WHP-Origins Teacher Course Plan
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS1Red –new content in SY 21-22Green –moved content2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINSWHP Course Objectives1.Understand that historyis a narrative, or a combination of narratives, shaped by the sources and perspectives you use to tell that story.2.Apply the evidence from sources using multiple perspectives and scales to evaluate (support, extend, or challenge) different narratives.3.Engage in meaningful historical inquiry by analyzing primary and secondary sources from multiple perspectives of gender, race, and socioeconomic status, or hierarchies to gain a deeper understanding of human history.4.Analyze the narrative of history using thecourse’s three frames: communities, networks, and production and distribution.5.Use historical thinking skills and reasoning practices such as scale, comparison, causation, continuity and change over time, sourcing, claim testing, and contextualization, tounderstand and evaluate the historical narrative.6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Projected Pacing Guide*EraEstimated StartEstimated Duration1Aug262weeks2Sep94weeks3Oct76weeks4Nov188weeks5Jan277weeks6March177weeks7Apr148weeks*Takes into accountschool holidays, in-service days, and other commonly missed time such as testing days. Era 1—Our Big History (13.82 billion years ago to the future)Era 1 Problem: Why begin a course in human history before humans existed?1.In what ways can using a “frame” help us develop a more meaningful understanding of history?2.How might physical, geographic, and biological contexts impact human lives and history?3.How do scales such as time and space help you make sense of your world?Learning Objectives1.Understand andevaluate history as a discipline of study. 2.Examine how historians frame history by creating narratives of different scales of time and space.
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS2Red –new content in SY 21-22Green –moved content3.Analyze the advantages, disadvantages, and challenges of creating historical narratives and using different temporal and spatial scales and perspectives. 4.Evaluate the impact that the Earth has had and continues to have on humans and how humans have impacted the Earth. 5.Analyze and evaluate concepts such as claim testing, contextualization, causation, sourcing, and historical comparison. 6.Employ a variety of frames, such as communities, networks, and production and distribution, to examine historical eras. Lesson 1.0: History Stories 1.Opening: Draw Your History 2.Watch:What Makes History Usable3.Watch:The Danger of a Single Story 4.Activity: EP Notebook5.Activity: Vocab –Tracking 1.06.Activity: Vocab –Word Wall 1.0Lesson 1.1 Era 1 Overview1.Watch:Era 1 Overview Video2.Activity: Claim Testing -Introduction 3.Activity: Three Close Reads -Introduction4.Read: Era 1 Overview –“History of Many Shapes and Sizes”5.Activity:Geography –Era 1 Mapping6.Watch:Collective Learning 7.Closing: Sourcing -Introduction Lesson 1.2 History Frames1.Activity: Contextualization –Introduction 2.Watch:Frame Concept3.Watch:Communities Frame Introduction4.Watch:Networks Frame Introduction5.Watch:Production and Distribution Frame Introduction6.Closing: Drawthe FramesLesson 1.3 The Big History Story 1.Activity: Vocab –Live Concept Mapping2.Activity: Comparison –Life in the Neolithic and Today3.Read: “An Introduction to Big History”4.Activity: Causation -Alphonse the Camel5.Closing: EP Notebook6.Assessment: DBQ 0
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS3Red –new content in SY 21-22Green –moved contentEra 2—Early Humans (250,000 years ago –3000 BCE)Era 2 Problem: What caused some humans to shift from foraging to farming and what were the effects of this change? 1.How did our ancestors migrate across much of the Earth and figure out how to survive in new regions? 2.In what ways were foraging cultures similar to each other despite differences in the environments in which they lived? 3.In what ways were farming cultures similar to each other despite differences in the environments in which they lived? 4.Which way of living do you think was more desirable, foraging or farming—and why? 5.What different interpretations and evidence are used to explain why farming developed? Learning Objectives1.Analyze how humans have diverged from other species in terms of language, networks, and social life. 2.Evaluate, create,and support arguments using historical evidence for why many early human communities made the switch from foraging to farming. 3.Understand and evaluate the positive and negative aspects ofdifferent types of human communities and how foraging, pastoral, and farming communities interacted. 4.Apply historical thinking practices and reasoning skills such as claim testing, causation, comparison, and continuity and change over timeto evaluate historical events and processes. 5.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Lesson 2.0: Era 2 Overview 1.Watch:Era 2 Overview Video2.Read: “Era 2 Overview -The Earliest Humans” 3.Watch:Frames in Era 24.Activity:Geography –Era 2 Mapping Part 15.Activity: EP Notebook 2.0 6.Activity: Vocab –Tracking 2.07.Activity: Vocab –Word Wall 2.08.Read: “A Guide to Reading Charts”9.Activity: Three Close Reads for Data –Intro 10.Read: “Data Exploration: Population”Lesson 2.1: Humans as a Divergence1.Activity: Claim Testing –Authority2.Read: “Human Communities Populate the Earth” 3.Read: “Art of the Paleolithic” 4.Activity: The Importance of Art asa Historical Evidence5.Read: “The Chronometric Revolution”6.Activity: When Did Humans Get to the Americas?
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS4Red –new content in SY 21-22Green –moved contentLesson 2.2: Foragers 1.Opening: Foraging Simulation2.Read: “Foraging Communities and Networks” 3.Activity: Comparison –Archaeological Sites4.Read: “Paleolithic Culture and Common Human Experiences” 5.Watch:Language Networks and Social Life6.Activity: Why Does Language Matter?Lesson 2.3: Farmer Revolution1.Opening: Making Claims –Foraging vs. Farming2.Activity: Vocab –Word Wheel3.Watch: The Agricultural Revolution: Crash Course World History #14.Activity: Introduction to Three Close Reads for Graphic Biographies5.Read: “The Eloquent Peasant” (Graphic biography) 6.Read: “The First Farmers in Africa, the Cradle of Humanity”7.Read: “The XianrendongPottery” (Graphic biography) 8.Activity: What Is This Asking? Introduction9.Closing: Marketing 101 –Foraging or Farming?Lesson 2.4: Was Farming a Good Idea?1.Activity: CCOT –Introduction2.Opening: EP Notebook3.Read: “The Transition to Farming: Differing Perspectives?” 4.Watch: Farming and the State5.Activity: Causation –From Foraging to Complex Societies6.Activity: Geography –Era 2 Mapping Part 27.Activity: Writing –Claim and Focus Part 18.Assessment: Era 2 LEQEra 3—Cities, Societies, and Empires (6000 BCE –700 CE)Era 3 Problem: How did complex societies develop and how did they impact humans inside and outside these communities? 1.What made life in cities and agrarian societies different from life in pastoral communities, nomadic communities, or Neolithic villages? 2.How did life differ between various cities and agrarian societies? 3.Why did most complex societies develop differing social classes—aristocrats, merchants, artisans, peasants, and the enslaved—when these categories had never existed earlier? 4.How did the emergence of portable belief systems affect how people lived and support new types of networks among them? Learning Objectives1.Understand, evaluate, and analyze why certain human communities began to organize into more complex societies, states, and empires.
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS5Red –new content in SY 21-22Green –moved content2.Analyze hownetworksof exchangeexpanded during this era.3.Explain and interpret thespreadof shared belief systems andhow these beliefsshaped the formation of societies.4.Understand and critique the common characteristics of societies such as social hierarchies, specialization of labor, writing, urbanization, population increases, and gender roles. 5.Use historical thinking practices and reasoning skills such as claim testing, causation, historical comparison, contextualization, sourcing, and continuity and change over time to evaluate historical events and processes. 6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Lesson 3.0: Era 3 Overview 1.Watch:Era 3 Overview2.Read: “Era 3 Overview –Cities, Societies, and Empires” 3.Watch:Frames in Era 34.Activity:Geography –Era 3 Mapping Part15.Activity: EP Notebook6.Activity: Vocab –Tracking 3.07.Activity: Vocab –Word Wall 3.08.Activity: Project X –Make a Prediction Part 19.Read: “Data Exploration: Urbanization”Lesson 3.1: Village Networks1.Opening: Redraw the Frames2.Activity: Claim Testing –Evidence3.Watch:Rethinking Civilization: Crash Course World History #2014.Read: “Village Networks”5.Read: “Pastoralist, Nomads, and Foragers”Lesson 3.2: Long DistanceTrade 1.Activity: Mapping Regional Trade Networks2.Read: “Regional Trade Networks”3.Watch:The Silk Road and Ancient Trade: Crash Course World History #94.Activity: Making Claims –Expanding Networks5.Read: “Phoenicians: Masters of the Sea”6.Read: “The Iron Age”7.Read: “The Hittites and Ancient Anatolia”8.Closing: Trade ImpactsLesson 3.3: Comparing Early AgrarianSocieties 1.Read: “Introduction to Agrarian Societies” 2.Read: “Growth of Cities” 3.Activity: Causation –Population Growth4.Watch:Mesopotamia: Crash Course World History #3
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS6Red –new content in SY 21-22Green –moved content5.Closing: Contextualization –Agrarian Societiesa.Read: “Ancient Agrarian Societies -China -Shang Dynasty” b.Read: “Ancient Agrarian Societies –Nubian and Ancient Egypt” c.Read: “Ancient Agrarian Societies: Mesoamerica -Olmec and Chavin de Huantar” d.Read: “Ancient Agrarian Societies -Aksum” e.Read: “Ancient Agrarian Societies -Nok”f.Read: “Ancient Agrarian Societies -Indus River Valley”Lesson 3.4: What is a State 1.Closing: EP Notebook2.Read: “Teotihuacan and Classic Mesoamerica”3.Watch:First States4.Read: “First States”5.Activity: Jenne-Jenno6.Read: “The Nobleman of Rao” (Graphic biography)Lesson 3.5: Developmentof Portable Ideas and Belief Systems 1.Opening: Belief vs. Religion2.Read: “Overview of Belief Systems” 3.Activity: SilentConversation a.Read: “Confucianism” b.Read: “Daoism” c.Read: “Buddhism” d.Read: “Legalism”4.Read: “Why Do Belief Systems Spread?: How China Made Buddhism Its Own” 5.Watch:Christianity from Judaism to Constantine: Crash Course #116.Watch:Islam, the Quran, and the Five Pillars All Without a Flamewar: Crash Course World History #137.Activity: Comparison–Belief Systems a.Read: “Judaism” b.Read: “Christianity” c.Read: “Hinduism” d.Read: “Islam” 8.Read: “Syncretism”9.Watch:Cultural Syncretism in Central Asia10.Closing: What is This Asking? Lesson 3.6: The Growthof Empires 1.Opening: EP Notebook2.Read: “What Is an Empire?” 3.Read: “Authority and Control in Ancient Empires” 4.Activity: Vocab –Word Relay5.Read: “The Rise of Empires: Akkadians and Assyrians” 6.Watch:The Persians and Greeks: Crash Course World History #5
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS7Red –new content in SY 21-22Green –moved content7.Activity: Empire Building a.Read: “The Persian Empire” b.Read: “The Macedonian Empire” c.Read: “The Ptolemaic Dynasty”d.Read: “The Mauryan and Gupta Empires”e.Read: “The Zhou and Qin Empires”8.Closing: CCOT –EmpiresLesson 3.7: Comparingthe Roman Empire and the Han Dynasty 1.Opening: Redraw the Frames2.Watch:The Roman Empire. Or Republic. Or...Which Was It?: Crash Course World History #103.Read: “The Roman Empire” 4.Activity: Sourcing –“The Deeds of the Divine Augustus”5.Read: Introducing the Han Dynasty6.Watch:2,000 Years of Chinese History! The Mandate of Heaven and Confucius: Crash Course World History #77.Read: “Women and Families in Classical Society”8.Watch:Comparative Roles of Women in Rome and Han China9.Read: “Babatha” (Graphic biography)10.Activity:Geography –Era 3 Mapping Part 211.Activity: Writing –Analysis and Evidence and WHP Concepts Part 112.Assessment:Era 3 DBQEra 4—Regional Webs (200 –1500 CE)Era 4 Problem: How do human systems restructure themselves after catastrophe?1.How did societal collapse affect the lives of people in different instances?2.How and why did the interconnections among human societies grow and shrink at different times, and how did these changes affect both human lives and the environment?3.In what ways can the label of the medieval “Dark Ages” be both useful and inaccurate? Learning Objectives1.Evaluate and critique the historical narrative of the rise and fall of societies.2.Understand and analyze why networks of interaction both increasedand decreased during this era.3.Evaluate how new innovations in technology and transportation affected trade networks and human communities.4.Understand the formation and spread of Islam and how this belief system influenced communities and networks, including Afro-Eurasian Silk Road connections. 5.Critique the narrative of the “Dark Ages” by analyzing and using evidence from multiple sources to support historical thinking. 6.Use historical thinking practices and reasoning skills such as claim testing, causation, historical comparison, contextualization, sourcing, and continuity and change over time to evaluate historical events and processes.
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS8Red –new content in SY 21-22Green –moved content7.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Lesson 4.0: Era 4 Overview1.Watch:Era 4 Overview2.Read: “Era 4 Overview –Collapse and Restructuring” 3.Watch:Frames in Era 44.Activity: Geography –Era 4 Mapping Part 15.Activity: EP Notebook6.Activity: Vocab –Tracking 4.07.Activity: Vocab –Word Wall 4.08.Activity: Project X –Make a Prediction Part 29.Read: “Data Exploration: War and Peace” 10.Activity: CCOT –Regional WebsLesson 4.1: Systems Collapse1.Opening: Causes of Collapse 2.Read: “Empires Fall” 3.Read: “The Fall of Rome” 4.Read: “The Fall of the Han Dynasty” 5.Read: “Cycles of Collapse in Mesoamerica” 6.Watch:Collapse!7.Read: “The Xalla Sculpture of Teotihuacan” (Graphic biography)8.Closing: Causation -Autopsy of an EmpireLesson 4.2: Systems Restructure1.Read: “The Caliphate”2.Read: “Networks and Exchange in the Islamic World” 3.Watch:Emergence of Islam4.Read: “Khanzada Begum –Graphic Biography”5.Activity: Claim Testing –The Muslim World6.Activity: Contextualization –Mansa Musa7.Watch: Mansa Musa and Islam in Africa: Crash Course World History #168.Read: “States and Empires of West Africa” 9.Read: “Between the Han and the Tang: The Period of (Relative) Disunion in Chinese History” 10.Activity: Vocab –Word Sneak11.Read: “The Spread of Farming in Sub-Saharan Africa: Bantu Migration” 12.Read: “Oceania”13.Read: “Kupe the Navigator –Graphic Biography”14.Read: “Christendom” 15.Read: “Long-Distance Trade in the Americas”16.Watch: Rebuilding the Silk Road17.Read: “The Silk Road” 18.Activity: Silk Road Simulation
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS9Red –new content in SY 21-22Green –moved contentLesson 4.3: A Dark Age? 1.Opening: What Were the Dark Ages?2.Read: “The ‘Dark Ages’ Debate”3.Read: “Was There Ever a ‘Dark Age’?” 4.Activity: Naming This Time Period5.Watch:Samurai, Shoguns, and the Japanese Middle Ages6.Read: “China Under the Tang and Ming” 7.Activity: Sourcing –“An Imperial Edict Restraining Officials from Evil”8.Watch:International Commerce, Snorkeling Camels, and The Indian Ocean Trade: Crash Course World History #189.Activity: EP Notebook10.Watch:The Impact of the Crusades11.Activity: Comparison –Women in Medieval Europe and Song China12.Read: “Medieval Women in Western Europe”13.Read: “Women in Song Dynasty China”14.Read: “Du Huan” (Graphic biography)15.Activity: Geography –Era 4 Mapping Part 216.Activity: Writing –Organization and Language and Style17.Assessment:Era 4 LEQ Era 5—The FirstGlobal Age (1200 –1750 CE)Era 5 Problem: How did the first ongoing connections between the hemispheres promote change both globally and regionally? 1.To what extent can the Columbian Exchange be considered one of the most important turning points in history? 2.What were the impacts of the Columbian Exchange for people living in different regions and social classes around the world? Why and how were the impacts similar and different? 3.In what ways did societies across the world develop both similarities and differences during this period of increasing global interconnectivity? 4.How did changes in the environment, demographic changes, and new forms of coerced labor affect some regions ofthe world more than others? Learning Objectives1.Understand and evaluate the formation of regional and global networks of interaction.2.Analyze how global interconnections positively and negatively impacted political systems, trade networks, and the environment. 3.Evaluate the development of new hierarchies basedupon social class and race during this era.4.Understand and critique the role of capitalismion the Columbian Exchange and transatlantic slave trade.5.Interpret primary source documents to understand and analyze multiple perspectives of the Mongol Empire, Black Death, and the transatlantic slave trade. 6.Use historical thinking practices and reasoning skills such as contextualization, sourcing, and continuity and change over time to evaluate historical events and processes.
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS10Red –new content in SY 21-22Green –moved content7.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Lesson 5.0: Era 5 Overview1.Watch:Era 5 Overview2.Read: “Era 5 Overview –The First Global Age” 3.Watch:Frames in Era 54.Activity: Geography –Era 5 Mapping Part 15.Activity: EP Notebook6.Activity: Vocab –Tracking 5.07.Activity: Vocab –Word Wall 5.08.Read: “Data Exploration: Life Expectancy” 9.Activity: Project X –Topic Selection10.Activity: CCOT –The First Global AgeLesson 5.1: Land-Based Empires1.Opening: What Is This Asking?2.Watch:Wait for It...The Mongols!: Crash Course World History #17 3.Read:“Sorqoqtani Beki –Graphic Biography”4.Read: “Primary Sources: Mongol Collection” 5.Read:“Rashid al-Din –Graphic Biography”6.Read:“Rumi –Graphic Biography”7.Watch:Comanche Empire8.Closing: Contextualization –Pastoral Empires: Mongols and Comanche 9.Watch:Ottoman, Safavid, and Mughal EmpiresLesson 5.2: Old WorldWebs1.Opening: Making Claims –Pastoral Empires2.Read: “Archipelago of Trade” 3.Watch:Guilds, Wool, and Trade: Medieval England in a Global Economy4.Watch:Silk and Song Dynasty5.Read:“Zheng He –Graphic Biography”6.Read: “New World Webs:Diversity and Exchange in the Americas”7.Watch:Pre-colonial Caribbean8.Watch: Aztec Empire9.Read:“Macuilxochitl –Graphic Biography”10.Watch:Inca Empire11.Activity: Traveler Postcards12.Activity: Contagion! 13.Read: “Trade Networks and the Black Death” 14.Read: “Primary Sources: Reactions to the Black Death”15.Activity: Vocab –What’s My Word?16.Watch:Disease! Crash Course World History 203
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS11Red –new content in SY 21-22Green –moved contentLesson 5.3: ColumbianExchange 1.Opening: A Different View 2.Read: “Crops that Grew the World”3.Read: “The Columbian Exchange”4.Activity: World Zone Café5.Watch:The Columbian Exchange: Crash Course World History #23 6.Read: “The Disastrous Effects of Increased Global Interactions” 7.Read: “Transatlantic Migration Patterns” 8.Read:“Amonute –Graphic Biography”9.Read: “Religious Syncretism in Colonial Mexico City”10.Closing: Sourcing –Excerpts from “The Broken Spears: Aztec accounts of the Spanish-Aztec War”Lesson 5.4: The Transatlantic SlaveTrade 1.Opening: Our Interconnected World 2.Read: “The Transatlantic Slave Trade” 3.Watch:Impact of the Slave Trade: Through a Ghanaian Lens4.Read: “ Primary Sources: First Person Accounts: The Transatlantic Slave Trade” 5.Read: “Domingos Álvares” (Graphic biography)6.Activity: CCOT –Africa and the Americas7.Read: “Race and Coerced Labor I: HowDid People Become Property in the Americas?” 8.Read: “Race and Coerced Labor II: Motivations and Justifications”9.Closing: EP NotebookLesson 5.5: New EconomicSystems 1.Read: “Overview of New Economic Systems”2.Activity: Redraw the Frames3.Read: “Sor Juana Inés de la Cruz” (Graphic biography)4.Watch: The Spanish Empire, Silver, and Runaway Inflation: Crash Course World History #255.Watch: Capitalism and the Dutch East India Company: Crash Course World History #2296.Read: “Yasuke–Graphic Biography”7.Read: “Slavery and Capitalism?”8.Activity: Geography –Era 5 Mapping Part 29.Activity: Writing –Claim and Focus Part 210.Assessment: Era 5 DBQ Era 6—The Long Nineteenth Century and the Birth of the Modern World (1750 –1914 CE)Era 6 Problem: What were the engines of change that created our “modern” world?1.What were the features of national and liberal revolutions in the Atlantic world and how widespread was their impact by 1914? 2.How did the energy shift to fossil fuels accelerate the creation of a “modern” world?
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS12Red –new content in SY 21-22Green –moved content3.What was the short-term and longer-term impact of the Industrial Revolution and how did these differ for different groups and communities? 4.What demographic, economic, political, and intellectual factors help explain the long nineteenth century’s global movement to end legalized slavery and reform the way people worked? 5.This era is sometimes introduced as the birth of “modernity” and an era of “revolutions.” What made this era distinctive or different from previous eras? In what ways did the era continue trends or patterns that we saw in previous eras? What explains the changes and continuities in this era? Learning Objectives1.Analyze how the roles of sovereignty, individualism, nationalism, and the fight for equality influenced political revolutions and the rise of the nation-state. 2.Analyze the causes and consequences of industrialization.3.Examine the ways in which colonialism and imperialism have impacted societies.4.Evaluate why people’s perceptions of labor, women’s rights, and human rights changed during this era. 5.Use historical thinking practices and reasoning skills such as claim testing, causation, historical comparison, contextualization, sourcing, and continuity and change over time to evaluate historical events andprocesses. 6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Lesson 6.0: Era 6 Overview1.Watch:Era 6 Overview2.Read: “Era 6 Overview –The Long Nineteenth Century” 3.Watch:Frames in Era 64.Activity: Geography –Era 6 Mapping Part 15.Activity: EP Notebook6.Activity: Vocab –Tracking 6.07.Activity: Vocab –Word Wall 6.08.Read: “Data Exploration Greenhouse Gas Emissions”9.Activity: Project X -ResearchLesson 6.1: Liberal Revolutionsand National Revolutions1.Opening: Revolution or Evolution?2.Read: “Sovereignty”3.Watch:Scientific Revolution and the Age of the Enlightenment4.Read: “Ingredients for Revolution” 5.Read:“The Enlightenment” 6.Activity: Enlightenment Quotes7.Read: “Edmund Burke” (Graphic biography)8.Read: “The Atlantic Revolutions”9.Watch:The Haitian Revolution10.Read: "West Africa in an Age of Revolution”11.Activity: Causation –Recipe for a Revolution
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS13Red –new content in SY 21-22Green –moved content12.Watch:Nationalism13.Read: “Origins and Impacts of Nationalism”14.Watch:Samurai, Daimyo, Matthew Perry, and Nationalism: Crash Course World History #34 15.Activity: Revolutionary WomenLesson 6.2: Industrialization1.Opening: Images of the Industrial Revolution2.Read: “The Industrial Revolution” 3.Read: “Scale of the Industrial Revolution”4.Watch:Origins of the Industrial Revolution5.Activity: Urbanization Game 6.Read: “Global Transformations of the Industrial Revolution” 7.Watch:The Railroad Journey and the Industrial Revolution: Crash Course World History 2148.Activity: Comparison –Egypt and Japan9.Read: “Japan’s Industrial Revolution”10.Read: “Egypt’s Industrial Revolution”11.Activity: When Countries IndustrializedLesson 6.3: Imperialism 1.Opening: What Is This Asking? 2.Read: “Industrial Imperialism, the ‘New’ Imperialism” 3.Read: “Responses to Industrial Imperialism” 4.Watch:Experiencing Colonialism: Through a Ghanaian Lens5.Read: “Ottilie Baader” (Graphic biography)6.Activity: Claim Testing –Imperialism 7.Watch:Asian Responses to Imperialism: Crash Course World History #2138.Read: “Dadabhai Naoroji” (Graphic biography)9.Read: “Struggles and Transformations in China”10.Watch:Opium Wars11.Activity: EP Notebook12.Read: “Dual Consciousness”13.Activity: Sourcing –Differing Perspectives on Imperialism14.Watch:Resisting Colonialism: Through a Ghanaian Lens15.Closing: Imperialism CartoonsLesson 6.4: Transformationof Labor1.Activity: CCOT –The Long Nineteenth Century2.Read: “Why Was Slavery Abolished? Three Theories”3.Read:“Race and Post-Abolition Societies”4.Read: “The Rise of the Proletariat” 5.Activity: Economic Systems Simulation6.Watch:Capitalism and Socialism: Crash Course World History #337.Activity: Contextualization -Child Labor 8.Read: “Child Labor”
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS14Red –new content in SY 21-22Green –moved content9.Activity: Women’s Suffrage10.Read: “A World Tour of Women’s Suffrage” 11.Read: “Responses to Industrialization”12.Activity: Geography –Era 6 Mapping Part 213.Activity: Sadler Report14.Activity: Writing –Analysis and Evidence and WHP Concepts Part 215.Assessment:Era 6 LEQEra 7—The GreatConvergence and Divergence (1880 CE –the future)Era 7 Problem: What are the virtues and challenges of trying to tell one human history as opposed to many human histories?1.How important have population explosion, extensive urbanization, and migration been in shaping the world in which you live? 2.In what ways were the global conflicts, economic and demographic crises, and racialized actions againstgroups of people in the twentieth century a continuation of, or a break with, trends and movements of the previous two centuries? 3.Globalization can be seen as a “flattening” of human experiences, yet also as something that is “lumpy” because of the way in which differences remain among communities and people. How were (and are) people living during this era similar and why? How were (and are) people living during this era different and why? 4.Over the past 250 years, we have seen increases in world population; the number of people living in cities; energy use; the world economy; the average standard of living; popular sovereignty and global transportation, communication, and interconnection. During this time, we have also seen an increase in the gap betweenthe wealthy and impoverished as well as the deterioration of the environment. Given these patterns, what do you think will be the most important transformations in the near future? Learning Objectives1.Assess the causes and consequences ofglobal conflict and mass atrocities during this era.2.Evaluate how nationalism influenced political revolutions, wars, and the migration of people.3.Evaluate how the Cold War and decolonization are intertwined in the history of this period.4.Analyze and critique the positive and negative impacts of globalization on human society and the environment.5.Use historical thinking practices and reasoning skills such as claim testing, historical comparison, and continuity and change over time to evaluate these historical events and processes. 6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Lesson 7.0: Era 7 Overview1.Watch:Era 7 Overview2.Read: “Era 7 Overview –The Great Convergence and Divergence”
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS15Red –new content in SY 21-22Green –moved content3.Watch:Frames in Era 74.Activity: Geography –Era 7 Mapping Part 15.Activity: EP Notebook 7.06.Activity: Vocab –Tracking 7.07.Activity: Vocab –Word Wall 7.08.Read: “Data Exploration: Future Population Growth”9.Activity: Project X –Final ProjectLesson 7.1: World War I1.Opening: Making Claims -Frames2.Activity: CCOT –Era Comparisons 3.Read: “What Caused the First World War?” 4.Watch:Britain and World War I5.Watch:Southeast Asia and World War I6.Watch:The Middle East and World War I7.Activity: World War I Poster Analysis8.Watch:How World War I Started: CCWH #2099.Read: “The First World War as a Global War”10.Read: “World War I: A Total War?” 11.Activity: World War I Letters 12.Read: “The Mexican Revolution”13.Read: “The Power of One: Russian Revolution”14.Watch:Armenian Genocide15.Read: “Capitalism and World War I”16.Activity: World War I Peace TalksLesson 7.2: Interwar1.Activity: Our Interconnected World –World War I 2.Read: “Global Great Depression” 3.Activity: Political Party Platform4.Watch:What is Fascism?5.Read: “Fascist Histories, Part I”6.Read: “Fascist Histories, Part II: Exercising Authoritarianism” 7.Activity: Communism, Fascism, Both or, Neither! 8.Watch:Internationalism Between the Wars9.Activity: Who Am I?Lesson 7.3: WorldWar II1.Opening: Responsibility and Compassion 2.Watch:The Fallen of World War I3.Read: “The Second World War” 4.Read: “Economics in the Second World War”5.Watch:World War II: Crash Course World History #386.Read: “The Holocaust”
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS16Red –new content in SY 21-22Green –moved content7.Read: “Primary Sources: Causes, Scale, and Consequence of the Holocaust”8.Activity: Assessing Responsibility and Conscience9.Read: “Nuclear Weapons” 10.Read: “Thirty Years of Continuous War”11.Activity: Claim Testing –Global ConflictLesson 7.4: End of Empires/Cold War1.Opening:What Is This Asking? 2.Read: “Devastation of Old Markets” 3.Read: “Connecting Decolonization and the Cold War”4.Watch:USA vs USSR Fight! The Cold War: Crash Course World History #395.Read: “The Cold War: An Overview” 6.Activity: Simulation –Cold War Crisis7.Read: “The ColdWar Around the World”8.Watch:The Chinese Communist Revolutionin a Global Perspective9.Activity: Who Is “Winning” the Cold War?10.Read: “And then Gandhi Came: Nationalism, Revolution, and Sovereignty” 11.Watch:Decolonization and Nationalism Triumphant: Crash Course World History #4012.Watch:Conflict in Israel and Palestine: Crash Course World History 22313.Activity: Debate –Human Rights and Asylum Debate14.Activity: Comparison –Decolonizing Women15.Read: “Decolonizing Women”16.Activity: Geography –Era 7 Mapping Part 2Lesson 7.5 Global Interactionsand Institutions1.Activity: Our Interconnected World –Frames 2.Read: “Introduction to Globalization”3.Read: “International Institutions” 4.Read: “The Rise of China”5.Watch:Global Chinainto the 21stCentury6.Read: “Following Goods Across the World”7.Watch:Globalization I -The Upside: Crash Course World History #418.Activity: Comparison –Rights Documents 9.Watch:Nonviolence and Peace Movements: Crash Course World History 22810.Activity: EP Notebook 7.511.Read: “Population and Environmental Trends: 1880 to the Present” 12.Read: “Is the World Flat or Spiky?” 13.Closing: Dollar Street ProjectLesson 7.6: Yeah, But?1.Opening: Redraw the Frames2.Read: “WTO Resistance” 3.Watch:Indigenous Americans and Globalization
2021/22SAMPLE YEAR-LONG COURSE PLAN –ORIGINS17Red –new content in SY 21-22Green –moved content4.Read: “The Zapatistas in Mexico”5.Read: “The Trouble with Globalization”6.Read:“A Century of Refugees”7.Read: “Islam Alhashel” (Graphic biography)8.Read: “Ugandan Migrants” (Graphic biography)9.Activity: Claim Testing –Globalization 10.Activity: UN Sustainable Development Goals 11.Read: “The Anthropocene” 12.Read: “Why Does Genocide Still Happen?” 13.Watch:Globalization II -Good or Bad?: Crash Course World History #4214.Watch:Humans and Energy: Crash Course World History #20715.Activity: The World in 205016.Activity: Writing –Self Editing17.Assessment:Era 7 DBQ