or refute the claims made in the articles on the Ottoman Empire and South Asia 1450-1750. CR1CR6 CR8(Skill 3 – claims and evidence in secondary sources; Skill 5 – making connections – comparison)●Students will develop their claim making and testing skills by completing the activity Claim Testing: Evidence. Students read the secondary source article “Europe: Exception or Variety?” and evaluate the author’s claims and the evidence the author uses to support these claims. At the end of the activity, students formulate their own claim about which piece of evidence is strongest in supporting the author’s claim. CR6 (Skill 3 – claims and evidence in secondary sources)
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 173.2—Empires: AdministrationLesson 3.2 Driving Question: How did rulers legitimize and consolidate their power in land-based empires from c. 1450 and 1750 CE?1.Opener: Empires: Administration a.Opener: CCOT: Introduction2.Legitimizing and Consolidating Powera.Article: “Legitimizing and Consolidating Power”3.Graphic Biography: Qing Shiha.Graphic Biography: Qing Shih4.Closer: Empires: Administration a.Closer: Matching States and Strategies●In the introductory CCOT activity, students analyze changes and continuities in farming practices over time using visual and textual evidence. (Skill 5 making connections – continuity and change) ●Students read “Legitimizing and Consolidating Power” by Trevor Getz to understand the historical developments associated with the administration of land-based empires. In addition, they will switch scales and examine the graphic biography of Qing Shih. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources) ●In the Matching States and Strategies closer, students will review how major land-based empires (1450–1750) legitimized and consolidated power through political, religious, and cultural strategies focusing on the Governance theme. 3.3—Empires: Belief SystemsLesson 3.3 Driving Question: What changes and continuities took place in Afro-Eurasian belief systems from c. 1450 and 1750 CE?1.Opener: Empires: Belief Systemsa.Opener: What Is This Asking?2.Contextualization: Belief Systemsa.Activity: Contextualization: Belief Systems3.Transformations in Eurasian Belief Systems, 1450–1750 a.Article: “Transformations in Eurasian Belief Systems, 1450–1750”4.Themes Notebooka.Activity: Themes Notebook 5.The Reformationa.Video: The Reformation6.Breaking News: Religions Evolvea.Activity: Breaking News: Religions Evolve7.CCOT: Networks of Exchange to Land-Based Empiresa.Activity: CCOT: Networks of Exchange to Land-Based Empires8.Source Collection: Transformation of Beliefsa.Article: “Source Collection: Transformation of Beliefs”9.Closer: Empires: Belief Systems a.Closer: SAQ Practice: Unit 3
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 18●In the What Is This Asking? activity, students will use a question parsing tool to practice analyzing AP-style prompts by identifying key elements such as time period, region, topic, historical reasoning skill, and essay type to build strong thesis statements and written arguments. (Skill 1 – developments and processes; Skill 6 – argumentation)●Students build upon their contextualization skills by completing the Contextualization: Belief Systems activity using the article “Transformations in Eurasian Belief Systems, 1450–1750” by Amy Elizabeth Robinson and their content knowledge from previous lessons. This activity also helps students further develop their understanding of the Cultural Developments and Interactions theme. Additionally, students will view The Reformation video to learn about how religious conflict transformed global communities. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization)●In the second part of the Themes Notebook activity for this unit, students will answer a set of questions related to the content for the unit and the themes of Governance and Cultural Developments and Interactions. They will also describe how their thinking has changed over the course of the unit and recategorize by theme if necessary. CR3 ●In CCOT: Networks of Exchange to Land-Based Empires students will work on the reasoning process of continuity and change over time as they examine the transition from Unit 2 to Unit 3. They’ll complete the CCOT Tool and craft a thesis in response to a CCOT prompt. CR8(Skill 5 – making connections – CCOT)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Cultural Developments and Interactions and Governance themes using the “Transformation of Beliefs” Source Collection. Sources in this collection include the following (Source 1: Erasmus’ In Praise of Folly, 1509; Source 2: Martin Luther’s open letter to the Christian nobility, 1520; Source 3: Council of Trent, 1563; Source 4: Father Monserrate on his journey to the court of Akbar, 1591; Source 5: Letters between Sultan Selim and Shah Ismail, 1514; Source 6: Guru Granth Sahib, 1604; Source 7: The Life and Letters of Ogier Ghiselin de Busbecq, 1589; Source 8: Miniature of devshirme gathering process, sixteenth century; Source 9: Hindu and Muslim scholars discuss the Mahabharata, 1599; Source 10: Jahinger’s memoirs, 1624; Source 11: Mystical writings of ‘A’ishah al-Ba’uniyah, c. 1500). They will evaluate the primary sources in order to write a paragraph response for the prompt: How and why did belief systems change during the period from c. 1450 to 1750 CE? CR1CR3CR5(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 –claims and evidence in primary sources/textual and visual)●Students will continue to work on the skill of developments and processes as they practice responding to short-answer questions (SAQs). In this activity, students will take on the role of an AP grader to evaluate a set of student responses to short-answer questions. CR4 (Skill 1 – developments and processes)3.4—Comparison in Land-Based EmpiresLesson 3.4 Driving Question: What were the similarities and differences in the methods used by various empires to expand their influence from c. 1450 and 1750 CE?1.DBQ Evidence, Sourcing, and Complexity Part Ia.Activity: Writing: DBQ Evidence, Sourcing, and Complexity Part Ib.Writing Tool: WH AP DBQ Writing Rubric2.Assessment: Unit 3 DBQa.Assessment: Unit 3 DBQ
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 19●The unit will culminate with a DBQ writing assessment focusing on comparison. Students will develop a historically defensible claim supported with specific and relevant evidence from the texts explaining the extent to which governments reacted similarly to increased foreign trade from c. 1450 to 1750 CE. They will use historical reasoning to explain relationships among pieces of historical evidence; and corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument. Students will use the WH AP DBQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Sourcing, and Complexity. The WH AP DBQ Writing Rubric is a modified version of the AP® rubric used to evaluate DBQs on the exam. The advanced criteria row is aligned to what students need to earn points on the AP exam. If they receive advanced rankings in each of the categories, then they would likely earn the equivalent of 7 points for their DBQ response. CR7CR8CR9 (Skill 4 – contextualization; Skill 5 –making connections; Skill 6 – argumentation – comparison)●Complete Personal Progress Check MCQ for Unit 3 on AP ClassroomUnit 4—Transoceanic Interconnections c. 1450 to c. 1750 (~22–25 class periods) CR2TopicSkills4.0—Unit 4 Overview3.A, 3.B, 4.A, 4.B4.1—Technological Innovations from 1450 to 17502.A, 2.B, 2.C, 3.A, 3.B, 4.A, 4.B4.2—Exploration: Causes and Events from 1450 to 17503.A, 3.B4.3—Columbian Exchange2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 5.A4.4—Maritime Empires Established1.A, 1.B, 3.A, 3.B 4.5—Maritime Empires Maintained and Developed2.A, 2.B, 2.C, 3.A, 3.B4.6—Internal and External Challenges to State Power from 1450 to 17502.A, 2.B, 2.C, 3.A, 3.B4.7—Changing Social Hierarchies from 1450 to 17502.A, 2.B, 2.C, 3.A, 3.B, 5.A, 5.B4.8—Continuity and Change from 1450 to 17501.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 4.A, 4.B, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D4.0—Unit 4 OverviewLesson 4.0 Driving Question: How did economic developments and new transoceanic connections affect social structures in different parts of the world from c. 1450 and 1750 CE?1.Opener: Transoceanic Connectionsa.Opener: List Quest: Transoceanic Interconnections 2.Unit 4 Overviewa.Video: Unit 4 Overview: Transoceanic Interconnections3.Unit 4 Introductiona.Article: “Unit 4 Introduction: Transoceanic Interconnections 1450 to 1750”4.Closer: Transoceanic Connections a.Closer: Themes Notebook●In List Quest, students will start with a brainstorming activity in which they generate examples of goods, ideas, and technologies exchanged globally from 1450 to 1750 and reflect on their impacts. Then, students will learn content, including changes and continuities from Unit 3 to Unit 4, and develop contextualization on transoceanic interconnections from c. 1450 to c. 1750 by reading the WH AP article “Unit 4 Introduction: Transoceanic Interconnections 1450 to 1750” by Trevor Getz and viewing the Unit 4 Overview video. CR1CR6 CR7 (Skill 3 –
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 20claims and evidence in secondary sources; Skill 4 – contextualization) ●In the first part of the Themes Notebook activity for this unit, students will decide if they agree or disagree with a set of statements related to the content for the unit and categorize these statements using the themes of Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organization, and Technology and Innovation. CR34.1—Technological Innovations from 1450 to 1750 Lesson 4.1 Driving Question: How did cross-cultural interactions facilitate innovations in technology and how did these ideas impact exploration and trade?1.Opener: Technological Innovationsa.Opener: KWL Chart Part 1: Technological Innovations 2.Technology in the Age of Explorationa.Article: “Technology in the Age of Exploration”3.Source Collection: Trade and Technology a.Article: “Source Collection: Trade and Technology”4.Closer: Technological Innovations a.Closer: KWL Chart Part 2: Technological Innovations 5.Extension: Revolutionizing Science and Technology on a Global Scalea.Article: “What Was the Scientific Revolution?” ●Students will begin and end the lesson with a KWL chart for structured reflection focusing on their knowledge of technological innovations from 1450-1750. Additionally, students will learn about innovations that enabled transoceanic connections by reading the WH AP article “Technology in the Age of Exploration” by Malcolm F. Purinton. They will also answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Students can delve deeper into the Scientific Revolution by reading the extension article and answering a set of Key Idea and Evaluating and Corroborating guiding questions. CR1CR6 CR7 (Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization) ●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Technology and Innovation and Economic Systems themes using the “Trade and Technology c. 1450 to 1750” Source Collection. Sources in this collection include the following (Source 1: Two diagrams from Al-Tusi and Copernicus, thirteenth and sixteenth century; Source 2: Ibn Majid’s The Book of the Benefits of the Principles and Foundations of Navigation, 1489; Source 3: Ibn Mubarak’s The Akbarnama, c. 1500; Source 4: Tome Pires on Indian Ocean merchants, 1512–1515; Source 5: Two Ottoman maps, 1513 by Piri Reis and 1728 by Ibrahim Muteferrika; Parmentier’s Observations on Such Nutritive Vegetables as May Be Substituted in the Place of Ordinary Food, 1781). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did cross-cultural interactions facilitate innovations in technology and how did these ideas impact exploration and trade from c. 1450 to 1750 CE? CR1CR3CR5(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)4.2—Exploration: Causes and Events from 1450 to 1750 Lesson 4.2 Driving Question: What role did governments and economic systems play in enabling maritime exploration c. 1450 to 1750?
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 211.Opener: Exploration: Causes and Events a.Opener: Word Web: Maritime Exploration 2.Origins of Oceanic Connectionsa.Article: “Origins of Oceanic Connections”3.Visualizing Oceanic Empiresa.Activity: Visualizing Oceanic Empires4.Closer: Exploration: Causes and Events a.Closer Graphic Biography: Yasuke5.Extension: The Lion of the Sea: Ahmad Ibn Mājida.Article: “The Lion of the Sea: Ahmad Ibn Mājid”●In the Word Web: Maritime Exploration activity, students will make predictions about how maritime exploration might intersect with each of the six course themes. CR3●Students will learn about the expansion of transoceanic empires from c. 1450 to c. 1750 by reading “Origins of Oceanic Connections” by Bennett Sherry and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Students may also extend their learning by reading “The Lion of the Sea: Ahmad Ibn Mājid” by Bridgette Byrd O’Connor. Then, students will switch scales by reading and analyzing the graphic biography of Yasuke. Students will then explain how the claims or evidence in the graphic biography support, modify, or refute the claims and evidence presented in the lesson. CR1CR6(Skill 3 – claims and evidence in secondary sources)4.3—Columbian ExchangeLesson 4.3 Driving Question: What were the causes of the Columbian Exchange, and what impacts did it have on the Eastern and Western Hemispheres?1.Opener: Columbian Exchangea.Opener: Our Interconnected World2.The Columbian Exchangea.Article: “The Columbian Exchange”3.Primary Source Previewa.Activity: Primary Source Preview4.Crops That Grew the Worlda.Article: “Crops that Grew the World”5.The Disastrous Effects of Increased Global Interactions c. 1500 to 1600 a.Article: “The Disastrous Effects of Increased Global Interactions c. 1500 to 1600”6.Primary Source Reflectiona.Activity: Primary Source Reflection7.Sourcing: Spanish Conquest of the Aztec Empirea.Activity: Sourcing: Spanish Conquest of the Aztec Empire 8.Graphic Biography: Sor Juana de la Cruza.Graphic Biography: Sor Juana de la Cruz9.Closer: Columbian Exchangea.Closer: World Zone Café10.Extension: Transforming Environmentsa.Activity: The Columbian Exchange + Climate Change11.Extension: Religious Syncretism in Colonial Mexico City a.Article: “Religious Syncretism in Colonial Mexico City”
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 22●The class will participate in the activity Our Interconnected World to visualize the transoceanic interconnections of this era and compare networks of exchange across three periods: 1450, 1750, and today. CR8(Skill 5 – making connections – comparison)●Students will expand their understanding of transoceanic interconnections from c. 1450 to c. 1750 by reading the articles “The Columbian Exchange” by Eman M. Elshaikh and “Crops that Grew the World” by Bennett Sherry, and “The Disastrous Effects of Increased Global Interactions c. 1500 to 1600” by Sharon Cohen. They will switch scales and read a graphic biography about Juana de la Cruz. Students may extend their learning by reading “Religious Syncretism in Colonial Mexico City” by Bennett Sherry. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●In the Sourcing: Spanish Conquest of the Aztec Empire activity, students will read two primary source excerpts (Aztec/Nahuatl poets, “Flowers and Songs of Sorrow” from Cantares Mexicanos and Alonso de Aguilar’s The Chronicle of Fray Francisco de Aguilar) that provide contrasting views on the conquest of the Aztec Empire. They will analyze these sources by completing the Sourcing Tool (HAPPY analysis – Historical Context, Audience, Purpose, Point of View, and Significance) then use the evidence from these excerpts and their tools to answer a prompt. CR1CR5CR6(Skill 2 – sourcing and situation – primary sources/textual; Skill 3 – claims and evidence in primary sources/textual)●In the World Zone Café activity, students will design a café menu using foods from the Americas and Afro-Eurasia before and after the Columbian Exchange, exploring its biological and cultural impacts. (Skill 5 -causation)4.4—Maritime Empires EstablishedLesson 4.4 Driving Question: Why and how did European empires expand their territorial holdings in the Americas, Asia, and Africa from c. 1450 to 1750?1.Opener: Maritime Empires Establisheda.Opener: Review and Predict2.Oceanic Empiresa.Article: “Oceanic Empires, 1450 to 1750”3.The Cosmopolitan Indian Oceana.Article: “The Cosmopolitan Indian Ocean”4.Making Transoceanic Connectionsa.Activity: Making Transoceanic Connections5.European Colonies in the Americasa.Article: “European Colonies in the Americas”6.The Transatlantic Slave Tradea.Article: “The Transatlantic Slave Trade”7.Graphic Biography: Amonutea.Graphic Biography: Amonute8.Closer:Maritime Empires Establisheda.Closer: Curating the Past 9.Extension: The Omani Empire a.Video: The Omani Empire●In the opener, students brainstorm causes of European exploration and predict strategies for empire-building. Then, students will learn about the expansion of transoceanic empires from c. 1450 to c. 1750 by reading
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 23“Survey of Transoceanic Empires, 1450–1750” by Jack Bouchard, “The Cosmopolitan Indian Ocean” by Bennett Sherry, and “European Colonies in the Americas” by William H. Beezley. Students may also watch The Omani Empire video. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing a graphic biography of Amonute. Students will then explain how the claims or evidence in the graphic biographies support, modify, or refute the claims and evidence presented in the articles and video. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will continue to evaluate claims and evidence in secondary sources and focus on changes and continuities in systems of slavery by reading “The Transatlantic Slave Trade” by Jake Thurman. Students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)4.5—Maritime Empires Maintained and DevelopedLesson 4.5 Driving Question: How did rulers and merchants use new economic strategies to expand their power and increase their wealth from c. 1450 to 1750?1.Opener: Maritime Empires Maintained and Developeda.Opener: Which Theme?2.Overview of New Economic Systemsa.Article: “Overview of New Economic Systems”3.The Spanish Empire, Silver, and Runaway Inflationa.Video: The Spanish Empire, Silver, and Runaway Inflation: Crash Course World History #254.The East India Company: Pioneering Corporation or Plundering Pirates?a.Article: “The East India Company: Pioneering Corporation or Plundering Pirates?”5.Thematic Connections: Maritime Empiresa.Activity: Thematic Connections: Maritime Empires6.Source Collection: First Person Accounts of the Transatlantic Slave Tradea.Article: “Source Collection: First Person Accounts of the Transatlantic Slave Trade”7.Impact of the Slave Trade: Through a Ghanaian Lensa.Video: The Transatlantic Slave Trade: Ghana and Cape Coast Castle8.Syncretic Beliefsa.Article: “Syncretic Beliefs”9.Closer: Maritime Empires Maintained and Developed a.Closer Graphic Biography: Domingos Álvares●In the Which Theme? activity, students review key developments related to European maritime empires and match them to course themes. CR3●Students will learn about the development of transoceanic empires from c. 1450 to c. 1750 by reading “Overview of New Economic Systems” by Eman M. Elshaikh, “The East India Company: Pioneering Corporation or Plundering Pirates?” and “Syncretic Beliefs” both by Trevor Getz and watching The Spanish Empire Silver and Runaway Inflation: Crash Course World History #25 and Impact of the Slave Trade: Through a Ghanaian Lens. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing a graphic biography of Domingos Álvares. Students will then explain how the claims or evidence in the graphic biography support, modify, or refute the claims and evidence presented in the articles and video. CR1CR6(Skill 3 – claims and evidence in secondary sources)
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 24●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance, Economic Systems, and Social Interactions and Organization themes using the “First Person Accounts of the Transatlantic Slave Trade” Source Collection. Sources in this collection include the following (Source 1: Ottabah Cugoano’s autobiography, 1787; Source 2: John Newton’s Thoughts upon the African Slave Trade, 1788; Source 3: Olaudah Equiano’s autobiography, 1789; Source 4: Sibell’s recollection of being captured into slavery, 1799; Source 5: Mahommah G. Baquaqua’s autobiography, 1854). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did individuals experience and react to their situation in the transatlantic slave trade?CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)4.6—Internal and External Challenges to State Power from 1450 to 1750Lesson 4.6 Driving Question: What impacts did organized resistance have on state power c. 1450 to 1750?1.Opener: Internal and External Challenges to State Powera.Opener: What Is This Asking?2.State Centralization and Resistancea.Article: “State Centralization and Resistance”3.Colonization and Resistance: Pueblo Revolt of 1680a.Video: Colonization and Resistance: Pueblo Revolt of 1680b.Graphic Biography: Queen Nanny4.Forms of Resistancea.Activity: Forms of Resistance5.Source Collection: Imperial Expansion, Competition, and Resistance a.Article: “Source Collection: Imperial Expansion, Competition, and Resistance”6.Closer: Internal and External Challenges to State Power a.Closer: Claim Testing: Transoceanic Empires●In the What Is This Asking? Introduction activity, students will use a question parsing tool to practice analyzing AP-style prompts by identifying key elements such as time period, region, topic, historical reasoning skill, and essay type to build strong thesis statements and written arguments. (Skill 1 – developments and processes; Skill 6 – argumentation)●Students will continue to evaluate claims and evidence in secondary sources and focus on expansion of empire and resistance by reading “State Centralization and Resistance” by Trevor Getz and watching Colonization and Resistance: Pueblo Revolt of 1680. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance, Economic Systems, and Social Interactions and Organization themes using the “Imperial Expansion, Competition, and Resistance c. 1450 to 1750” Source Collection. Sources in this collection include the following (Source 1: Nzinga Mbemba’s letters to King John III of Portugal, 1526; Source 2: Memoir of Joan Maetsuycker, 1650; Source 3: James Moxon’s A Memento for Holland, 1652; Source 4: Pedro Naranjo’s Narrative of the Pueblo Revolt, 1680; Source 5: Report on Trade to Africa, 1708; Source 6: The Edicts of Pugachev, 1773–1774). They will evaluate the primary sources in order to write a paragraph response for the prompt: What were the causes and effects of imperial expansion from c. 1450 to 1750? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 25sources/textual and visual)●Students will develop their claim making and testing skills by completing the activity Claim Testing: Transoceanic Empires. In this activity, students are presented with a series of claims about transoceanic empires. They are asked to work with these claims in three rounds. First, they find supporting statements and evidence for the claim. Then, they evaluate the strength of statements provided, and finally, they find statements and evidence that refutes the claim. CR6 (Skill 3 – claims and evidence in secondary sources)4.7—Changing Social Hierarchies from 1450 to 1750 Lesson 4.7 Driving Question: In what ways have social roles and traditions persisted or transformed over time?1.Opener: Changing Social Hierarchiesa.Opener: Empire and Hierarchy2.Source Collection: Labor and Social Hierarchya.Article: “Source Collection: Labor and Social Hierarchy”3.Transatlantic Migration Patternsa.Article: “Transatlantic Migration Patterns”4.Image Analysis: Social Hierarchiesa.Activity: Image Analysis: Social Hierarchies5.Social Change in Early Modern Empiresa.Article:“Social Change in Early Modern Empires, c. 1450–1750”b.Activity: SAQ Practice: Unit 46.Tracking Changes and Continuitiesa.Activity: CCOT: Land-Based Empires to Transoceanic Interconnections7.Closer: Changing Social Hierarchies a.Closer: Themes Notebook●In the Empire and Hierarchy activity, students evaluate labor and social systems from 1450–1750 to determine how they reinforced, created, or challenged social hierarchies, focusing on the Social Interactions and Organization theme. CR3●Students read “Transatlantic Migration Patterns” by Burleigh Hendrickson and “Changing Social Hierarchies” by Trevor Getz to identify and describe claims and evidence in secondary sources as well as evaluate the theme of Social Interaction and Organizationduring this era. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR3CR6 (Skill 3 – claims and evidence in secondary sources) ●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Social Interactions and Organizationand Economic Systems themes using the “Labor and Social Hierarchy” Source Collection. Sources in this collection include the following (Source 1: Jalali’s Ethics, 1475; Source 2: Report from the General Inspection of the Chupaychu, 1549; Source 3: Russian Law Code of the Assembly of the Land, 1649; The Autobiography of John Fitch, 1760s; Source 5: d’Alvimart’s Ottoman plates, 1802). They will evaluate the primary sources in order to write a paragraph response for the prompt: To what extent did labor and social hierarchies change over the period from c. 1450 to 1750 CE? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)●Students will continue to work on the skill of developments and processes as they practice responding to short-answer questions (SAQs). In this activity, students will conduct image analysis so they can respond to SAQ
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 26prompts that include primary source images. They will summarize or describe in detail what they see in the image, analyze or explain how this image contributes to their understanding of the SAQ topic. Then, they will relate or describe how the image helps them respond to the SAQ prompt. Finally, they will use the ACE framework to respond to the prompts, which focus on social categories in the Spanish colonies. CR1CR4(Visual – primary source images; Skill 1 – developments and processes)●In CCOT: Land-Based Empires to Transoceanic Connections students will work on the reasoning process of continuity and change over time as they pull out the changes and continuities found in the Unit 3 and Unit 4 Introduction articles. They’ll complete the CCOT Tool and craft a thesis in response to a CCOT prompt. CR8(Skill 5 – making connections – CCOT)●In the second part of the Themes Notebook activity for this unit, students will answer a set of questions related to the content for the unit and the themes of Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organization, and Technology and Innovation. They will also describe how their thinking has changed over the course of the unit and recategorize by theme if necessary. CR34.8—Continuity and Change from 1450 to 1750Lesson 4.8 Driving Question: How did economic developments and new transoceanic connections affect social structures in different parts of the world from c. 1450 to 1750 CE?1.Writing: LEQ Evidence, Historical Reasoning, and Complexity Part 1a.Activity: Writing: LEQ Evidence, Historical Reasoning, and Complexity Part 1b.Writing Tool: WH AP LEQ Writing Rubric2.Assessment: Unit 4 LEQa.Assessment: Unit 4 LEQ3.Extension: Alternative Assessment: Unit 4 DBQa.Assessment: Unit 4 DBQ●The unit will culminate with an LEQ writing assessment focusing on CCOT. Students will develop a historically defensible claim supported with specific and relevant evidence evaluating how economic developments that occurred between c. 120 and 1750 impacted social structures over time. They will use historical reasoning to explain relationships among pieces of historical evidence; and corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument. Students will use the WH AP LEQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Historical Reasoning, and Complexity. The WH LEQ Writing Rubric is a modified version of the AP® rubric used to evaluate LEQs on the exam. Alternatively, students can respond to the same prompt as a DBQ using the WH AP DBQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Historical Reasoning, and Complexity. The WH DBQ Writing Rubric aligns with the rubric AP® uses to assess DBQs on the exam.CR7CR8CR9 (Skill 4 – contextualization; Skill 5 – making connections; Skill 6 –argumentation – CCOT)●Complete Personal Progress Check MCQ for Unit 4 on AP Classroom
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 27Unit 5—Revolutions c. 1750 to c. 1900 (~20–23 class periods) CR2TopicSkills5.0—Unit 5 Overview3.A, 3.B5.1—The Enlightenment 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 5.A5.2—Nationalism and Revolutions in the Period from 1750 to 19003.A, 3.B, 3.C, 3.D, 5.A, 5.B, 6.A, 6.B. 6.C, 6.D5.3—Industrial Revolution Begins3.A, 3.B, 5.A, 5.B5.4—Industrialization Spreads in the Period from 1750 to 19003.A, 3.B5.5—Technology of the Industrial Age3.A, 3.B5.6—Industrialization: Government’s Role from 1750 to 19003.A, 3.B, 3.C, 3.D, 5.A, 5.B5.7—Economic Developments and Innovations in the Industrial Age3.A, 3.B5.8—Reactions to the Industrial Economy from 1750 to 19001.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B5.9—Society and the Industrial Age1.A, 1.B, 3.A, 3.B, 4.A, 4.B, 5.A, 5.B5.10—Continuity and Change in the Industrial Age1.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 4.A, 4.B, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D5.0—Unit 5 OverviewLesson 5.0 Driving Question: What were the key revolutions of the period c. 1750 to 1900 CE, and how did they shape the modern world?1.Opener: Unit 5 Overviewa.Opener: Vocabulary Match-Up: Revolutions 2.Unit 5 Overviewa.Video: Unit 5 Overview: Revolutions3.Unit 5 Introductiona.Article: “Unit 5 Introduction: Revolutions c. 1750 to 1900”4.Closer: Unit 5 Overviewa.Closer: Themes Notebook●In the vocabulary preview activity, students use prior knowledge and context clues to match key terms related to political and economic systems. Then, they will learn content, including changes and continuities from Unit 4 to Unit 5, and develop contextualization on the era of revolutions from c. 1750 to c. 1900 by reading the WH AP article “Unit 5 Introduction: Revolutions 1750 to 1900” by Trevor Getz and viewing the Unit 5 Overview video. CR1CR6 CR7(Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization) ●In the first part of the Themes Notebook activity for this unit, students will decide if they agree or disagree with a set of statements related to the content for the unit and categorize these statements using the themes of Humans and the Environment, Technology and Innovation, Governance, and Social Interactions and Organization. CR35.1—The EnlightenmentLesson 5.1 Driving Question: How did intellectual and ideological movements shape the revolutions that swept the Atlantic world from c. 1750 to 1900 CE?1.Opener: The Enlightenmenta.Opener: Enlightenment Quotes
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 282.The Enlightenment a.Article: “The Enlightenment”3.Sovereignty a.Article: “Sovereignty”4.Who Benefited?a.Activity: Who Benefited?5.Source Collection: Words of the Enlightenment a.Article: “Source Collection: Words of the Enlightenment”6.Graphic Biography: Edmund Burkea.Graphic Biography: Edmund Burke7.Why Was Slavery Abolished? Three Theories a.Article: "Why Was Slavery Abolished? Three Theories”8.Origins and Impact of Nationalism a.Article: “Origins and Impact of Nationalism”9.Suffrage, Slavery, and Serfdoma.Article: “Suffrage, Slavery, and Serfdom: From Enlightenment Thinking to Abolition and Reform” 10.Closer: The Enlightenmenta.Closer Graphic Biography: Harriet Forten Purvis●Students will expand their understanding of the origins of revolutions by reading the articles “The Enlightenment” by Amy Elizabeth Robinson, “Sovereignty” by Eman M. Elshaikh, “Why Was Slavery Abolished? Three Theories” by Trevor Getz, and “Origins and Impact of Nationalism” by Malcolm F. Purinton. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing graphic biographies on Edmund Burke and Harriet Forten Purvis. Students will then explain how the claims or evidence in the graphic biographies support, modify, or refute the claims and evidence presented in the articles and video. CR1CR6(Skill 3 – claims and evidence in secondary sources)●The class will participate in the activity Enlightenment Quotes and students will work together to analyze a set of quotes from seventeenth- and eighteenth-century authors to determine how each quote is both symbolic of the Enlightenment and an indication of the Enlightenment’s impact today. CR6(Skill 3 – claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Social Interactions and Developments themes using the “Words of the Enlightenment” Source Collection. Sources in this collection include the following (Source 1: John Locke’s Second Treatise on Government, 1690; Source 2: Jean-Jacques Rousseau’s The Social Contract, 1762; Source 3: Selections from Diderot and d’Alembert’s Encyclopedie, 1751-1765; Source 4: Catherine the Great’s Instruction, 1768; Source 5: Henri Gregoire’s Letter to the Citizens of Color and Free Negroes of Saint-Domingue, 1791; Source 6: Constitution of Saint-Domingue, 1801; Source 7: Haitian Declaration of Independence, 1804; Source 8: Calhoun, Union and Liberty, 1811; Source 9: Simon Bolivar in Venezuela, 1813-1819). They will evaluate the primary sources in order to write a paragraph response for the prompt: To what extent did Enlightenment philosophy inspire revolutionary thinking? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)●Students will complete the activity Comparing Reform Movements in small groups. Each group will be complete the Comparison Tool for their assigned movement in the article “Suffrage, Slavery, and Serfdom” by Trevor Getz. At the end of the activity, students respond to a comparison prompt using evidence from the article and their Comparison Tools. CR1CR6 CR8(Skill 3 – claims and evidence in secondary sources; Skill 5 – making
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 29connections – comparison)5.2—Nationalism and Revolutions in the Period from 1750 to 1900Lesson 5.2 Driving Question: How did different parts of the world experience the revolutionary transformations that occurred from c. 1750 to 1900 CE?1.Opener: Nationalism and Revolutionsa.Opener: Revolution or Evolution?2.The Haitian Revolution a.Video: The Haitian Revolution3.Causation: Recipe for a Revolution a.Activity: Causation: Recipe for a Revolution b.Article: “The Atlantic Revolutions”4.Revolutionary Women a.Activity: Revolutionary Women5.Nationalism a.Video: Nationalism6.The World Revolution of 1848 a.Article: “The World Revolution of 1848”7.Source Collection: Revolutions a.Article: “Source Collection: Revolutions c. 1750 to 1900”8.Closer: Nationalism and Revolutions a.Closer: Making Claims: Revolutions 9.Extension: Calls for National Unification or Liberationa. Article: “Italian Nationalism: A Point of View”b.Article: “Bismark and German Nationalism”c.Article: “West Africa in an Age of Revolution”d.Graphic Biography: Manuela Sáenz, Jonotas, and Natane.Article: “Ethnic Nationalism”10.Extension: Deeper Dive: Causes of Revolta.Article: “Ingredients for Revolution”●In the opener activity, students analyze the meanings and implications of “revolution” vs. “evolution” to build conceptual understanding of political and social transformations, focusing on the themes of Governance and Social Interactions and Organization.●Students will learn about the Atlantic revolutions from c. 1750 to 1900 by reading “The Atlantic Revolutions” by Malcolm F. Purinton and watching the video Haitian Revolution. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Students may also extend their learning with “Economic and Material Causes of Revolt” by Bennett Sherry. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will develop their causal reasoning skills by categorizing the causes for one of the Atlantic revolutions. They’ll categorize by time, type, and role as they complete the Causation Tool. Then, students will create a Recipe for a Revolution using the causes they identified in the tool. CR8(Skill 5 – making connections – causation)●Students will continue to evaluate claims and evidence in secondary sources and focus on the spread of nationalism and its impact on revolutions by reading “The World Revolution of 1848” by Bennett Sherry and
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 30watching Nationalism. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Students may also extend their learning by reading “Italian Nationalism: A Point of View” and “Bismarck and German Nationalism” by Bennett Sherry as well as “West Africa in an Age of Revolution” and “Ethnic Nationalism” by Trevor Getz. Then, students can switch scales by reading and analyzing a graphic biography of Manuela Sáenz, Jonotas, and Natan. Students will then explain how the claims or evidence in the graphic biographies support, modify, or refute the claims and evidence presented in the articles and video. CR1CR6(Skill 3 – claims and evidence in secondary sources)●The class will participate in the activity Revolutionary Women in which students will engage in an in-depth study of one revolutionary woman to assess how her impact is still felt and seen in women’s lives around the world today. CR8CR9(Skill 5 – making connections – causation; Skill 6 – argumentation – causation) ●Students will develop their claim making and testing skills by completing the activity Making Claims: Revolutions. CR6 (Skill 3 – claims and evidence in secondary sources) 5.3—Industrial Revolution BeginsLesson 5.3 Driving Question: What factors drove the expansion of industrial production and ultimately led to the Industrial Revolution?1.Opener: The Industrial Revolution Beginsa.Opener: Recipe for an Industrial Revolution: Part 1 2.Macartney’s Expedition and the Global Economya.Video: Macartney’s Expedition and the Global Economy3.Scale of the Industrial Revolutiona.Article: “Scale of the Industrial Revolution”4.Transformation of Manchestera.Activity: Transformation of Manchester5.Origins of the Industrial Revolutiona.Video: Origins of the Industrial Revolution6.The Industrial Revolutiona.Article: “The Industrial Revolution”7.Images of the Industrial Revolutiona.Activity: Images of the Industrial Revolutionb.Slideshow: Images of the Industrial Revolution8.Closer: The Industrial Revolution Beginsa.Closer: Recipe for an Industrial Revolution: Part 2 ●In the Recipe for an Industrial Revolution activities, students will identify key political, social, and economic factors necessary for industrialization by selecting and justifying six "ingredients" for a successful Industrial Revolution. In the second part, students will categorize the ingredients as local or global to consider scale. This will incorporate the themes of Governance, Economic Systems, and Social Interactions and Organization. ●Students will identify and describe claims and evidence in secondary sources by reading “Scale of the Industrial Revolution” by Trevor Getz and “The Industrial Revolution” by Cynthia Stokes-Brown and watching Origins of the Industrial Revolution and Macartney’s Expedition and the Global Economy. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. They will also evaluate the themes of Humans and the Environment, Economic
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 31Systems, and Technology and Innovation during this era. CR1CR3CR6 (Skill 3 – claims and evidence in secondary sources) ●Students will complete an activity on historical image analysis (Images of the Industrial Revolution) in which they will examine images from before and after industrialization to analyze the changes and continuities in this era. CR1CR8(Visual – primary source images; Skill 5 – making connections – comparison and CCOT)5.4—Industrialization Spreads in the Period from 1750–1900 Lesson 5.4 Driving Question: How have different modes and locations of production evolved over time, and what factors have influenced these changes?1.Opener: Industrialization Spreadsa.Opener: Invention Brainstorm 2.The Global Transformations of the Industrial Revolutiona.Article: “The Global Transformations of the Industrial Revolution”3.Imperialism and Deindustrialization in Indiaa.Article: “Imperialism and De-Industrialization in India”4.Closer: Industrialization Spreadsa.Closer: Making Claims: Industrialization ●In the Invention Brainstorm activity, students design an invention to solve a challenge of 18th-century life, demonstrating how necessity drives innovation and setting the stage for understanding the causes and impacts of industrialization. This helps students build an understanding of the Technology and Innovation theme in this time period. ●Students will learn about the transformations that occurred as a result of industrialization from c. 1750 to 1900 by reading “Global Transformations of the Industrial Revolution” by Bennett Sherry and “Imperialism and De-Industrialization in India” by Whitney Howarth. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will develop their claim making and testing skills by completing the activity Making Claims: Industrialization CR6 (Skill 3 – claims and evidence in secondary sources)5.5—Technology of the Industrial AgeLesson 5.5 Driving Question: How did industrial innovations transform economic production over time?1.Opener: Technology of the Industrial Agea.Opener: Technology and Innovation?2.Innovations and Innovators of the Industrial Agea.Article:“Innovations and Innovators of the Industrial Revolution”3.The Railroad Journey and the Industrial Revolutiona.Video: The Railroad Journey and the Industrial Revolution: Crash Course World History #2144.Assembly Line Simulationa.Activity: Assembly Line Simulation5.Closer: Technology of the Industrial Agea.Closer: The Most Important Invention 6.Extension: The Life of Nailers
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 32a.Video:The Life of Nailers7.Extension: Making Clean Watera.Video:Making Clean Water8.Extension: Victorian Washing Machinesa.Video:Victorian Washing Machines●In the opener activity, students define and visually represent the relationship between technology and innovation. Then, students will learn about the technological transformations that occurred as a result of industrialization from c. 1750 to 1900 by reading “Innovations and Innovators of the Industrial Revolution” by Malcolm F. Purinton. Students could extend their learning by watching The Life of Nailers, Making Clean Water, and Victorian Washing Machines. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will evaluate the theme of Technology and Innovation as they watch the video The Railroad Journey and the Industrial Revolution: Crash Course World History #214 and complete the activity Technology and Innovation? in which they work in small groups to write a definition for technology and innovation and create a visual representation of how the words relate to one another. Students will do a gallery walk and have a wrap-up discussion about these terms, their similarities and differences, in particular in relation to the Industrial Revolution. CR3●Students will participate in the activity Assembly Line Simulation in which they examine the labor, economic, and social changes brought about by the Industrial Revolution. This activity will allow students to experience several different roles through a manufacturing simulation. Students will work in different groups (factory owner, supervisor, timer, recorder, factory workers) to make greeting cards in an assembly line in a series of multiple rounds. Each round will have factory workers make more cards for less revenue in order to compete in a capitalist/industrial system. At the end of the activity, students will participate in a discussion about each of these roles and consider how workers in the Industrial Revolution felt about being on the assembly line and why business owners used this method of production. CR3(Themes – Economic Systems, Social Interactions and Organization) 5.6—Industrialization: Government’s Role from 1750 to 1900Lesson 5.6 Driving Question: How did economic strategies of different states and empires shape their development and impact the world?1.Opener: Industrialization: Government’s Rolea.Opener: Review and Preview2.Meiji Restoration: Japan’s Industrial Revolutiona.Video: Japan’s Home Run: The Meiji Restorationb.Article: “Meiji Restoration: Japan’s Industrial Revolution”3.Muhammad Ali: Egypt’s Industrial Revolutiona.Article: “Muhammad Ali: Egypt’s Industrial Revolution”4.Graphic Biography: Iwasaki Yatarōa.Graphic Biography: Iwasaki Yatarō5.Closer: Industrialization: Government’s Role a.Closer: Comparison: Egypt and Japan●In the Review and Preview activity, students explore the intended and unintended consequences of
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 33industrialization globally and in case studies of Japan and Egypt. This will help them evaluate the themes of Economic Systems, Social Interactions and Organization, Technology and Innovation, and Humans and the Environment. ●Students will learn about the transformations that occurred as a result of industrialization from c. 1750 to 1900 by reading “Meiji Restoration: Japan’s Industrial Revolution” and “Muhammad Ali: Egypt’s Industrial Revolution”by Trevor Getz . For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing Iwasaki Yatarō. Students will then explain how the claims or evidence in the graphic biographies support, modify, or refute the claims and evidence presented in the articles and video. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will complete the activity Comparison: Egypt and Japan in small groups. Each group will be complete the Comparison Tool for their assigned reading, either “Japan’s Industrial Revolution” or “Egypt’s Industrial Revolution” both by Trevor Getz. At the end of the activity, students respond to a comparison prompt using evidence from the articles and their Comparison Tools. CR1CR6 CR8(Skill 3 – claims and evidence in secondary sources; Skill 5 – making connections – comparison)5.7—Economic Developments and Innovations in the Industrial AgeLesson 5.7 Driving Question: How did industrialization change economic systems, and what were the impacts of these changes?1.Opener: Economic Developments and Innovations in the Industrial Agea.Opener: Economic Systems Simulation 2.The Emergence of Industrial Capitalisma.Article: “The Emergence of Industrial Capitalism”3.What If?a.Activity: What If?4.Capitalism and Socialisma.Video: Capitalism and Socialism: Crash Course World History #335.Slavery and Capitalisma.Article: “Slavery and Capitalism”6.Closer: Economic Developments and Innovations in the Industrial Agea.Closer: Lesson Reflection●Students will participate in the activity Economic Systems Simulation in which they examine changes brought about by the Industrial Revolution. This activity will introduce students to the economic theories of capitalism and socialism and illustrate why socialist (and later communist) ideology gained popular support amid industrial transformations. Students will play two rounds of rock-paper-scissors, one of which simulates capitalism and the other socialism. Then the class will formulate definitions for each of these terms and have a discussion about capitalism in the context of the Industrial Revolution and how different social classes from business owners to factory workers experienced the rewards and drawbacks of capitalism. CR3 (Theme – Economic Systems) ●Students will learn about economic transformations that came about as a result of industrialization from c. 1750 to 1900 by reading “The Emergence of Industrial Capitalism” by Eman M. Elshaikh and watching the video Capitalism and Socialism: Crash Course World History #33. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing a graphic biography of
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 34Ottilie Baade. Students will then explain how the claims or evidence in the graphic biographies support, modify, or refute the claims and evidence presented in the articles and video. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will evaluate the connections between slavery and capitalist systems by reading “Slavery and Capitalism” by Trevor Getz. Students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●In the closer activity, students will reflect on how industrialization transformed economic systems and evaluate its broader impacts, reinforcing thematic connections and key takeaways. (Theme – Economic Systems and Technology and Innovation)5.8—Reactions to the Industrial Economy from 1750 to 1900Lesson 5.8 Driving Question: What caused demands for change in industrial societies from 1750 to 1900 CE, and how did these demands shape society?1.Opener: Reactions to the Industrial Economya.Opener: SAQ Practice: Unit 52.Responses to Industrialization a.Article: “Responses to Industrialization”3.Would You Rather?a.Activity: Would You Rather?4.Rise of the Proletariata.Article: “Rise of the Proletariat”5.Sourcing: Reactions to Industrializationa.Activity: Sourcing: Reactions to Industrialization6.Closer: Reactions to the Industrial Economya.Closer Graphic Biography: Ottilie Baader●Students will continue to work on the skill of developments and processes as they practice responding to short-answer questions (SAQs). Students will analyze two secondary source texts to use as evidence for their response to SAQ prompts. CR1CR4 (Visual – primary sources; Skill 1 – developments and processes)●Students will learn about economic and social transformations that came about as a result of industrialization from c. 1750 to 1900 by reading “Responses to Industrialization” by Rachael Hill and “The Rise of the Proletariat” by Rachael Hill and Eman M. Elshaikh. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing a graphic biography of Ottilie Baader. Students will then explain how the claims or evidence in the graphic biographies support, modify, or refute the claims and evidence presented in the articles and video. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Sourcing: Reactions to Industrialization – students will read two primary source excerpts (Ottoman Reform Edict of 1856 (Islāhat Fermāni) issued by Sultan Abdulmecid I and Feng Kuei-fen’s “On the Manufacture of Foreign Weapons”) that provide contrasting views on industrialization. They will analyze these sources by completing the Sourcing Tool (HAPPY analysis – Historical Context, Audience, Purpose, Point of View, and Significance) then use the evidence from these excerpts and their tools to answer a prompt. CR1CR5CR6(Skill 2 – sourcing and situation – primary sources/textual; Skill 3 – claims and evidence in primary sources/textual)
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 355.9—Society in the Industrial AgeLesson 5.9 Driving Question: How did industrialization reshape social hierarchies and impact standards of living?1.Opener: Society and the Industrial Agea.Opener: Urbanization Game 2.Class Structurea.Article: “Class Structure”3.Claim Testing: Social Class and Gendera.Activity: Claim Testing: Social Class and Gender4.Changing Gender Rolesa.Article: "Changing Gender Roles”5.Contextualizing Child Labora.Activity: Contextualization: Child Laborb.Article: “Child Labor and Reform Movements”6.CCOT: Transoceanic Interconnections to Revolutionsa.Activity: CCOT: Transoceanic Interconnections to Revolutions 7.Closer: Society and the Industrial Agea.Closer: Themes Notebook●The class will participate in the activity Urbanization Game which will introduce students to the concept of urbanization, both as a shift in demographics and as a shift in the physical environment resulting from the rise of industrialization. First, students will analyze a passage from Thomas Carlyle’s essay (1892, Signs of the Times) then they will listen as you read aloud narratives about how life changed in an English village from 1700 to 1850. As they listen, they will work in pairs to draw how the effects of industrialization significantly altered life in England in relation to the themes of Humans and the Environment, Economic Systems, and Technology and Innovation. Finally, they will answer a series of follow-up questions as they examine the drawings that student pairs created in a gallery walk. CR3CR8(Themes – Humans and the Environment, Economic Systems, and Technology and Innovation; Skill 5 – making connections – causation) ●Students will read the article “Child Labor and Reform Movements” by Eman M. Elshaikh. They will also complete a contextualization activity that asks students to evaluate the changes in culture that led to the transformation of ideas about childhood (CDI). For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR3CR4CR6 CR7(Skill 1 – developments and processes; Skill 3 – claims and evidence in primary and secondary sources; Skill 4 – contextualization)●Students will read the articles “Class Structure” by Malcolm F. Purinton and “Changing Gender Roles” by Bridgette Byrd O’Connor and complete the activity Claim Testing: Social Class and Gender (SIO, CDI) to evaluate claims by finding supporting evidence and crafting counterclaims supported by evidence. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR3 CR6 (Skill 3 – claims and evidence in secondary sources) ●In CCOT: Transoceanic Connections to Revolutions students will work on the reasoning process of continuity and change over time as they pull out the changes and continuities found in the Unit 4 and Unit 5 Introduction articles. They’ll complete the CCOT Tool and craft a paragraph in response to a CCOT prompt. CR8(Skill 5 – making connections – CCOT)
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 36●In the second part of the Themes Notebook activity for this unit, students will answer a set of questions related to the content for the unit and the themes of Humans and the Environment, Technology and Innovation, Governance, and Social Interactions and Organization. They will also describe how their thinking has changed over the course of the unit and recategorize by theme if necessary.CR35.10—Continuity and Change in the Industrial AgeLesson 5.10 Driving Question: To what extent did industrialization bring change to societies around the world between 1750 and 1900 CE?1.Writing: Thesis and Contextualization Part 2a.Activity: Writing: Thesis and Contextualization Part 2b.Writing Tool: WH AP DBQ Writing Rubric2.Assessment: Unit 5 DBQa.Assessment: Unit 5 DBQ●The unit will culminate with a DBQ writing assessment focusing on CCOT. Students will develop a historically defensible claim supported with specific and relevant evidence from the texts evaluating the extent to which industrialization brought change to Britain and India during the period from c. 1750 to 1900 CE. They will use historical reasoning to explain relationships among pieces of historical evidence; and corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument. Students will use the WH AP DBQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Sourcing, and Complexity. The WH AP DBQ Writing Rubric is a modified version of the AP® rubric used to evaluate DBQs on the exam. CR7CR8CR9 (Skill 4 – contextualization; Skill 5 – making connections; Skill 6 – argumentation – CCOT)●Complete Personal Progress Check MCQ for Unit 5 on AP ClassroomUnit 6—Consequences of Industrialization c. 1750 to c. 1900 (~12–15 class periods) CR2TopicSkills6.0—Unit 6 Overview3.A, 3.B, 4.A, 4.B, 5.A6.1—Rationales for Imperialism from 1750 to 19001.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 4.A, 4.B, 5.A, 5.B6.2—State Expansion from 1750 to 19001.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D6.3—Indigenous Responses to State Expansion from 1750 to 19002.A, 2.B, 2.C, 3.A, 3.B, 5.A, 5.B6.4—Global Economic Development from 1750 to 19002.A, 2.B, 2.C, 3.A, 3.B6.5—Economic Imperialism from 1750 to 19001.A, 1.B, 3.A, 3.B, 4.A, 4.B6.6—Causes of Migration in an Interconnected World 1.A, 1.B, 3.A, 3.B6.7—Effects of Migration1.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 6.A6.8—Causation in the Imperial Age1.A, 1.B, 4.A, 4.B, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D6.0—Unit 6 OverviewLesson 6.0 Driving Question: How did industrialization shape the motives and methods of imperial expansion in the nineteenth century?
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 371.Opener: Consequences of Industrializationa.Opener: Matching Cause and Effect: Industrialization and Imperialism 2.Unit 6 Overviewa.Video: Unit 6 Overview: Consequences of Industrialization3.Unit 6 Introductiona.Article: “Unit 6 Introduction: Empire and Other Consequences of Industrialization, 1750–1900”4.Closer: Consequences of Industrialization a.Closer: Themes Notebook●Students will preview content by matching industrial innovations with their effects on imperialism in the Matching Cause and Effect: Industrialization and Imperialism opener activity. Then, they will learn content, including changes and continuities from Unit 5 to Unit 6, and develop contextualization on industrialization and imperialism from c. 1750 to c. 1900 by reading the article “Unit 6 Introduction: Empire and Other Consequences of Industrialization, 1750–1900” by Trevor Getz and viewing the Unit 6 Overview video. CR1CR6 (Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization) ●In the first part of the Themes Notebook activity for this unit, students will decide if they agree or disagree with a set of statements related to the content for the unit and categorize these statements using the themes of Cultural Developments and Interactions, Governance, Economic Systems, and Humans and the Environment. CR36.1—Rationales for Imperialism from 1750 to 1900 Lesson 6.1 Driving Question: How did industrialized nations justify global state expansion?1.Opener: Rationales for Imperialisma.Opener: Imperialism Maptivity2.The “New” Imperialisma.Article: “The ‘New’ Imperialism”3.Sourcing: Differing Perspectives on Imperialisma.Activity: Sourcing: Differing Perspectives on Imperialism4.Closer: Rationales for Imperialisma.Closer: Making Predictions: Impacts of “New” Imperialism ●In the opening map activity, students compare political maps from 1750 and 1914 to identify and evaluate changes in imperial expansion caused by industrialization, which supports the theme of Governance. CR1(Skill 4 – contextualization, Skill 5 – continuity and change) ●Students will expand their understanding of the “new” imperialism and evaluate claims and evidence in secondary sources by reading the article “The ‘New’ Imperialism” by Trevor Getz and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Sourcing: Differing Perspectives on Imperialism – students will read two primary source excerpts (Jules Ferry’s speech to the French Chamber of Deputies, 1884 and Wilfrid Scawen Blunt’s diary entries, 1896–1900) that provide contrasting views on European imperialism. They will analyze these sources by completing the Sourcing Tool (HAPPY analysis – Historical Context, Audience, Purpose, Point of View, and Significance) then use the evidence from these excerpts and their tools to answer a prompt. CR1CR5CR6(Skill 2 – sourcing and situation – primary sources/textual; Skill 3 – claims and evidence in primary sources/textual)
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 38●In the Making Predictions: Impacts of “New” Imperialism activity, students use six themes to predict and categorize the impacts of industrial imperialism on both colonizers and the colonized. CR3 (Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organization, and Technology and Innovation) 6.2—State Expansion from 1750 to 1900Lesson 6.2 Driving Question: How did industrialization shape the expansion and administration of empires from 1750 to 1900?1.Opener: State Expansiona.Opener: Quick Cartoon Analysis2.Gentlemen of the Junglea.Activity: Gentleman of the Jungle 3.Tools of Imperialism a.Article: “Tools of Imperialism”4.Closer: State Expansiona.Closer: Imperialism Cartoons●Students will complete two activities focused on historical image analysis (Quick Cartoon Analysis and Imperialism Cartoons) in which they will examine nineteenth-century political cartoon images. Student groups will analyze the content of the image and evaluate the perspectives of each source. CR1CR4(Visual – primary source images; Skill 1 – developments and processes)●The class will participate in the activity Gentlemen of the Jungle by reading the fable by Jomo Kenyatta and analyzing the themes and historical significance of the story. CR1CR5CR6(Skill 2 – sourcing and situation –primary sources/textual; Skill 3 – claims and evidence in primary sources/textual)●Students will expand their understanding of imperialism and evaluate claims and evidence in secondary sources by reading the article “Tools of Imperialism” by Trevor Getz and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)6.3—Indigenous Responses to State Expansion from 1750 to 1900Lesson 6.3 Driving Question: What strategies did indigenous leaders use to resist imperialism, and how successful were they?1.Opener: Indigenous Responses to State Expansiona.Opener: Resilience, Resistance, or Revolt? 2.Responses to Industrial Imperialisma.Article: “Responses to Industrial Imperialism”3.Experiencing Colonialism: Through a Ghanaian Lensa.Video:The Impact of Colonization on Ghana: A History4.Graphic Biography: Yaa Asantewaa, Queen Mother of Ejisua.Graphic Biography: Yaa Asantewaa, Queen Mother of Ejisu5.Causation: Indian Uprisinga.Activity: Causation: Indian Uprising6.The 1857 Indian Uprisinga.Article: “1857 Indian Uprising”
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 397.Graphic Biography: Azizun of Lucknowa.Graphic Biography: Azizun of Lucknow8.Source Collection: Indigenous Responses to State Expansiona.Article: “Source Collection: Indigenous Responses to State Expansion”9.Closer: Indigenous Responses to State Expansiona.Closer: Claim Testing: Imperialism●In the opener activity, students will prepare to learn about opposition to imperialism by categorizing historical scenarios as resilience, resistance, or revolt. Then, students will learn about the responses to imperialism from c. 1750 to 1900 by reading “Responses to Industrial Imperialism” by Eman M. Elshaikh and “1857 Indian Uprising” by Whitney Howarth and watching the video Experiencing Colonialism: Through a Ghanaian Lens. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing graphic biographies of Azizun of Lucknow and Yaa Asantewaa, Queen Mother of Ejisu. Students will then explain how the claims or evidence in the graphic biographies support, modify, or refute the claims and evidence presented in the articles and video. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will develop their causal reasoning skills by categorizing the causes for the 1857 Indian Uprising. They’ll categorize by time, type, and role as they complete the Causation Tool. Then, students will create a causal map and compare their maps with others in the class to discuss similarities and differences. CR8(Skill 5 – making connections – causation)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Economic Systems themes using the “Indigenous Responses to State Expansion” source collection. Sources in this collection include the following (Source 1: Li Shih-Yao’s Five Rules to Regulate Foreigners; Source 2: Letter from Micaela Bastidas to Tupac Amaru II, 1780; Source 3: Nanyehi’s (Nancy Ward’s) address to the Cherokee Nation, 1817; Source 4: Nana Asma’u on Sokoto rise, 1839; Source 5: Statement of the Prophetess Nongqawuse, Xhosa “Cattle Killing Movement”, 1857). They will evaluate the primary sources in order to write a paragraph response for the prompt: What techniques did different societies use in response to state expansion? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)●Students will develop their claim making and testing skills by completing the activity Claim Testing: Imperialism. In this activity, students are presented with a series of claims about imperialism. They are asked to work with these claims in three rounds. First, they find supporting statements and evidence for the claim. Then, they evaluate the strength of statements provided, and finally, they find statements and evidence that refutes the claim. CR6 (Skill 3 – claims and evidence in secondary sources)6.4—Global Economic Development from 1750 to 1900 Lesson 6.4 Driving Question: How did the availability of natural resources influence the location and success of industrial economies from 1750 to 1900 CE?1.Opener: Global Economic Developmenta.Opener: Image Intro2.Colonial Violencea.Article: “Colonial Violence”3.Source Collection: Economic Imperialism and State Expansiona.Article: “Source Collection: Economic Imperialism and State Expansion”
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 404.Closer: Global Economic Developmenta.Closer: 3-2 -1 Review ●Students will deepen their understanding of imperialism from c. 1750 to 1900 by reading “Colonial Violence” by Trevor Getz and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. The Image Intro and 3-2-1 Review activities will reinforce key content as well. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Economic Systems themes using the “Economic Imperialism and State Expansion” source collection. Sources in this collection include the following (Source 1: Muhammad Ali’s manufacturing system, 1834; Source 2: Charles Darwin’s Observation of Copper Mining in Chile from the Beagle Diary, 1835; Source 3: Images of Guano mines in Peru, 1865; Source 4: Anthony Trollope’s The diamond fields of South Africa, 1877-1878; Source 5: Letter from King Leopold II to Prime Minister of Belgium, 1890; Source 6: Mary Kingsley on trade in West Africa, 1897; Albert J. Beveridge’s In support of American empire, 1900). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did industrialization help empires expand both territorially and economically? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)6.5—Economic Imperialism from 1750 to 1900 Lesson 6.5 Driving Question: How did various European nations and United States interests gain economic advantages in Latin America and Asia during this period?1.Opener: Economic Imperialism a.Opener: Picture Preview: Economic Imperialism2.Economic Imperialism in Latin Americaa.Article: “Economic Imperialism in Latin America”3.Economic Imperialism in Chinaa.Activity: Contextualization: Opium Warsb.Article: “Opium Wars and Economic Imperialism”c.Video: The Opium Wars: Drug Dealing as Foreign Policy4.Closer: Economic Imperialism a.Closer: Making Headlines: Opium Wars and the Treaty of Nanjing5.Extension: Struggle and Transformation in China a.Article: “Struggle and Transformation in China”●In the opener activity, students compare images to identify shifts in economic imperialism in East Asia, analyzing the causes and effects of European expansion. Then, students will read the articles ”Economic Imperialism in Latin America” by Trevor Getz and “Opium Wars and Economic Imperialism” by Bennett Sherry and complete a contextualization activity that asks students to analyze the conditions that led to the Opium Wars. Students may also extend their learning with “Struggle and Transformation in China” by Bridgette Byrd O’Connor. In the closer activity, students will summarize their knowledge of the Opium Wars and the Treaty of Nanjing. CR1CR4CR6CR7(Skill 1 – developments and processes; Skill 3 – claims and evidence in primary and secondary sources; Skill 4 – contextualization)6.6—Causes of Migration in an Interconnected World
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 41Lesson 6.6 Driving Question: How did migration, industrialization, and empire become intertwined in this era?1.Opener: Causes of Migration in an Interconnected Worlda.Opener: Migration Push and Pull 2.Industrialization and Migrationa.Article: “Industrialization and Migration”3.Closer: Causes of Migration in an Interconnected World a.Closer: SAQ Practice: Unit 6●In the Migration: Push and Pull activity, students will predict reasons why people might have chosen to migrate between 1750 and 1900. Then, students will identify and describe claims and evidence in secondary sources by reading “Industrialization and Migration” by Trevor Getz and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR3CR6 (Skill 3 – claims and evidence in secondary sources) ●Students will continue to work on the skill of developments and processes as they practice responding to short-answer questions (SAQs). In this activity, students will rewrite each SAQ prompt in their own words to parse the prompt and craft SAQ responses using the ACE framework. The SAQ prompts in this activity ask students to identify and explain evidence that supports and refutes an argument made in a secondary source on the causes of migration in the nineteenth century and another secondary source on the Scramble for Africa. CR4 (Skill 1 –developments and processes)6.7—Effects of Migration Lesson 6.7 Driving Question: How did migration impact both sending and receiving societies in this time period?1.Opener: Effects of Migrationa.Opener: What Is This Asking?2.Migration and Empirea.Article: “Migration and Empire”3.Source Collection: Migration a.Article: “Source Collection: Migration”4.Closer: Effects of Migration a.Closer: Themes Notebook●In the What Is This Asking? opener activity, students will use a question parsing tool to practice analyzing AP-style prompts by identifying key elements such as time period, region, topic, historical reasoning skill, and essay type to build strong thesis statements and written arguments. (Skill 1 – developments and processes; Skill 6 –argumentation)●Students will identify and describe claims and evidence in secondary sources by reading “Migration and Empire” by Amy Elizabeth Robinson and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. They will also evaluate the themes of Social Interactions and Organization and Cultural Developments and Interactions during this era by answering the guiding questions, both of which relate to this theme. CR1CR3CR6 (Skill 3 – claims and evidence in secondary sources) ●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Social Interactions and Organization and Cultural Developments and Interactions themes using the “Migration” source collection. Sources in this collection include the following
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 42(Source 1: Mark Twain’s Roughing It, 1870-1871; J.C. Fletcher’s Dearth of Women in the State of California, 1893; Source 3: Photographs of Indo-Caribbean women, nineteenth century; Source 4: Folk songs from Japanese immigrant workers in Hawai’i, nineteenth and twentieth centuries; C.C. Monero, Henry J. Jackson, Stephenson, and T.V. Powderly, Some of the Evils of Immigration, US Congressional Record, 1891; Source 6: Lafcadio Hearn, Saint Malo, a lacustrine village in Louisiana, Harpers Weekly, 1883). They will evaluate the primary sources in order to write a paragraph response for the prompt: What were the causes and effects of new patterns of migration from c. 1750 to 1900 CE? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)●In the second part of the Themes Notebook activity for this unit, students will answer a set of questions related to the content for the unit and the themes of Cultural Developments and Interactions, Governance, Economic Systems, and Humans and the Environment. They will also describe how their thinking has changed over the course of the unit and recategorize by theme if necessary.CR36.8—Causation in the Imperial AgeLesson 6.8 Driving Question: To what extent were indigenous responses to colonial rule effective in resisting imperialism, and what were the lasting effects of imperialism on colonized societies?1.Writing: LEQ Evidencea.Activity: Writing: LEQ Evidence and Reasoning Part 2b.Writing Tools: WH AP LEQ Writing Rubric2.Assessment: Unit 6 LEQa.Assessment: Unit 6 LEQ●The unit will culminate with an LEQ writing assessment focusing on causation. Students will develop a historically defensible claim supported with specific and relevant evidence explaining at least two different ways that people responded to the expansion of states during the period from c. 1500 to 1900 CE. They will use historical reasoning to explain relationships among pieces of historical evidence; and corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument. Students will use the WH AP LEQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Historical Reasoning, and Complexity. The WH AP LEQ Writing Rubric is a modified version of the AP® rubric used to evaluate LEQs on the exam. CR7CR8CR9 (Skill 4 – contextualization; Skill 5 –making connections; Skill 6 – argumentation – causation)●Complete Personal Progress Check MCQ for Unit 6 on AP ClassroomUnit 7—Global Conflict c. 1900 to the Present (~14–17 class periods) CR2TopicSkills7.0—Unit 7 Overview3.A, 3.B, 4.A, 4.B7.1—Shifting Power After 19003.A, 3.B, 3.C, 3.D, 5.A, 5.B, 6.A7.2—Causes of World War I3.A, 3.B, 5.A, 5.B7.3—Conducting World War I 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D 4.A, 4.B, 5.A, 5.B, 7.4—Economy in the Interwar Period1.A, 1.B, 3.A, 3.B, 3.C, 3.D 4.A, 4.B 7.5—Unresolved Tensions After World War I 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 5.A, 5.B,
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 43TopicSkills7.6—Causes of World War II3.A, 3.B, 5.A, 5.B7.7—Conducting World War II1.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 5.A, 5.B7.8—Mass Atrocities After 19003.A, 3.B7.9—Causation in Global Conflict2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 4.A, 4.B, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D7.0—Unit 7 OverviewLesson 7.0 Driving Question: What were the causes of global conflict from 1900 to the present?1.Opener: Global Conflicta.Opener: Quick Cartoon Analysis: “Crime of the Ages” 2.Unit 7 Overviewa.Video: Unit 7 Overview: Global Conflict3.Unit 7 Introductiona.Article: “Unit 7 Introduction: Global Conflict, 1900–Present”4.Closer: Global Conflicta.Closer: Themes Notebook●Students will analyze a political cartoon in the opener activity. Then, they will learn content, including changes and continuities from Unit 6 to Unit 7, and develop contextualization on the era of global conflict from c. 1900 to the present by reading the WH AP article “Unit 7 Introduction: Global Conflict, 1900–Present” by Trevor Getz and watch the Unit 7 Overview video. CR1CR6 (Skill 3 – claims and evidence in secondary sources; Skill 4 –contextualization) ●In the first part of the Themes Notebook activity for this unit, students will decide if they agree or disagree with a set of statements related to the content for the unit and categorize these statements using the themes of Social Interactions and Organization, Governance, Economic Systems, and Technology and Innovation. CR37.1—Shifting Power After 1900 Lesson 7.1 Driving Question: What internal and external factors contributed to the transformation of states after 1900 CE?1.Opener: Shifting Power After 1900 a.Opener: Brain Dump2.Global Shifts in Powera.Article: “Global Shifts in Power”3.Comparison: Mexican and Russian Revolutionsa.Activity: Comparison: Mexican and Russian Revolutions 4.The Mexican Revolutiona.Article: “The Mexican Revolution” 5.The Power of One: Russian Revolutiona.Article: “The Power of One: The Russian Revolution”6.Closer: Shifting Power After 1900 a.Closer: Shifting Power
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 44●In the Brain Dump activity, students recall key details about the Ottoman Empire, Russia, and Mexico before 1900, then analyze shared challenges and predict causes and likelihood of revolutions or collapse with a focus on the theme of Governance. Then, students read the article “Global Shifts in Power” by Trevor Getz and answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will complete the activity Comparison: Mexican and Russian Revolutions in pairs or individually. Students will begin by reading the articles “The Mexican Revolution” by Alejandro Quintana (adapted by Bennett Sherry) and “The Power of One: The Russian Revolution” by Nicole Magie. Then, they complete the Comparison Tool for the Mexican and Russian Revolutions. By comparing two revolutions, students will begin to see how political revolutions can be generally similar in terms of their causes, but the consequences that follow vary widely depending on the revolution. At the end of the activity, students respond to a comparison prompt using evidence from the article and their Comparison Tools. CR1CR6 CR8(Skill 3 – claims and evidence in secondary sources; Skill 5 – making connections – comparison)●In the Shifting Power activity, students analyze changes and continuities in power structures in a chosen region (Ottoman Empire, Russia, or Mexico), then craft a CCOT thesis focusing on the theme of Governance. (Skill 6 –argumentation)7.2—Causes of World War ILesson 7.2 Driving Question: What were the causes of World War I, and what were its consequences?1.Opener: Causes of World War Ia.Opener: Tug-of-War 2.What Caused the First World War?a.Video: How a Wrong Turn Started World War Ib.Article: “What Caused the First World War?”3.Tug-of-War Revisiteda.Activity: Tug-of-War Revisited4.Capitalism and World War Ia.Article: “Capitalism and World War I”5.Closer: Causes of World War Ia.Closer: Lesson Reflection: Causes of World War I6.Extension: Our Interconnected Worlda.Activity: Our Interconnected World: World War I7.Extension: How World War I Starteda.Video: How World War I Started: Crash Course World History #209●The class will participate in the activity Our Interconnected World: World War I to simulate the extent to which preexisting and newly emerging networks and alliances contributed to the global scale of World War I. CR8(Skill 5 – making connections – comparison)●Students will expand their understanding of the causes of World War I and evaluate claims and evidence in secondary sources by reading the articles “What Caused the First World War?” by Trevor Getz and “Capitalism and World War I” by Bridgette Byrd O’Connor. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Students can also extend their knowledge by watching the video How World War I Started: Crash Course World history #209.CR1CR6(Skill 3 – claims and evidence in secondary sources)
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 457.3—Conducting World War ILesson 7.3 Driving Question: What methods did governments use to conduct war beyond the battlefield, and how did these strategies impact societies and civilians?1.Opener: Conducting World War Ia.Opener: World War I Letters2.The First World War as a Global Wara.Article: “The First World War as a Global War”3.World War I: A Total War?a.Article: “World War I: A Total War?”4.Britain and World War Ia.Video: Britain and World War I5.WWI Poster Analysisa.Activity: WWI Poster Analysis6.Source Collection: World War Ia.Article: “Source Collection: World War I”7.A Lost Generation a.Article: “A Lost Generation”8.Closer: Conducting World War I a.Closer: Making Claims: World War I 9.Extension: Graphic Biography: Helen Fairchilda.Graphic Biography: Helen Fairchild10.Extension: Graphic Biography: Dr. Rosa Luxemburga.Graphic Biography: Dr. Rosa Luxemburg●In the World War I Letters activity, students will learn contextualization and develop historical empathy as they write a fictional letter from the perspective of a World War I soldier or civilian (Skill 4 – contextualization)●Students will analyze the scale and impacts of global conflict by reading “The First World War as a Global War” by Trevor Getz, “World War I: A Total War?” by Amy Elizabeth Robinson, and “A Lost Generation” by Bennett Sherry, and watching Britain and World War I. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Students can also extend their learning by exploring different perspectives on World War I in the graphic biographies of Helen Fairchild and Dr. Rosa Luxemburg. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will develop their claim making and testing skills by completing the activity Making Claims: World War I. CR6 (Skill 3 – claims and evidence in secondary sources)●Students will complete an activity on historical image analysis (World War I Poster Analysis) in which they will examine propaganda posters from around the world to evaluate the ways in which governments influenced people and how this propaganda impacted citizens of different nations. CR1CR8(Visual – primary source images; Skill 5 – making connections – comparison)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Technology and Innovation themes using the “World War I” source collection. Sources in this collection include the following (Source 1: British, Italian, American, and German army recruitment posters, 1914-1919; Source 2: British propaganda postcard with colonial soldiers,
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 461914; Source 3: British children’s accounts of air bombing, 1915; Source 4: British War Pictorial, 1917; Source 5: Mary J. Huestis’s article “The Women Workers of Canada”, Scientific American, 1918; Source 6: Wilfred Owen’s Dulce et decorum est, 1920). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did governments mobilize their populations for war? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)7.4—Economy in the Interwar PeriodLesson 7.4 Driving Question: How did different governments around the world respond to economic crisis after 1900?1.Opener: Economy in the Interwar Perioda.Opener: What is This Asking?2.Contextualization: The Great Depression a.Activity: Contextualization: The Great Depression 3.Global Great Depressiona.Article: “Global Great Depression”4.Source Collection: Economy in the Interwar Period a.Article: “Source Collection: Economy in the Interwar Period”5.Communism in the Soviet Uniona.Article: “Communism in the Soviet Union”6.Closer: Economy in the Interwar Period a.Closer: Cartoon Analysis ●In the What Is This Asking? opener activity, students will use a question parsing tool to practice analyzing AP-style prompts by identifying key elements such as time period, region, topic, historical reasoning skill, and essay type to build strong thesis statements and written arguments. (Skill 1 – developments and processes; Skill 6 –argumentation)●Students will read the article “Global Great Depression” by Bennett Sherry and complete a contextualization activity that asks students to analyze the historical events and developments that led to a global economic depression. By investigating the context for the Great Depression, students will deepen their understanding of how both capitalism and globalization played a role in economic crises of this era. CR1CR4CR6 CR7(Skill 1 – developments and processes; Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Economic Systems themes using the “Economy in the Interwar Period” source collection. Sources in this collection include the following - Source 1: Economic hardship in photographs, China, US, India, Great Britain, and Germany, 1930-1938; Source 2: Works Progress Administration posters, 1935-1940; Source 3: Social Security poster, 1935; Source 4: Edgar F. “Steve” Schilder’s Speaking of Dust Storms, 1937; Source 5: Joseph Stalin’s On the Grain Front, 1928; Source 6: Harry Byers’ diary while in the USSR, 1930-1931; Source 7: Statistical Yearbook of the League of Nations, 1930-1931; Source 8: Report on food situation in Germany, 1917; Source 9: German hyperinflation in photographs, 1919-1923. They will evaluate the primary sources in order to write a paragraph response for the prompt: How did different nations attempt to overcome economic crises after 1900? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)●Students will examine the totalitarian features of the Soviet Union under Stalin’s rule as they read “Communism in the Soviet Union” by David Eacker and answer a guiding question that relates to the aligned topic in the AP
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 47CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, in the closer activity, students practice visual analysis skills as they interpret a political cartoon depicting the United States’ reaction to the Great Depression. CR1CR6(Skill 3 – claims and evidence in primary and secondary sources)7.5—Unresolved Tensions After World War I Lesson 7.5 Driving Question: In what ways did unresolved tensions from the interwar period shape future conflicts and territorial boundaries?1.Opener: Unresolved Tensions After World War Ia.Opener: World War I Peace Talks2.Internationalism Between the Warsa.Video: Internationalism Between the Wars3.Source Collection: Unresolved Tensionsa.Article: “Source Collection: Unresolved Tensions”4.Appeasementa.Activity: Appeasement5.Authoritarianism in Japana.Article: “Authoritarianism in Japan”6.Closer: Unresolved Tensions After World War Ia.Closer: Quiz Master 7.Extension: Dual Consciousnessa.Article: “Dual Consciousness”●Students participate in the World War I Peace Talks activity. This simulation will allow for deeper student reflection on the human and material costs of “total war”. This will help students see how countries’ different wartime experiences played into the peace talks of 1919 and lay the groundwork for considering how the Treaty of Versailles contributed to future problems. CR8(Skill 5 – making connections – causation)●Students will examine varied approaches to upheaval during the interwar period by viewing the video Internationalism Between the Wars and reading the article “Authoritarianism in Japan” by David Eacker. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Students may also extend their learning by reading the article “Dual Consciousness” by Amy Elizabeth Robinson. In the closer activity, students will create original quiz questions reviewing content from the lesson and connecting the developments in the interwar period to earlier topics. CR1CR6(Skill 3 – claims and evidence in primary and secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Economic Systems themes using the “Unresolved Tensions” source collection. Sources in this collection include the following (Source 1: Treaty of Versailles, 1919; Source 2: Hammond’s map of Europe; Source 3: Frank H. Simonds’ A Year after the Armistice, 1919; Source 4: Coal requisitioning in the Ruhr, 1923; Source 5: Charles Raymond Macauley’s Paying for a Dead Horse; Source 6: Haile Selassie’s speech to the League of Nations, 1936; Source 7: Greater East Asia Co-Prosperity Sphere, 1942). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did economic factors and changes to imperial powers lead to World War II? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)7.6—Causes of World War II
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 48Lesson 7.6 Driving Question: In what ways did the causes of World War II lead to global conflict, and how did its consequences reshape the world order?1.Opener: Causes of World War IIa.Opener: Political Party Platform 2.What Is Fascism?a.Video: What Is Fascism?3.Who Am I?a.Activity: Who Am I?4.Fascism in Germanya.Article: “Fascism in Germany”5.Responsibility and Compassiona.Activity: Responsibility and Compassion 6.Causation: World War IIa.Activity: Causation: World War II7.The Second World Wara.Article: “The Second World War”8.Closer: Causes of World War IIa.Closer Graphic Biography: Plaek Phibunsongkhram9.Extension: Fascist Historiesa.Article: “Fascist Histories”10.Extension: Authoritarianism In Spaina.Activity: Who Did This?b.Video: The Spanish Civil War: Hitler’s Testing Ground for WWII11.Extension: Fascism in Italya.Article: “Fascism in Italy”●Students will watch the video What Is Fascism? and complete the Political Party Platform activity to assess the causes for the rise of fascism and the Nazi Party in the lead up to World War II. The Who Am I? activity prepares students to learn about nationalism as they consider their identity at different scales. Students revisit this idea in the Responsibility and Compassion activity, in which they consider their sense of responsibility to their community on local, regional, and global scales. Then, students examine Nazi racist ideology and as they read “Fascism in Germany” by David Eacker and answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Students may also extend their understanding of fascism with the articles “Fascist Histories” by Amy Elizabeth Robinson and “Fascism in Italy” by David Eacker. CR1CR6CR8(Skill 3 – claims and evidence in secondary sources; Skill 5 – making connections – causation)●Students will evaluate the causes and consequences of World War II by reading “The Second World War” by Trevor Getz and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing a graphic biography of Plaek Phibunsongkhram to evaluate the war from a different perspective. Students will then explain how the claims or evidence in the graphic biography support, modify, or refute the claims and evidence presented in the articles and videos in this lesson. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will develop their causal reasoning skills by categorizing the causes for World War II. They’ll categorize by time, type, role, and significance as they complete the Causation Tool. Then, students will craft a response to a causation prompt, explaining their reasoning for why the causes and consequences they chose are the most
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 49significant ones. CR8(Skill 5 – making connections – causation)7.7—Conducting World War IILesson 7.7 Driving Question: How did governments use various strategies to conduct World War II, and what similarities and differences emerged in their approaches?1.Opener: Conducting World War IIa.Opener: SAQ Practice: Unit 72.Economics in the Second World Wara.Article: “Economics in the Second World War”3.Source Collection: World War IIa.Article: “Source Collection: World War II”4.Argument Buildera.Activity: Argument Builder5.Thirty Years of Continuous Wara.Article: “Thirty Years of Continuous War”6.CCOT: Consequences of Industrialization to Global Conflicta.Activity: CCOT: Consequences of Industrialization to Global Conflict7.The Fallen of World War IIa.Video: The Fallen of World War II8.Nuclear Weaponsa.Article: “Nuclear Weapons”9.Source Collection: Science and Technology in the World Warsa.Article: “Source Collection: Science and Technology in the World Wars”10.Closer: Conducting World War IIa.Closer: Claim Testing: Global Conflict●Students will continue to work on the skill of developments and processes as they practice responding to short-answer questions (SAQs). Students will analyze a chart so they can use the data as evidence to support their claims in response to SAQ prompts on military spending in the twentieth century. CR4 (Skill 1 – developments and processes)●Students will evaluate how governments conducted World War II by reading “Economics in the Second World War” and “Thirty Years of Continuous War” by Whitney Howarth and “Nuclear Weapons” by Bridgette Byrd O’Connor. They will also watch the video The Fallen of World War II. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance theme using the “World War II” source collection. Sources in this collection include the following (Source 1: Wartime propaganda from Axis countries, 1937-1944; Source 2: Wartime propaganda and recruitment posters from Allied countries, 1940-1943; Source 3: Benito Mussolini’s The Doctrine of Fascism, 1932; Source 4: Pablo Picasso’s Guernica, 1937; Source 5: Photographs during and after air raids in London, Coventry, Milan, Tokyo, and Dresden, 1940-1945; Source 6: Yoshito Matsushige’s Account of the Hiroshima Bombing, 1945; Source 7: Irving Berlin’s Any Bonds Today?, 1942). They will evaluate the primary sources in order to write a paragraph response for the prompt: What were the changes and continuities in how governments waged war over the period from 1914 to 1945? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 50●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Technology and Innovation themes using the “Science and Technology in the World Wars” source collection. Sources in this collection include the following (Source 1: Amedee Forestier’s “They Send Us in Front with a Fuse An’ a Mine”, 1915; Source 2: Logan Howard-Smith, Sir Philip Gibbs, Vance Thompson, and Gilbert Parker’s Horrors and Atrocities of the Great War, 1915; Source 3: “To the Rescue in a Land Cruiser”, The Ogden Standard, 1916; Source 4: British Navy at War photographs, The War Pictorial, 1917; Source 5: Harrison Howe’s The Service of the Chemist, Scientific American, 1918; Source 6: Alan Turing’s Treatise on the Enigma, c. 1940; Source 7: Jet Propelled Planes, The Science Newsletter, 1944; Source 8: Photographs of WAVES and Bletchley cryptographers, 1943-1945; Source 9: J. Robert Oppenheimer’s Letter from the Scientific Panel of the Interim Committee, 1945; Source 10: The End of the Second World War, Nature, 1945). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did new innovations impact society during the era of global conflict? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)●In the CCOT: Consequences of Industrialization to Global Conflict activity, students will work on the reasoning process of continuity and change over time as they pull out the changes and continuities found in the Unit 6 and Unit 7 Introduction articles. They’ll complete the CCOT Tool and craft a paragraph in response to a CCOT prompt. CR8(Skill 5 – making connections – CCOT)●Students will develop their claim making and testing skills by completing the activity Claim Testing: Global Conflict. In this activity, students are presented with a series of claims about the era of global conflict. They are asked to work with these claims in three rounds. First, they find supporting statements and evidence for the claim. Then, they evaluate the strength of statements provided, and finally, they find statements and evidence that refutes the claim CR6 (Skill 3 – claims and evidence in secondary sources)7.8—Mass Atrocities After 1900Lesson 7.8 Driving Question: What were the causes and effects of mass atrocities after 1900?1.Opener: Mass Atrocities After 1900a.Opener: Assessing Responsibility and Conscience2.Armenian Genocidea.Video: Armenian Genocide3.The Holocausta.Article: “The Holocaust”4.Mass Atrocitiesa.Article: “Why Does Genocide Still Happen?”b.Video: How the World Failed to Stop the Rwandan Genocidec.Activity: The System Is Working as Designed5.Graphic Biographies: Manuel Quezon and Sophie Scholla.Graphic Biography: Manuel Quezonb.Graphic Biography: Sophie Scholl6.Closer: Mass Atrocities After 1900 a.Closer: Themes Notebook●In the Assessing Responsibility and Conscience activity, students evaluate the responsibility levels of historical actors for the atrocities of the Holocaust. Then, students identify and describe claims and evidence in secondary sources by reading “The Holocaust” by Amy Elizabeth Robinson and “Why Does Genocide Still Happen?” by
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 51Bennett Sherry and watching the Armenian Genocide video. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing a graphic biography of Manuel Quezon. Students will then explain how the claims or evidence in the graphic biography support, modify, or refute the claims and evidence presented in the articles and video in this lesson. CR1CR6(Skill 3 – claims and evidence in secondary sources) ●In the second part of the Themes Notebook activity for this unit, students will answer a set of questions related to the content for the unit and the themes of Social Interactions and Organization, Governance, Economic Systems, and Technology and Innovation. They will also describe how their thinking has changed over the course of the unit and recategorize by theme if necessary.CR37.9—Causation in Global ConflictLesson 7.9 Driving Question: What were the most significant causes of global conflict from 1900 to the present, and how did their impact shape the world?1.Writing: DBQ Evidence, Sourcing, and Complexitya.Activity: Writing: DBQ Evidence, Sourcing, and Complexity Part 2b.Writing Tool: WH AP DBQ Writing Rubric2.Assessment: Unit 7 DBQa.Assessment: Unit 7 DBQ●The unit will culminate with a DBQ writing assessment focusing on causation. Students will develop a historically defensible claim supported with specific and relevant evidence from the texts analyzing how and why the Nazi Party rose to power in prewar Germany. They will use historical reasoning to explain relationships among pieces of historical evidence and corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument. Students will use the WH AP DBQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Sourcing, and Complexity. The WH DBQ Writing Rubric is a modified version of the AP® rubric used to evaluate DBQs on the exam. CR7CR8CR9 (Skill 4 –contextualization; Skill 5 – making connections; Skill 6 – argumentation – causation)●Complete Personal Progress Check MCQ for Unit 7 on AP ClassroomUnit 8—Cold War and Decolonization c. 1900 to the Present (~12–15 class periods) CR2TopicSkills8.0—Unit 8 Overview3.A, 3.B, 4.A, 4.B8.1—Setting the Stage for the Cold War and Decolonization1.A, 1.B, 3.A, 3.B8.2—The Cold War1.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 4.A, 4.B, 5.A, 5.B8.3—Effects of the Cold War2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D8.4—Spread of Communism After 19002.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D8.5—Decolonization After 19003.A, 3.B, 5.A, 5.B, 6.A, 6.B8.6—Newly Independent States2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D8.7—Global Resistance to Established Order After 19001.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D8.8—End of the Cold War1.A, 1.B, 3.A, 3.B, 6.A, 6.B8.9—Causation in the Age of the Cold War and Decolonization1.A, 1.B, 4.A, 4.B, 5.A, 5.B, 6.A, 6.B, 6.C,
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 526.D8.0—Unit 8 OverviewLesson 8.0 Driving Question: How did the intertwined trends of the Cold War and decolonization impact societies around the world from c. 1900 to the present?1.Opener: Cold War and Decolonizationa.Opener: Brain Warm-Up: Cold War2.Unit 8 Overview: a.Video: Unit 8 Overview: Cold War and Decolonization3.Unit 8 Introductiona.Article: “Unit 8 Introduction: Cold War and Decolonization, 1945–1990”4.Closer: Cold War and Decolonizationa.Closer: Themes Notebook●Students will learn content, including changes and continuities from Unit 7 to Unit 8, and develop contextualization on the Cold War and decolonization from c. 1900 to the present by reading the WH AP article “Unit 8 Introduction: Cold War and Decolonization” by Trevor Getz and watch the Unit 8 Overview video. CR1CR6 (Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization) ●In the first part of the Themes Notebook activity for this unit, students will decide if they agree or disagree with a set of statements related to the content for the unit and categorize these statements using the themes of Cultural Developments and Interactions, Social Interactions and Organization, Governance, and Economic Systems. CR38.1—Setting the Stage for the Cold War and DecolonizationLesson 8.1 Driving Question: What historical factors after 1945 contributed to the emergence of the Cold War?1.Opener: Setting the Stage for the Cold War and Decolonizationa.Opener: Poster Previewb.Slideshow: Poster Preview2.Devastation of Old Markets a.Article: “Devastation of Old Markets”3.Closer: Setting the Stage for the Cold War and Decolonization a.Closer: Sort It Out: Communism or Capitalism?●Students will complete an activity focused on historical image analysis in the Cold War Propaganda opener. They will analyze the content of the image and evaluate the perspectives of each source. CR1CR4(Visual – primary source images; Skill 1 – developments and processes)●Students will explore emerging global inequalities following World War II and evaluate claims and evidence in secondary sources by reading the article “Devastation of Old Markets” by Bennett Sherry and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)8.2—The Cold WarLesson 8.2 Driving Question: What were the causes of the ideological struggle of the Cold War, and how did it impact
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 53global conflicts and alliances?1.Opener: The Cold Wara.Opener: Simulation: Cold War Crisis2.The Cold War Explaineda.Video: What Was the Cold War?3.Who Started the Cold War?a.Activity: Sourcing: Who Started the Cold War?4.What Caused the Cold War?a.Activity: Causation: Cold War5.Closer: The Cold Wara.Closer: Breaking News 6.Extension: More Cold Wara.Article: “Cold War: An Overview”●Students will participate in the Simulation: Cold War Crisis activity in which they will utilize their causation, contextualization, and claim testing skills to solve a historical problem. In this activity, students are tasked with trying to understand the causes of the Cuban Missile Crisis, as well as the consequences that might occur depending on the action they choose to take to end the crisis. CR4CR7CR8 (Skill 1 – developments and processes; Skill 4 – contextualization; Skill 5 – making connections – causation)●In Sourcing: Who Started the Cold War?, students use primary source excerpts to respond to the prompt: Who started the Cold War? Students will read two primary source excerpts (Nikolai Novikov’s Telegram, 1946 and US National Security Council Report, 1950) that provide different perspectives on why the Cold War began. They will analyze these sources by completing the Sourcing Tool (HAPPY analysis) then use the evidence from these excerpts and their tools to answer the prompt. CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual; Skill 3 – claims and evidence in primary sources/textual)●Students will develop an understanding of the Cold War by reading “The Cold War: An Overview” by Burleigh Hendrickson to evaluate claims and evidence in secondary sources. Students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will develop their causal reasoning skills by categorizing the causes for the Cold War. They’ll categorize by time, type, role, and significance as they complete the Causation Tool. Then, students will craft a response to a causation prompt, explaining their reasoning for why the causes and consequences they chose are the most significant ones. CR8(Skill 5 – making connections – causation)●Students examine a Cold War-era cartoon in the closer activity. They will analyze the content of the image and evaluate the perspectives of the source. CR1CR4(Visual – primary source images; Skill 1 – developments and processes)8.3—Effects of the Cold WarLesson 8.3 Driving Question: What tactics did the United States and the Soviet Union use to compete for influence, and what were the consequences of their actions?1.Opener: Effects of the Cold War a.Opener: Ideological Tug of War2.The Cold War Around the World
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 54a.Article: “The Cold War Around the World”3.Source Collection: Cold Wara.Article: “Source Collection: The Cold War”4.Decolonization and Cold War: Through a Caribbean Lensa.Video: Decolonization and the Cold War: Through a Caribbean Lens5.Decolonization and Cold War: Through an Asian Lensa.Video:Decolonization and the Cold War: Through an Asian Lens 6.Closer: Effects of the Cold Wara.Closer: Rank the Legacies7.Extension: Arms Race, Space Racea.Article: “Arms Race, Space Race”b.Video: The Unsung Heroes of the Cold War: Pets?●Students will evaluate claims and evidence in secondary sources by watching the videos Decolonization and the Cold War: Through a Caribbean Lens and Decolonization and the Cold War: Through an Asian Lens in order toanalyze how the entanglement of decolonization and the Cold War occurred in different regions of the world. They will also read “The Cold War Around the World” by Burleigh Hendrickson and have the option to extend their learning with “Arms Race, Space Race” by Bennett Sherry. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Economic Systems themes using the “Cold War” source collection. Sources in this collection include the following (Source 1: Winston Churchill’s “The Sinews of Peace” Speech, 1946; Source 2: Stalin’s Victory Speech, 1946; Source 3: George Kennan’s Long Telegram, 1946; Source 4: Catechetical Guild Educational Society, Is This Tomorrow? America Under Communism, 1947; Source 5: Harding College in Searcy, Arkansas, Meet Joe King, 1949; Source 6: James Berryman’s cartoons, 1953-1957; Source 7: Vitold Bordzilovskiy and Yuriy Prytkov’s American Imperialist: The Millionaire, 1963; Source 8: Charles de Gaulle’s Europe and Its Role in World Affairs, 1964; Source 9: Soviet Poster, c. 1970s; Source 10: US State Department and CIA, Documents from Operation Condor, 1976; Source 11: Ronald Reagan’s Address to the Nation on National Security, 1986; Source 12: Martin Calhoun’s American military spending data from the Department of Defense and Center for Defense Information, 1996). They will evaluate the primary sources in order to write a paragraph response for the prompt: What were the causes and consequences of the Cold War? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual/visual/quantitative)8.4—Spread of Communism After 1900Lesson 8.4 Driving Question: What factors led to China’s adoption of communism, and how did this transformation impact China and the world?1.Opener: The Spread of Communism After 1900a.Opener: Seeing Red b.Slideshow: Seeing Red2.The Spread of Communism a.Article: “The Spread of Communism”3.Chinese Communist Revolutiona.Video: Chinese Communist Revolution4.Source Collection: Communism
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 55a.Article: “Source Collection: Communism”5.Closer: The Spread of Communism After 1900 a.Closer: Painting the Revolution Red 6.Extension: Chinese Communist Revolution a.Article: “Chinese Communist Revolution”●Students will analyze the spread of communism and evaluate claims and evidence in secondary sources by reading the article “The Spread of Communism” by Alejandro Quintana and watching the video Chinese Communist Revolution. Students may also extend their learning with the article “Chinese Communist Revolution” by Eman M. Elshaikh. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. In the closer activity, students will reflect on critical content from the lesson. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Economic Systems themes using the “Communism” source collection. Sources in this collection include the following (Source 1: From the Countryside to the City, 1949; Source 2:Photographs from the Great Leap Forward, 1958-1962; Source 3: Liu Shaoqi on the Great Leap Forward, 1958; Source 4: British diplomat on Land Reform in the White Revolution, 1959; Source 5: Collective farming poster, 1960; Source 6: Vilma Espín’s Account of Women in the Cuban Revolution, 1961-1974; Source 7: Cultural Revolution poster, c. 1967; Source 8: Kerala land reform, 1970; Source 9: Evacuees Boarding a Helicopter, 1975; Source 10: Vietnamese Press Conference, 1975; Source 11: Soviet Anthem, 1977; Source 12: Naxalite, 2008). They will evaluate the primary sources in order to write a paragraph response for the prompt: What were the causes and consequences of the spread of communist and socialist states and policies throughout the world? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual/visual/quantitative)8.5—Decolonization After 1900 Lesson 8.5 Driving Question: What strategies and ideologies have been shared in common by liberation movements in different parts of the world?1.Opener: Decolonization After 1900a.Opener: Liberation Strategies 2.The Middle East and the End of Empirea.Article: “The Middle East and the End of Empire”3.And Then Gandhi Camea.Article: “And Then Gandhi Came: Nationalism, Revolution, and Sovereignty” 4.Resisting Colonialism: Through a Ghanaian Lensa.Video: How Ghana Fought Against Colonialism5.Comparison: Decolonization Methodsa.Activity: Comparison: Decolonization Methodsb.Article:“Making the Global Local: Comparing Decolonization in India, Vietnam, Nigeria, and Algeria”6.Graphic Biography: Kwame Nkrumaha.Graphic Biography: Kwame Nkrumah7.Closer: Decolonization After 1900a.Closer: Decolonization One-Pager8.Extension: Decolonization and Nationalism Triumphanta.Video: Decolonization and Nationalism Triumphant: Crash Course World History #40
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 56●Students will evaluate decolonization efforts by reading “The Middle East and the End of Empire” by Eman M. Elshaikh, “And Then Gandhi Came: Nationalism, Revolution, and Sovereignty” by Anita Ravi, and “Making the Global Local: Comparing Decolonization in India, Vietnam, Nigeria, and Algeria” by Trevor Getz and watching the video Resisting Colonialism: Through a Ghanaian Lens. Students may extend their learning by watching Decolonization and Nationalism Triumphant: Crash Course World History #40 as well. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing a graphic biography of Kwame Nkrumah to evaluate decolonization from the perspective of one individual. Students will then explain how the claims or evidence in the graphic biography support, modify, or refute the claims and evidence presented in the articles and videos in this lesson. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will complete the activity Comparison: Decolonization Methods in small groups and then respond individually to a prompt. Students will use evidence from articles and videos in this unit to complete the Comparison Tool for Vietnam, Nigeria, and Algeria. At the end of the activity, students craft a comparison essay using evidence from this unit’s assets and their Comparison Tools. CR1CR6 CR8CR9(Skill 3 – claims and evidence in secondary sources; Skill 5 – making connections – comparison; Skill 6 – argumentation)8.6—Newly Independent StatesLesson 8.6 Driving Question: How did newly independent states respond to post-colonial life?1.Opener: Newly Independent Statesa.Opener: What Is This Asking?2.End of Old Regimesa.Article: “End of Old Regimes”3.Political Decolonization, c. 1945–1997 a.Article: “Political Decolonization, c. 1945–1997” 4.Decolonization and the Cold Wara.Activity: Decolonization and the Cold War5.Benazir Bhuttoa.Video: Benazir Bhutto6.Source Collection: Newly Independent Statesa.Article: “Source Collection: Newly Independent States”7.Closer: Newly Independent Statesa.Closer: Nationalism: Tool or Weapon?●Students will evaluate the formation of new states by reading “End of Old Regimes” and “Political Decolonization, c. 1945–1997” by Trevor Getz, and watching the video Benazir Bhutto. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance, Economic Systems, and Cultural Developments and Interactions themes using the “Newly Independent States” source collection. Sources in this collection include the following (Source 1: Ihsan Hasan Turjman’s diary, 1915; Source 2: McMahon-Hussein letters, 1915; Source 3: Sykes-Picot map, 1916; Source 4: Balfour Declaration, 1917; Source 5: Declaration of Independence of the Democratic Republic of Viet-Nam, 1945; Source 6: All-African People’s Conference: Resolution on Imperialism and Colonialism, 1958; Source 7: Ahmed Kamel and Mohamed Wahab’s The Greater Homeland, 1960; Source 8:
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 57Kwame Nkrumah’s “I Speak of Freedom”, 1961; Source 9: Indira Gandhi’s “Person to Person” Broadcast, 1966; Source 10: Henry Adams’ Trail of Broken Treaties, 1972; Source 11: Sirimavo Bandaranaike on Non-Alignment, 1976). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did political changes after 1900 CE lead to new nationalistic and territorial developments? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)8.7—Global Resistance to Established Order After 1900Lesson 8.7 Driving Question: How did opposition to existing power structures manifest across different regions around the world, and what were the most successful strategies for challenging these power structures?1.Opener: Global Resistance to Established Order After 1900a.Opener: “A Change Is Gonna Come”2.Civil Rights and Global Liberation a.Article: “Civil Rights and Global Liberation”3.Apartheida.Article: “Apartheid”4.Source Collection: Global Resistance to Established Power Structuresa.Article: “Source Collection: Global Resistance to Established Power Structures”5.Soundtrack of Liberationa.Activity: Soundtrack of Liberation6.Non-State Terrorisma.Article: “Non-State Terrorism”b.Video: 9/11: One Day That Changed the World7.Closer: Global Resistance to Established Order After 1900a.Closer: SAQ Practice: Unit 88.Extension: Modern Latin Americaa.Article: “Modern Latin America”●Students will identify and describe claims and evidence in secondary sources by reading “Civil Rights and Global Liberation” by Bennett Sherry, “Apartheid” by Jeff Spoden, and “Non-State Terrorism” by Bennett Sherry. Students could also extend their learning by reading “Modern Latin America” by Alejandro Quintana. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources) ●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance theme using the “Global Resistance to Established Power Structures” source collection. Sources in this collection include the following (Source 1: Mohandas Gandhi’s Indian Home Rule, 1909; Source 2: Spanish popular front’s demand, El Socialista, 1936; Source 3: Declassified COINTELPRO memos, 1964-1969; Source 4: Suryaninov Vasilievich’s Soviet military propaganda poster, 1960s; Source 5: Nelson Mandela’s letter to Verwood, 1961; Source 6: Martin Luther King Jr’s “Beyond Vietnam” speech, 1967; Source 7: Islamic Republican Party of Iran, “Islam is the Only Supporter of the Worker”, Iranian poster, 1980s; Source 8: CIA, American anti-Sandinista sabotage pamphlets, 1996; Source 10: Flobot’s“Handlebars”, 2008; Source 11: Stockholm International Peace Research Institute, Military expenditure data, 2013; Source 12: Stockholm International Peace Research Institute, Global weapons spending, 2021). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did various states,
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 58groups, and individuals respond to existing power structures after 1900 CE? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)●Students will continue to work on the skill of developments and processes as they practice responding to short-answer questions (SAQs). In this activity, students will use the ACE framework to identify and explain the entanglement of decolonization and the Cold War using evidence from a primary source text to support their response. CR4 (Skill 1 – developments and processes) 8.8—End of the Cold WarLesson 8.8 Driving Question: Was there a “winner” in the Cold War?1.Opener: The End of the Cold Wara.Opener: Decolonization Reflection2.Who Is “Winning” the Cold Wara.Activity: Who Is “Winning” the Cold War? 3.Collapse of the Soviet Union a.Article: “Collapse of the Soviet Union”4.Closer: The End of the Cold Wara.Closer: Themes Notebook●Student groups will work on researching historical developments in the Cold War to assess which side was “winning” at certain times. As they research, students will develop an argument supported by evidence regarding which side was winning based on the events occurring at a particular time period in the Cold War. CR4CR6(Skill 1 – developments and processes; Skill 6 – argumentation)●Students will identify and describe claims and evidence in secondary sources by reading “The Collapse of Communism” by Jeff Spoden and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources) ●In the second part of the Themes Notebook activity for this unit, students will answer a set of questions related to the content for the unit and the themes of Cultural Developments and Interactions, Social Interactions and Organization, Governance, and Economic Systems. They will also describe how their thinking has changed over the course of the unit and recategorize by theme if necessary.CR38.9—Causation in the Age of the Cold War and DecolonizationLesson 8.9 Driving Question: How did the intertwined trends of the Cold War and decolonization impact societies around the world after 1900? 1.Writing: Peer Editinga.Activity: Writing: Peer Editingb.Writing Tool: WH AP LEQ Writing Rubric2.Assessment: Unit 8 LEQa.Assessment: Unit 8 LEQ●The unit will culminate with an LEQ writing assessment focusing on causation. Students will develop a historically defensible claim supported with specific and relevant evidence explaining how competing political
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 59ideologies contributed to the formation of new states from c. 1800 to 2000 CE. They will use historical reasoning to explain relationships among pieces of historical evidence and corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument. Students will use the WH AP LEQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Historical Reasoning, and Complexity. The WH LEQ Writing Rubric is a modified version of the AP® rubric used to evaluate LEQs on the exam. CR7CR8CR9 (Skill 4 – contextualization; Skill 5 – making connections; Skill 6 –argumentation – causation)●Complete Personal Progress Check MCQ for Unit 8 on AP ClassroomUnit 9—Globalization c. 1900 to the Present (~9–12 class periods) CR2TopicSkills9.0—Unit 9 Overview3.A, 3.B,4.A, 4.B9.1—Advances in Technology and Exchange after 19003.A, 3.B9.2—Technological Advances and Limitations After 1900: Disease3.A, 3.B9.3—Technological Advances: Debates About the Environment After 19003.A, 3.B, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D9.4—Economics in the Global Age2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 5.A, 5.B, 6.A, 6.B9.5—Calls for Reform and Responses After 19001.A, 1.B, 3.A, 3.B9.6—Globalized Culture After 19003.A, 3.B9.7—Resistance to Globalization After 19001.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D9.8—Institutions Developing in a Globalized World3.A, 3.B, 3.C, 3.D, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D9.9—Continuity and Change in a Globalized World1.A, 1.B, 2.A, 2.B, 2.C, 3.A, 3.B, 3.C, 3.D, 4.A, 4.B, 5.A, 5.B, 6.A, 6.B, 6.C, 6.D9.0—Unit 9 OverviewLesson 9.0 Driving Question: How did new global connections and innovations affect different parts of the world from c. 1900 to today? 1.Opener: Globalization c. 1900 to the Presenta.Opener: Word Web: Globalization2.Unit 9 Overviewa.Video: Unit 9 Overview3.Unit 9 Introductiona.Article: “Unit 9 Introduction: Globalization, 1900–Present”4.Closer: Globalization c. 1900 to the Presenta.Closer: Themes Notebook●Students will learn content, including changes and continuities from Unit 8 to Unit 9, and develop contextualization on globalization by reading the WH AP article “Unit 9 Introduction: Globalization, 1900–Present” by Trevor Getz and viewing the Unit 9 Overview video. CR1CR6 (Skill 3 – claims and evidence in secondary sources; Skill 4 – contextualization) ●In the first part of the Themes Notebook activity for this unit, students will decide if they agree or disagree with a set of statements related to the content for the unit and categorize these statements using the themes of
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 60Humans and the Environment, Technology and Innovation, Cultural Developments and Interactions, and Social Interactions and Organization. CR39.1—Advances in Technology and Exchange After 1900Lesson 9.1 Driving Question: In what ways has technological innovation helped solve global challenges, and what new challenges has it created? 1.Opener: Advances in Technology and Exchangea.Opener: What’s New?2.Globalization I – The Upside a.Video: Globalization I – The Upside: Crash Course World History #413.Advances in Technology and Exchange After 1900a.Article: “Advances in Technology and Exchange After 1900”4.Green Revolution a.Video: Green Revolution5.Closer: Advances in Technology and Exchangea.Closer: Time-Traveler Letter●Students will begin and end the lesson with a KWL chart for structured reflection focusing on their knowledge of globalization. They will analyze the advantages and disadvantages of globalization and evaluate claims and evidence in secondary sources by watching the videos Globalization I – The Upside: Crash Course World History #41 and Green Revolution and reading the article “Advances in Technology in the Global Age” by Trevor Getz. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)9.2—Technological Advances and Limitations After 1900: DiseaseLesson 9.2 Driving Question: To what extent has technology helped mitigate the effects of diseases, and where has it failed to do so? 1.Opener: Technological Advances and Limitations After 1900: Diseasea.Opener: Quick Vocab2.Technological Advancements and Limitations: Eradicating Diseasea.Article: “Technological Advances and Limitations: Eradicating Disease?”3.Eradicating Smallpoxa.Video: Eradicating Smallpox4.Closer: Technological Advances and Limitations After 1900: Disease a.Closer: Globalization Jingle●Students will evaluate claims and evidence in secondary sources by reading the article “Technological Innovations and Limitations” by Trevor Getz and watching the Eradicating Smallpox video. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)9.3—Technological Advances: Debates About the Environment After 1900Lesson 9.3 Driving Question: What role have technological advancements played in both worsening and mitigating
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 61environmental challenges? 1.Opener: Technological Advances: Debates About the Environment After 1900 a.Opener: Technology and the Environment2.The Anthropocenea.Article: “The Anthropocene”3.Population and Environmental Trends, 1800 to the Presenta.Article: “Population and Environmental Trends, 1800 to the Present” 4.Causation: Environmental Changea.Activity: Causation: Environmental Change5.Environmentalism a.Article: “Environmentalism”6.Conflicts Over Natural Resourcesa.Article: “Conflict over Natural Resources”7.Closer: Technological Advances: Debates About the Environment After 1900a.Closer Graphic Biography: LaDonna Brave Bull Allard●Students will analyze globalization’s effects on the environment and evaluate claims and evidence in secondary sources by reading “The Anthropocene” by Cynthia Stokes Brown, “Population and Environmental Trends, 1800 to the Present” by Bridgette Byrd O’Connor, “Environmentalism” by Mike Burns, and “Conflicts over Natural Resources” by Jeff Spoden. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing a graphic biography of LaDonna Brave Bull Allard to evaluate decolonization from the perspective of one individual. Students will then explain how the claims or evidence in the graphic biography support, modify, or refute the claims and evidence presented in the articles in this lesson. CR1CR6(Skill 3 – claims and evidence in secondary sources)●In this final causation activity in the practice progression, students will develop their causal reasoning skills by categorizing the causes for environmental change. They’ll categorize by time, type, role, and significance as they complete the Causation Tool. Then, students will write an essay in response to a causation prompt, explaining their reasoning for why the causes and consequences they chose are the most significant ones. CR8CR9(Skill 5 – making connections – causation; Skill 6 – argumentation – causation)9.4—Economics in the Global AgeLesson 9.4 Driving Question: How have our economic networks and systems of production and distribution been affected by the era of intense globalization? 1.Opener: Economic in the Global Agea.Opener: What’s the Downside of Globalization? 2.Is the World Flat or Spiky?a.Article: “Is the World Flat or Spiky?”3.Source Collection: Economics in the Global Agea.Article: “Source Collection: Economics in the Global Age” 4.Making Claims: Globalization a.Activity: Making Claims: Globalization5.Rise of Chinaa.Article: “Rise of China”6.Global China into the Twenty-First Century
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 62a.Video: Global China into the 21st Century7.Graphic Biography: Hua Guofeng a.Graphic Biography: Hua Guofeng8.Closer: Economics in the Global Agea.Closer: Dollar Street Project 9.Extension: Bangalore: City of High Techa.Article: “Bangalore: City of High Tech”●In the opener activity, students will consider the negative outcomes of globalization. Then, students will evaluate the economic transformations that have accompanied globalization and evaluate claims and evidence in secondary sources by reading the articles “Is the World Flat or Spiky?” by Bridgette Byrd O’Connor and “The Rise of China” by Eman M. Elshaikh and watching the video Global China into the 21st Century. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing a graphic biography of Hua Guofeng. Students will then explain how the claims or evidence in the graphic biographies support, modify, or refute the claims and evidence presented in the articles and video. Students may also extend their learning by reading “Bangalore: City of High Tech” by Whitney Howarth. CR1CR6(Skill 3 –claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Economic Systems themes using the “Economics in the Global Age” source collection. Sources in this collection include the following (Source 1: The Guardian and Office of National Statistics, Economic data from the United Kingdom before and during the premiership of Margaret Thatcher, 1971-1990; Source 2: Deng Xiaoping’s speech, 1992; Peter Dworkin, “Chile’s Brave New World of Reaganomics”, Fortune, 1981; Source 4: Maastricht Treaty, 1992; Source 5: Killer Mike’s “Reagan”, 2012; Source 6: Knowledge4all and Knoema, Global Knowledge Index, 2020; Source 7: David Bacon’s “The Fruits of NAFTA”, Z Magazine, 2002; Source 8: ASEAN Declaration, 1967; Source 9: Jeff Ballinger’s, “Nike in Indonesia”, Dissent,1998). They will evaluate the primary sources in order to write a paragraph response for the prompt: Analyze the continuities and changes in the global economy from 1900 to the present. CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 – claims and evidence in primary sources/textual and visual)●Students will develop their claim making and testing skills by completing the activity Making Claims –Globalization. CR6 (Skill 3 – claims and evidence in secondary sources) ●In the Dollar Street Project closer, students will complete a comparative activity using the Gapminder website to analyze global income inequality and develop an evidence-based argument about whether globalization has leveled or widened economic gaps. CR6 (Skill 3 – claims and evidence in secondary sources; Skill 5 - comparison, Skill 6 - argumentation)9.5—Calls for Reform and Response After 1900Lesson 9.5 Driving Question: How have global movements for equality changed social and political structures over time? 1.Opener: Calls for Reform and Responses After 1900a.Opener: What Are Rights?2.The Trouble with Globalizationa.Article: “The Trouble with Globalization”
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 633.Movements to End Racial Injusticea.Article: “Movements to End Racial Injustice”4.Reclaiming History and Heritagea.Activity: Who Owns the Past?b.Video: The Lost Kingdom of Beninc.Activity: Repatriationd.Video: Preserving the Past5.Global Feminisma.Article: “Global Feminism”6.Universal Rightsa.Article: “Universal Rights”7.UN Sustainable Development Goalsa.Activity: UN Sustainable Development Goals8.Transnationalism and the Revival of Nationalisma.Article: “Transnationalism and the Revival of Nationalism”9.Closer: Calls for Reform and Responses After 1900a.Closer: Claim Testing: Globalization10.Extension: Indigenous Americans and Globalizationa.Video: Indigenous Americans and Globalization●Students will identify and describe claims and evidence in secondary sources by reading “The Trouble with Globalization” by Andalusia Knoll Soloff, “Global Feminism Movements” by Trevor Getz, “Movements to End Racial Injustice” by Sharika D. Crawford, “Universal Rights” by Bennett Sherry, and “Transnationalism and the Revival of Nationalism” by Andalusia Knoll Soloff and Trevor Getz. They will also watch the Preserving the Pastvideo. Additionally, students may extend their learning by viewing Indigenous Americans and Globalization. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources) ●Students will participate in the UN Sustainable Development Goals activity. They will read the UN Sustainable Development Goals, choose one goal that’s important to them, engage in research about one of the countries this issue impacts most, and then formulate a reasonable plan about what kind of action they can take part in to help meet these global goals. CR1CR4CR6 (Skill 1 – developments and processes; Skill 3 – claims and evidence in secondary sources)●Students will develop their claim making and testing skills by completing the activity Claim Testing: Globalization. In this activity, students are presented with a series of claims about globalization. They are asked to work with these claims in three rounds. First, they find supporting statements and evidence for the claim. Then, they evaluate the strength of statements provided, and finally, they find statements and evidence that refutes the claim. CR6 (Skill 3 – claims and evidence in secondary sources)9.6—Globalized Culture After 1900Lesson 9.6 Driving Question: To what extent has culture transcended national borders, and what are the consequences of this shift?1.Opener: Globalized Culture After 1900a.Opener: Global Cultures2.Our Networks Today
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 64a.Article: “Our Networks Today”3.A Century of Refugeesa.Article: “A Century of Refugees”4.Graphic Biography: Ugandan Migrantsa.Graphic Biography: Ugandan Migrants5.Graphic Biography: Islam Alhashela.Graphic Biography: Islam Alhashel6.Goods Across the Worlda.Article: “Goods Across the World”7.Closer: Globalized Culture After 1900a.Closer: Follow the Product●Students will examine the cultural transformations that have accompanied globalization and evaluate claims and evidence in secondary sources by reading the articles “Our Networks Today” by Andalusia Knoll Soloff and Trevor Getz, “A Century of Refugees” by Bennett Sherry, and “Goods Across the World” by Bridgette Byrd O’Connor. For each asset, students will answer a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. Then, students will switch scales by reading and analyzing graphic biographies of Ugandan migrants and Islam Alhashel. Students will then explain how the claims or evidence in the graphic biographies support, modify, or refute the claims and evidence presented in the articles and video. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will participate in the Follow the Product activity, in which they choose a product that is part of their everyday lives that is made of different components and perform research to figure out where the components originated before they were assembled into their product and where these components traveled as they made their way to their homes. They’ll then map these routes and compare results. Finally, they’ll discuss what they can do to lessen the environmental impact and hidden costs associated with these products. CR1CR6(Skill 3 –claims and evidence in secondary sources)9.7—Resistance to Globalization After 1900Lesson 9.7 Driving Question: What factors have influenced resistance to globalization, and how have these movements shaped the modern world? 1.Opener: Resistance to Globalization After 1900a.Opener: Globalization: A Double-Edged Sword?2.WTO Resistancea.Article: “WTO Resistance”3.Source Collection: Resistance to Global Institutionsa.Article: “Source Collection: Resistance to Global Institutions, 1900 to Present”4.Closer: Resistance to Globalization After 1900a.Closer: SAQ Practice: Unit 9●Students continue to evaluate the effects of globalization by reading the article “WTO Resistance” by Bridgette Byrd O’Connor and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●Students will read a collection of primary source excerpts, work on their quick-sourcing skills using the Quick-Sourcing Tool, and evaluate the Governance and Economic Systems themes using the “Resistance to Global Institutions” source collection. Sources in this collection include the following (Source 1: United Nations Charter,
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 651945; Source 2: World Bank Articles of Agreement, 1944; Source 3: Nilufar Ahmad’s Battling the World Bank, 1992; Source 4: Tyree Scott interview, World Trade Organization Protests, 2000; Source 5: “Big Protest at IMF Site”, The New York Times, 1988; Source 6: Maquila Solidarity Network’s Worker Testimonies from Maquilas, 2000). They will evaluate the primary sources in order to write a paragraph response for the prompt: How did globalization lead to new international organizations and why do some individuals and groups resist these organizations? CR1CR3CR5CR6(Skill 2 – sourcing and situation – primary sources/textual and visual; Skill 3 –claims and evidence in primary sources/textual and visual)●Students will continue to work on the skill of developments and processes as they practice responding to short-answer questions (SAQs). In this activity, students will examine primary and secondary source texts and a non-text image and chart to identify and explain economic and environmental changes that occurred during the era of globalization, c. 1900 to the present and identify and explain historical developments related to mass atrocities from c. 1900 to the present. CR4 (Skill 1 – developments and processes)9.8—Institutions Developing in a Globalized WorldLesson 9.8 Driving Question: In what ways have global issues such as climate change, human rights, and security challenges required international cooperation? 1.Opener: Institutions Developing in a Globalized Worlda.Opener: Thematic Headlines2.International Institutionsa.Article: “International Institutions”3.CCOT: Unit Comparisonsa.Activity: CCOT: Unit Comparisons4.Closer: Institutions Developing in a Globalized World a.Closer: Themes Notebook●Students will analyze the role of international institutions in the global age and evaluate claims and evidence in secondary sources by reading the article “International Institutions” by Eman M. Elshaikh and answering a guiding question that relates to the aligned topic in the AP CED as well as a set of Key Ideas and Evaluating and Corroborating questions. CR1CR6(Skill 3 – claims and evidence in secondary sources)●In CCOT: Unit Comparisons, the final CCOT activity of the course, students will put to use all of the skills they’ve acquired to write an essay about the continuities and changes that occurred in the world across multiple units. They’ll use all the Introduction articles and their completed CCOT Tools from Units 3, 4, 5, 7, and 9 to write an essay in response to a CCOT prompt. CR8CR9(Skill 5 – making connections – CCOT; Skill 6 – argumentation – CCOT)●In the second part of the Themes Notebook activity for this unit, students will answer a set of questions related to the content for the unit and the themes of Humans and the Environment, Technology and Innovation, Cultural Developments and Interactions, and Social Interactions and Organization. They will also describe how their thinking has changed over the course of the unit and recategorize by theme if necessary.CR39.9—Continuity and Change in a Globalized World Lesson 9.9 Driving Question: To what extent did globalization bring positive change for people around the world from c. 1900 to the present?
OER PROJECT: WORLD HISTORY AP AP Course Audit Document # 3131410v3 661.Writing: Self Editinga.Activity: Writing: Self Editingb.Writing Tool: WH AP DBQ Writing Rubric2.Assessment: Unit 9 DBQa.Assessment: Unit 9 DBQ●The unit will culminate with a DBQ writing assessment focusing on CCOT. Students will develop a historically defensible claim supported with specific and relevant evidence from the texts evaluating the extent to which globalization brought positive change for all people in the period from c. 1900 to the present. They will use historical reasoning to explain relationships among pieces of historical evidence and corroborate, qualify, or modify an argument using diverse and alternative evidence in order to develop a complex argument. Students will use the WH AP DBQ Writing Rubric to assess their writing for the following categories: Thesis/Claim, Contextualization, Evidence, Sourcing, and Complexity. The WH DBQ Writing Rubric is a modified version of the AP® rubric used to evaluate DBQs on the exam. CR7CR8CR9 (Skill 4 – contextualization; Skill 5 – making connections; Skill 6 – argumentation – CCOT)●Complete Personal Progress Check MCQ for Unit 9 on AP Classroom