WH 1200 Full Teacher Course Plan
OER PROJECT: WH 1200Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “WorldHistory Course Plan”, OER Project, www.oerproject.com/World History 1200 Course PlanAnne Koschmider, World History Teacher, MichiganOverviewAs a World History & Geography teacher working with sophomores, I design my course to balance a skills-based approach with standards-aligned content and engaging, hands-on learning experiences. Guided by the OER Project curriculum, I align instruction withthe Michigan High School Content Expectations while emphasizing historical thinking skills such as sourcing analysis, claim testing, contextualization, comparison, and continuity and change over time. I regularly incorporate interactive activities to makehistory come alive and move beyond memorization. By connecting global history to students’ personal experiences and contemporary issues, I aim to help students see themselves in the historical narrative and understand that history is not just something that happened in the past, but something that continues to shape their identities and the world around them.SchoolCadillac High SchoolBrief bioI have spent the past 21 years teaching World History to sophomores, alongside AP World History and AP Psychology, and I am deeply committed to helping students become thoughtful, critical thinkers who can apply what they learn to real-world contexts. I believe content is most meaningful when students can connect ideas across time and place and see their relevance in today’s world. Outside the classroom, I enjoy reading and have a passion for traveling internationally with students.Grades taught10-12Classes per day6Length of time per class58 minutesLength of school year180 daysNumber of students per year~160How is your content different from the course outline?To support student understanding and pacing, I use mid-unit assessments to break up the length and complexity of Units 7 and 8. Unit 7 is divided into two sections, with the first assessment focusing on World War I, the Armenian Genocide, and the Russian Revolution(total time is about 4 weeks), and the second addressing the interwar period and World War II(about 5 weeks). Similarly, Unit 8 includes two assessments, one centered on the Cold War (about 3 weeks) and another that prioritizes decolonization(about 3 weeks), allowing students to process
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 2For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.content in manageable segments while reinforcing key historical thinking skills.There are some assets I don’t use (typically for the sake of time) and other resources I’ve added in, which are noted in blue text. How does your skills instruction different from the course outline?During the first semester of the course, I employ a sequence of scaffolded DBQ activities that allow students to work up to a full-length essay by the end of the term. The progression includes: ●A baseline DBQ about Silk Road trade at the end of Unit 2 (designed to measure students’ initial skill levels and gather data to guide instruction)●An argument builder using the Columbian Exchange document set●A Mini-DBQ for Industrialization (first two paragraphs -(1) contextualization and claim and (2) a body paragraph using three documents)●A full-length DBQ for ImperialismCourse Learning Objectives Understand that history is a narrative, or a combination of narratives, shaped by the sources and perspectives you use to tell that story. Apply the evidence from sources using multiple perspectives and scales to evaluate (support, extend, or challenge) different narratives.Engage in meaningful historical inquiry by analyzing primary and secondary sources from multiple perspectives of gender, race, socioeconomic status, and other hierarchies to gain a deeper understanding of human history. Analyze the narrative of history using the course’s three frames: communities, networks, and production and distribution.Use historical thinking skills and reasoning practices such as contextualization, claim testing, sourcing, comparison, causation, and continuity and change over time to understand and evaluate the historical narrative.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Projected Pacing Guide*UnitLessonsPacingUnit 1—Narratives and Frames41 weekUnit 2—The Global Tapestry (1200 to 1450 CE)94.5 weeksUnit 3—Transoceanic Connections (1450 to 1750 CE) 94 weeksUnit 4—Revolutions (1750 to 1914 CE)52.5 weeksUnit 5—Industrialization (1750 to 1914 CE)84 weeks
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 3For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Unit 6—Empire & Other Consequences of Industrialization (1850 to 1950 CE)42 weeksUnit 7—Global Conflict (1914 to 1945 CE)89 weeksUnit 8—Cold War and Decolonization (1945 to 1990 CE)76 weeksUnit 9—Globalization (1900 to the Present)83 weeks*Takes into accountschool holidays, in-service days, and other commonly missed time such as testing days.Unit 1: Narratives and FramesUnit 1 Problem: How does changing perspectives change our understanding of history?Unit 1 Learning Objectives1.Examine how historians frame history by creating narratives of different scales of time and space.2.Evaluate how historical accounts are complicated and enriched by multiple perspectives.3.Understand the course frames of communities, networks, and production and distribution, and how they can be used to analyze history. Unit 1 OverviewLesson 1.1: History StoriesLesson 1.1 DQ: Why does it matter what stories we tell about the past?1.Opener: History Stories a.Opener: A Big Moment 2.Looking Aheada.Activity: Unit 1 Notebook: Part 13.Making Videos and History Usable a.Activity: How to Watch Videos b.Video: What Makes History Usable4.Why Do Multiple Perspectives Matter?a.Video: The Danger of a Single Storyb.Activity: The Historian and the Author 5.Closer: History Storiesa.Closer: A Big Moment: From Another Perspective 6.Exploring Multiple Perspectivesa.Extension Activity: The Danger of a Single Story: Viewing Guide Lesson 1.2: What Is World History?Lesson 1.2 DQ: Why is learning history important?1.Opener: What Is World History?a.Opener: Zooming Out 2.Claim Testinga.Activity: Claim Testing: Introduction3.Reading History
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 4For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.a.Activity: Introduction to Three-Step Reading b.Article: “Unit 1 Introduction: History Stories” 4.Closer: What Is History?a.Closer: Zooming In History FramesLesson 1.3: History FramesLesson 1.3 DQ: What are frames and how do they shape our perspectives on historical events?1.Opener: History Frames a.Opener: Defining the Frames 2.Introducing the Frames a.Video: Frame Concept Introduction 3.Getting to Know the Three Frames a.Activity: Frames Overview b.Video: Communities Frame Introductionc.Video: Networks Frame Introductiond.Video: Production and Distribution Frame Introduction4.Closer: History Frames a.Closer: Draw the FramesLesson 1.4: History and MemoryLesson 1.4 DQ: How does history shape our societies and the ways we think about ourselves?1.Opener: History and Memory a.Opener: Worst Day Ever?2.Graphic Biographies a.Activity: How to Read Comicsb.Activity: Getting to Know Comics3.The Purpose of Memory and Historya.Activity: Three-Step Reading for Graphic Biographiesb.Graphic Biography: History and Memory4.Closer: History and Memorya.Closer: Unit 1 Notebook: Part 2Teacher Unit Notes: I like to point out that “history” includes the word “story.” These opening lessons set the tone for an inquiry-based World History course by positioning students as active historians from the very beginning. Activities centered on storytelling, multiple perspectives, claim testing, and historical frames encourage students to question single narratives and think critically about how the past is organized and explained. Unit 2: The Global Tapestry (1200 to 1450 CE) Unit 2 Problem:How did networks of exchange connect societies, and how were communities changed by these connections?
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 5For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Unit 2 Learning Objectives1.Analyze the different ways humans formed communities in Afro-Eurasia, the Americas, and the Pacific. 2.Investigate regional networks of exchange that connected societies and how communities were impacted by these connections. 3.Assess the causes and effects of the expansion and contraction of networks during this era. 4.Evaluate the positive and negative impacts of interconnection on different communities around the world.Unit 2 OverviewLesson 2.1: The Global Tapestry Lesson 2.1 DQ: How did networks of exchange connect societies, and how were communities changed by these connections?1.Opener: The Global Tapestrya.Opener: A 3-2-1 Global Glimpse2.Looking Aheada.Activity: Unit 2 Notebook: Part 13.Framing Unit 2a.Video: Frames in Unit 2b.Activity: Pick a Frame 4.Closer: The Global Tapestrya.Closer: Extra, Extra, Read All About it!Afro-EurasiaLesson 2.2: Introducing Afro-EurasiaLesson 2.2 DQ: How did governments and religions work together to organize communities during this period?1.Exploring Afro-Eurasiaa.Article: “Communities in Afro-Eurasia”b.Article: “State and Religion in Afro-Eurasia”c.Activity: Communities and Religion in Afro-EurasiaLesson 2.3: Dar al-IslamLesson 2.3 DQ: How did the spread of Islam influence human communities and networks in Afro-Eurasia?1.Opener: Dar al-Islama.Opener: What’s Happening Here?2.Contextualizing Historya.Activity: Contextualization: Introduction
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 6For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.3.A Golden Age of Islama.Article: “Dar al-Islam” 4.Crusadesa.Video: Causes and Consequences of the Crusadesb.Activity: Conflict vs. Connection 5.Mansa Musaa.Activity: Contextualization: Mansa Musab.Video: Mansa Musa and Islam in Africa: Crash Course World History #16Lesson 2.4: The Mongol EmpireLesson 2.4 DQ: How did the Mongols manage to build and maintain history’s largest land-based empire?1.Opener: The Mongol Empirea.Opener: Expanding an Empire Part 12.Sourcinga.Activity: Sourcing: Introduction b.Activity: Sourcing: Introduction Excerpts3.The Mongol Empirea.Article: “Written in the Stars: Secrets of the Mongol Empire”b.Graphic Biography: Sorqoqtani Beki4.Quick Sourcinga.Article: “Source Collection: Mongol Collection”b.Activity: Quick Sourcing: Introduction 5.Closer: The Mongol Empirea.Closer: Expanding an Empire Part 26.More Mongolsa.Extension Video: Wait for It... the Mongols! Crash Course World History #17Lesson 2.5: The Silk RoadLesson 2.5 DQ: Why did trade networks expand in Afro-Eurasia during this period?1.Opener: Afro-Eurasian Networks a.Opener: World Travelers2.Trade Routesa.Article: “Indian Ocean Routes”b.Activity: Making Claims: Expanding Networks3.Simulating Trade a.Activity: Silk Road Simulation4.Closer: Afro-Eurasian Networks a.Closer: Quiz MasterAmericas and the PacificLesson 2.6: Communities in the Americas and OceaniaLesson 2.6 DQ: How were communities organized in the Americas and Oceania?
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 7For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Communities of the Americasa.Article: “The Americas 1200–1450” b.Video: Communities of Movementc.Activity: Time Traveler’s Journal2.Communities of Oceania a.Article: “Oceania, c. 1200–1450 CE”b.Graphic Biography: Kupe3.Closer: Communities in the Americas and Oceaniaa.Closer: Three Images and a CaptionLesson 2.7: Long-Distance Trade in the AmericasLesson 2.7 DQ: How were different regions of the Americas connected by trade in this period?Opener: Long-Distance Trade in the Americas1.Opener: Long-Distance Trade in the Americasa.Opener: Networks in the Americas2.Indigenous American Trade Routes a.Article: “Long-Distance Trade in the Americas” 3.Connecting the Americasa.Video: World of Chacob.Activity: Mapping Trade in the Americas 4.Closer: Long-Distance Trade in the Americasa.Closer: Map SketchConsequences of ConnectivityLesson 2.8: Cultural ConsequencesLesson 2.8 DQ: What were the positive and negative consequences of increased connectivity?1.Opener: Cultural Consequences a.Opener: Review and Preview2.Causation and the Camel a.Activity: Causation: Introduction b.Activity: Alphonse the Camel Story3.The Past Is a Foreign Countrya.Activity: Comparison: Life in 1200 and Today 4.Closer: Cultural Consequences a.Closer: Pros and Cons of Cultural Connectivity Lesson 2.9: The Black DeathLesson 2.9 DQ: How did the Black Death spread so far and so quickly in Afro-Eurasia?1.Opener: The Black Deatha.Opener: Causal Map: Jack and the Giant Beanstalk
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 8For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.2.Trade and Consequence a.Activity: What Are You Trading?3.Causation and the Black Deatha.Article: “Trade Networks and the Black Death” b.Activity: Causation: The Black Death 4.Mapping the Black Deatha.Activity: Causal Map: The Black Death5.Closer: The Black Deatha.Closer Unit 2 Notebook: Part 26.Writing: Impact of the Silk Roada.Assessment: Pre-Writing: Trade Networksb.Assessment: DBQ Sources Trade Networksc.Assessment: Writing: Trade NetworksTeacher Unit Notes: I like to emphasize the interregional scale of interactions between 1200-1450 CE. This means that we will be taking a “world tour” of regions that comprise the Global Tapestry unit. Compared to the first unit, this one will probably feel lengthy to students (and teachers). However, it’s important to take the time to do the introductory skill activities that roll out skills with non-history examples before students apply the skills to course content. For example, have students do the sourcing introductory activity with campus lunch policy before sourcing documents about the Mongols. One more thing: I highly recommend the Silk Road trade simulation and the What Are You Trading? activity! These are great for engaging students and building classroom community as they move around the room and interact with each other. Unit 3: Transoceanic Connections (1450 to 1750 CE)Unit 3 Problem: How did transoceanic connections transform economic systems and societies in different parts of the world? Unit 3 Learning Objectives1.Understand and evaluate the expansion and consequences of regional networks and the formation of global exchange networks. 2.Analyze how the Columbian Exchange positively and negatively impacted societies, trade, networks, and the environment. 3.Evaluate the development of new hierarchies based on social class and race during this historical era. 4.Compare the characteristics of the new oceanic empires that emerged in this period to earlier forms of empires.
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 9For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Unit 3 OverviewLesson 3.1: Transoceanic ConnectionsLesson 3.1 DQ: How did transoceanic connections transform global economic systems and societies in different parts of the world?1.Opener: Transoceanic Connections a.Opener: Picture Preview: Transoceanic Connections2.Looking Aheada.Activity: Unit 3 Notebook: Part 13.Frames in Unit 3a.Video: Unit 3 Framesb.Activity: Redraw the Frames: Transoceanic Connections 4.Closer: Transoceanic Connectionsa.Closer: Charting the Changes Early Modern EmpiresLesson 3.2: Land-Based Empires Lesson 3.2 DQ: How did land-based empires maintain control over such vast regions?1.Opener: Land-Based Empiresa.Opener: Empire Challenge2.Ottoman Empirea.Activity: Claim Testing: Evidenceb.Article: “A Sublime Empire: Ottoman Rule on Land and Sea” c.Graphic BIography: Mawläy 'Abd al-Mälik3.Qing Dynastya.Article: “China Under Ming and Qing Rule”b.Graphic Biography: Zheng Hec.Activity: Empire Building4.Closer: Land-Based Empiresa.Closer: Emperor Reflection5.The Mughals a.Extension Article: “Mughal Empire”Lesson 3.3: Age of Exploration Lesson 3.3 DQ: How were European oceanic empires different from land-based empires?1.Routes to the Easta.Article: “Indian Ocean Networks”b.Graphic Biography: Yasukec.Video: Study Hall episode 11: “Riding the Waves of Oceanic Trade”d.Activity: Navigating the Age of Exploration2.Oceanic Empires
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 10For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.a.Article: “Oceanic Empires, 1450 to 1750”b.Activity: Visualizing Oceanic Empires3.Comparing Empiresa.Comparison: Gunpowder Empires vs. Oceanic Empires European Empires in the AmericasLesson 3.4: ConquestLesson 3.4 DQ: How did Europeans conquer empires in the Americas, and how did Indigenous people resist?1.Opener: Conquest a.Opener: Ranking Reasons Part 12.Colonizing the Americasa.Article: “European Colonies in the Americas”b.Activity: Sourcing: Spanish Conquest of the Aztec Empire 3.Closer: Conquesta.Closer: Ranking Reasons Part 2Lesson 3.5: The Columbian ExchangeLesson 3.5 DQ: What were the causes and effects of the Columbian Exchange?1.Opener: The Columbian Exchange a.Opener: Mapping a Meal2.What Was the Columbian Exchange?a.Article: “The Columbian Exchange” 3.Food and the Columbian Exchangea.Activity: World Zone Café 4.Closer: The Columbian Exchangea.Closer: For Better or Worse5.Writing: Impacts of the Columbian Exchangea.Extension Activity: Pre-Writing: Analysis and Evidence b.Assessment: DBQ Sources: The Columbian Exchangec.Assessment: Columbian Exchange Argument BuilderLesson 3.6: The Transatlantic Slave TradeLesson 3.6 DQ: What were the causes and effects of the Atlantic slaving system?1.Opener: The Transatlantic Slave Tradea.Opener: Primary Source Preview2.The Transatlantic Slave Tradea.Article: “The Transatlantic Slave Trade”3.The Middle Passagea.Video: Impact of the Slave Trade: Through a Ghanaian Lens b.Activity:Curating the Past4.Closer: The Transatlantic Slave Trade
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 11For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.a.Closer: Primary Source Reflection The First Global EconomyLesson 3.7: The Plantation SystemLesson 3.7 DQ: How was slavery in the Atlantic plantation system different from earlier forms of slavery?1.Opener: The Plantation Systema.Opener: Image Preview2.Enslavement in the Americasa.Article: “Race and Coerced Labor I: How did People Become Property?”b.Article: “Race and Coerced Labor II: Motivations and Justifications” c.Activity: Argument Builder 3.Closer: The Plantation Systema.Closer: Reflection: Atlantic Plantation SystemLesson 3.8: Transatlantic MigrationLesson 3.8 DQ: What were the causes and effects of increased global exchange and migration?1.Opener: Transoceanic Migrationa.Opener: Making Transoceanic Connections2.Why Did People Migrate?a.Activity: Causation: Migrationb.Article: “Transatlantic Migration Patterns” 3.Closer: Transoceanic Migrationa.Closer: Global ConnectionsLesson 3.9: The Business of EmpireLesson 3.9 DQ: How did the development of new economic systems and new oceanic empires support each other?1.Opener: The Business of Empirea.Opener: CCOT: Introduction 2.Capitalism and Empirea.Article: “Overview of New Economic Systems” b.Activity: Our Interconnected World3.Continuity and Change Over Time: Transoceanic Connections a.Activity: CCOT: The Global Tapestry to Transoceanic Connections 4.Closer: The Business of Empirea.Closer: Unit 3 Notebook: Part 2Teacher Unit Notes: This unit presents a valuable opportunity to discuss periodization with students as you emphasize why1450 is a turning point in history, for land-based and maritime empires alike. The CCOT activity is effective for helping students explore this topic. Also, I’d like
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 12For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.to highlight the Our Interconnected World activity. It is very memorable for students and provides a powerful visual representation of global interconnectedness.Unit 4: Revolutions (1750 to 1914 CE)Unit 4 Problem: How did people transform the political systems under which they lived, and were these changes felt equally around the world and within communities?Unit 4 Learning Objectives1.Analyze how the roles of sovereignty, individualism, and the fight for equality influenced the political revolutions discussed in this unit. 2.Assess the role of nationalism in the creation of new empires and the rise of the nation-state. 3.Evaluate how nationalism affected different societies and ethnic groups around the world. Unit 4 OverviewLesson 4.1: Revolutions Lesson 4.1 DQ: How did people transform the political systems under which they lived, and were these changes felt equally around the world and within communities?1.Opener: Revolutionsa.Opener: So You Want a Revolution?2.Looking Aheada.Activity: Unit 4 Notebook Part 13.Framing Unit 4a.Video: Unit 4 Framesb.Activity: Frames Timeline4.Closer: Revolutions a.Closer: Revolution Reflection Age of RevolutionsLesson 4.2: The Enlightenment Lesson 4.2 DQ: How did Enlightenment ideas help spark revolution?1.Opener: The Enlightenment a.Opener: Revolution or Evolution? 2.Revolutionary Ideas a.Article: “The Enlightenment” b.Article: “Sovereignty” c.Activity: Who Benefited?3.Activity: Words of the Enlightenment a.Activity: Enlightenment Quotes
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 13For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Lesson 4.3: Atlantic Revolutions Lesson 4.3 DQ: How was the period from 1750 to 1825 an Age of Revolutions?1.Opener: Atlantic Revolutions a.Opener: Visual Vote 2.Revolutions Around the World a.Article: “The Atlantic Revolutions” b.Video: Haitian Revolution c.Activity: Recipe for a Revolution 3.Closer: Atlantic Revolutionsa.Closer: What Do You Care About? NationalismLesson 4.4: Origins of NationalismLesson 4.4 DQ: Why do we live in a world of nation-states today?1.Opener: Origins of Nationalisma.Opener: Who Am I?2.Inventing the Nationa.Article: “Origins and Impact of Nationalism” b.Video: Nationalismc.Activity: Nationalism or Not?3.Closer: Origins of Nationalisma.Closer: Responsibility and CompassionLesson 4.5: Nationalism Spreads Lesson 4.5 DQ: What caused nationalism to spread around the world in the nineteenth century?1.Springtime of Nationsa.Article: “The World Revolution of 1848” b.Activity: Revolution Roadblocks2.Connecting Revolutionary Movementsa.Activity: CCOT: Transoceanic Connections to Revolutions3.Closer: Nationalism Spreadsa.Closer: Unit 4 Notebook: Part 2Teacher Unit Notes: Like Unit 3, this unit presents an opportunity to discuss periodization. It’s good to let students know why the long nineteenth century is so called, and note that Units 4, 5, and 6 will all be happening during the same time period. Unit 4 also presents valuable opportunities for students to practice causation in a dynamic format with the Recipe for Revolution activity. Finally, course assets such as the “Who Benefited?” and CCOT activities help students continually evaluate who benefited from revolutionary change and who was left out.
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 14For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Unit 5: Industrialization (1750 to 1914 CE)Unit 5 Problem:How did industrialization transform societies around the world? Unit 5 Learning Objectives1.Understand and evaluate the causes of the Industrial Revolution and analyze how it changed human communities, networks, production and distribution, and the environment. 2.Analyze how industrialization impacted people’s lives in the long nineteenth century, and how these impacts continue to affect our modern world.3.Assess the new labor and economic systems that emerged during the long nineteenth century. 4.Evaluate why people’s perceptions of labor, slavery, gender, and childhood changed during this era.Unit 5 OverviewLesson 5.1: IndustrializationLesson 5.1 DQ: How did industrialization transform societies around the world?1.Opener: Industrialization a.Opener: Song of the Shirt2.Looking Aheada.Unit 5 Notebook: Part 13.Framing Unit 5a.Video: Unit 5 Framesb.Activity: Pick a Frame 4.Closer: Industrializationa.Closer: Industrial Connections5.Reviewing for Claim and Focusa.Extension Activity: Writing: Revising Claim and FocusThe Industrial RevolutionLesson 5.2: Origins of IndustrializationLesson 5.2 DQ: How did the Industrial Revolution begin?1.Building Citiesa.Activity: Urbanization Game2.The Industrial Revolution Beginsa.Article: “The Industrial Revolution”b.Video: Origins of the Industrial Revolution c.Activity:Igniting Industry3.Closer: Origins of Industrialization a.Closer: Making Claims: Industrialization
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 15For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Lesson 5.3: The Industrial Revolution Spreads Lesson 5.3 DQ: How were different regions impacted by the spread of industrialization?1.Opener: The Industrial Revolution Spreadsa.Opener: Transformation of Manchester b.Image Carousel: Transformation of Manchester2.Industrialization Around the World a.Activity: When Countries Industrialized 3.Closer: The Industrial Revolution Spreadsa.Closer: Image-Sentence-WordLesson 5.4: Industrialization in Egypt and JapanLesson 5.4 DQ: How did Egypt and Japan experience industrialization in the nineteenth century?1.Opener: Industrialization in Egypt and Japana.Opener: What If?2.Japan’s Industrial Revolutiona.Article: “Meiji Restoration: Japan's Industrial Revolution” b.Graphic Biography: Iwasaki Yatarō3.Industrialization in Egypta.Article: “Muhammad Ali: Egypt's Industrial Revolution” b.Activity: Comparison: Egypt and Japan 4.Closer: Industrialization in Egypt and Japana.Closer: Would You Rather?Lesson 5.5: Economic Systems and the Working Class Lesson 5.5 DQ: How did workers respond to the changes of industrialization?1.Opener: Economic Systems and the Working Classa.Opener: Pyramids of Societyb.Image Carousel: Pyramids of Capitalism2.The Working Classa.Activity: Assembly Line Simulation b.Article: “Responses to Industrialization” 3.Challenging Industrial Capitalism a.Video: Capitalism and Socialism: Crash Course World History #33 b.Article: “Rise of the Proletariat” 4.Closer: Economic Systems and the Working Classa.Closer: Ask Ottilie b.Closer Graphic Biography: Ottilie Baader5.Economic Theoriesa.Extension Activity: Economic Systems Simulation
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 16For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Reform MovementsLesson 5.6: AbolitionistsLesson 5.6 DQ: What impact did abolitionist movements have on political and economic structures during the long nineteenth century?1.Opener: Abolitionists a.Opener: Harriet Forten Purvis: First Glance2.Abolishing Slavery a.Article: “Why Was Slavery Abolished? Three Theories” b.Activity: Sourcing: Why was Slavery Abolished? 3.Opener: Abolitionistsa.Closer: Harriet Forten Purvis: Another Lookb.Closer Graphic Biography: Harriet Forten PurvisLesson 5.7: Child LaborLesson 5.7 DQ: How did ideas about child labor shift during the long nineteenth century, and what brought about these changes?1.Opener: Child Labora.Opener: Quote Hook: Child Labor2.Child Labor Reformsa.Activity: Contextualization: Child Labor b.Article: “Child Labor and Reform Movements” 3.Children at Worka.Activity: The Sadler Report Lesson 5.8: Women’s RightsLesson 5.78 DQ: How did the roles and perceptions of women in society change during the long nineteenth century?1.Opener: Women’s Rightsa.Opener: Household Hints2.Women’s Suffrage Movementsa.Activity: Women’s Suffrage Around the World b.Article: “A World Tour of Women's Suffrage” 3.Gender Rolesa.Article: “Changing Gender Roles” b.Activity: Claim Testing: Social Class and Gender4.Closer: Women’s Rightsa.Closer: Unit 5 Notebook: Part 25.Writing: Industrialization Impacts a.Assessment: Pre-Writing: Organization and Language/Styleb.Assessment: DBQ Sources: Industrialization in the Long Nineteenth Centuryc.Assessment: Writing: Industrialization in the Long Nineteenth Century
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 17For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Teacher Unit Notes: Unit 5 materials help students develop an understanding of industrialization as an uneven, global process rather than a single European event. The simulations, image analysis, and graphic biographies help students connect large-scale change to individual experiences. Emphasizing claim-building, sourcing, and comparison allows students to evaluate different responses to industrialization while making connections to modern issues of labor, inequality, and economic systems.Unit 6: Empire and Other Consequences of Industrialization (1850 to 1950 CE)Unit 6 Problem:How were industrial empires created and contested, and how did those processes shape our world today?Unit 6 Learning Objectives1.Describe how industrialization and nationalism led to imperialism and the expansion of empires. 2.Understand and evaluate how communities responded to increased industrialization and the expansion of empires. 3.Examine the ways in which colonialism directly impacted societies, and how colonialism continues to do so today.4.Analyze the different ways colonized people responded to colonialism. Unit 6 OverviewLesson 6.1: Empire and Other Consequences of Industrialization Lesson 6.1 DQ: How were industrial empires different from earlier types of empires?1.Opener: Empire and Other Consequences of Industrialization a.Opener: Imperialism “Maptivity”2.Looking Aheada.Unit 6 Notebook: Part 13.Framing Unit 6a.Video: Unit 6 Framesb.Activity: Redraw the Frames: Empire and Other Consequences of Industrialization4.Closer: Empire and Other Consequences of Industrializationa.Closer: Imperialism, Colonialism, or Responses? Imperialism and ColonialismLesson 6.2: Industrial ImperialismLesson 6.2 DQ: How did the rise of industry contribute to the rise of empires?1.Opener: Industrial Imperialisma.Opener: Matching Cause and Effect2.The New Imperialisma.Article: “Industrial Imperialism, the ‘New’ Imperialism”
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 18For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.b.Activity: Gentlemen of the Jungle3.Ideology, Industry, and Gunsa.Activity: Imperialism Cartoonsb.Activity: Claim Testing: Imperialism 4.Closer: Industrial Imperialism a.Closer: 3-2-1 ReflectionLesson 6.3: ColonialismLesson 6.3 DQ: What motivated colonialism, and what were the goals of colonial powers?1.Opener: Colonialisma.Opener: Quick Cartoon Analysis2.Debating Imperialisma.Activity: Sourcing: Differing Perspectives on Imperialism 3.The Opium Warsa.Activity: Contextualization: Opium Warsb.Article: “Opium Wars and Economic Imperialism” 4.Closer: Colonialisma.Closer: Making HeadlinesLesson 6.4: Resisting Colonialism Lesson 6.4 DQ: How did colonized people resist colonial control?1.Opener: Resisting Colonialisma.Opener: Motive, Goal, or Both?2.Resistance in Indiaa.Activity: Causation: Indian Uprisingb.Article: “1857 Indian Uprising” 3.Patterns of Resistance a.Article: “Responses to Industrial Imperialism” b.Activity: Resistance One-Pager4.Closer: Resisting Colonialisma.Closer: Unit 6 Notebook: Part 25.Writing: Evaluating Responses to Colonial Rulea.Assessment: Pre-Writing: Responses to Colonial Ruleb.Assessment: DBQ Sources: Responses to Colonial Rulec.Assessment: Writing: Responses to Colonial RuleTeacher Unit Notes: As in Units 4 and 5, this unit helps students examine the long nineteenth century through the lens of industrialization and nationalism, with a focus on how these forces led to the creation and expansion of empires. It is useful to emphasize how imperialism differed from earlier forms of empire and to consistently center the perspectives of colonized peoples. Activities such as map analysis, political cartoons, sourcing, and resistance case studies provide meaningful opportunities for students to practice causation, claim testing, and perspective analysis.
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 19For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Unit 7: Global Conflict (1914 to 1945 CE)Unit 7 Problem:What caused the global conflicts and atrocities from 1914 to 1945, and how did people experience this period of global war?Unit 7 Learning Objectives1.Analyze the causes, scale, and consequences of global conflict in this historical era. 2.Assess World War I and World War II as total and global wars. 3.Understand the rise of authoritarianism in various regions of the world, including its causes and consequences.4.Understand and evaluate the causes, scale, and consequences of the Holocaust.Unit 7 OverviewLesson 7.1: Global Conflict Lesson 7.1 DQ: What caused the global conflicts and atrocities from 1914 to 1945, and how did people experience this period of global war?1.Opener: Global Conflict a.Opener: The Path to Global Conflict2.Looking Aheada.Unit 7 Notebook: Part 13.World Warsa.Video: Unit 7 Overviewb.Article: “Unit 7 Introduction: Global Conflict, 1914 to 1945 CE” 4.Closer: Global Conflicta.Closer: World War I “Maptivity” Lesson 7.2: Causes of the First World WarLesson 7.2 DQ: What caused World War I?1.Opener: Causes of the First World War a.Opener: Tug of War2.A War to End All Warsa.Article: “What Caused the First World War?” b.Video: How did WW1 Start?c.Activity: “MAIN” Causes of War3.Global Conflicta.Activity: Our Interconnected Worldb.Article: “The First World War as a Global War”4.Closer: Causes of the First World Wara.Closer: Tug of War Revisited 5.World War I Up Closea.Extension Activity: World War I Posters
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 20For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Lesson 7.3: The First Total WarLesson 7.3 DQ: How was World War I different from previous conflicts?1.Opener: The First Total Wara.Opener: Defining Total War2.Events of World War Ia.Article: “The Course of the First World War”3.What Is Total War?a.Article: “World War I: A Total War?” b.Activity: Over the Topc.Activity:Making Claims: World War I4.Living in Total Wara.Graphic Biography: Helen Fairchildb.Graphic Biography: Dr. Rosa Luxemburgc.Activity: World War I Letters5.Closer: The First Total War a.Closer: Re-defining Total War 6.Technologies of World War Ia.Extension Video: British Gas Hoodb.Extension Video: Trench Fighting Tools Lesson 7.4: A World RemadeLesson 7.4 DQ: How were different groups of people affected by the First World War?1.Opener: A World Remadea.Opener: Planning for Peace 2.The Treaty of Versaillesa.Activity: World War I Peace Talks 3.Social Revolutionsa.Article: “The Power of One: The Russian Revolution”4.Closer: A World Remadea.Closer: Ripple Effects of World War I 5.Atrocity in the Ottoman Empirea.Extension Video: Armenian Genocide InterwarLesson 7.5: The Great DepressionLesson 7.5 DQ: How did an economic depression engulf the world in the interwar period?1.Opener: The Great Depressiona.Opener: Visual Hookb.Image Carousel: Great Depression Around the World2.Hard Timesa.Article: “Global Great Depression” b.Activity: Contextualization: The Great Depression
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 21For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.3.Closer: The Great Depressiona.Closer: News HeadlinesLesson 7.6: Competing Ideologies Lesson 7.6 DQ: Why did extremist ideologies like fascism emerge during the interwar period?1.Opener: Competing Ideologiesa.Opener: A Nation in Crisis2.A New Threata.Video: Internationalism Between the Wars b.Video: What Is Fascism? c.Article: “Exercising Authoritarianism” d.Activity:Political Party Platform3.Closer: Competing Ideologiesa.Closer: Power, Propaganda, and Pad Thaib.Closer Graphic Biography: Plaek PhibunsongkhramWorld War IILesson 7.7: World War II: CausesLesson 7.7 DQ: What were the causes of the Second World War?1.Opener: World War II: Causesa.Opener: Vocab Review 2.The Road to Ruina.Activity: Appeasement 3.Axis vs. Alliesa.Article: “The Second World War” b.Article: “Economics in the Second World War” c.Activity: Causation: World War II4.Closer: World War II: Causesa.Closer: Argument Builder Lesson 7.8: World War II: The CostsLesson 7.8 DQ: What were the consequences of World War II?1.Opener: World War II: The Costsa.Opener: “First They Came” Quote Analysis 2.A Shattered Worlda.Video: The Fallen of World War II b.Article:“Thirty Years of Continuous War”c.Activity: Claim Testing: Global Conflict 3.Never Againa.Article: “The Holocaust” b.Graphic Biography: Manuel Quezonc.Graphic Biography: Sophie Scholl
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 22For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.d.Article: “Nuremberg Laws, Nuremberg Trials”e.Activity: Assessing Responsibility and Conscience 4.The Bomb a.Article: “Nuclear Weapons” b.Activity: CCOT: Empire to Global Conflict5.Closer: World War II: The Costsa.Activity: Unit 7 Notebook: Part 26.Writing: Rise of the Nazi Partya.Assessment: Pre-Writing: Rise of the Nazi Partyb.Assessment: DBQ Sources: Rise of the Nazi Party c.Assessment: Writing: Rise of the Nazi Party Teacher Unit Notes: I break Unit 7 into two parts with a mid-unit assessment to keep the content manageable and to support students as the material becomes increasingly complex and emotionally challenging. The first half focuses on World War I, the Armenian Genocide, and the Russian Revolution, while the second half examines the interwar period, World War II, and the Holocaust. This pacing allows students time to process difficult histories with care and empathy while tracking causation, continuity, and change across the period. Throughout the unit, activities such as sourcing, graphic biographies, and claim testing help students analyze global conflict as both a political and human experience, while writing tasks reinforce connections between economic crisis, extremist ideologies, and mass violence in a thoughtful and responsible way.Unit 8: Cold War and Decolonization (1945 to 1990 CE)Unit 8 Problem:What can we learn when we study the Cold War and decolonization together?Unit 8 Learning Objectives1.Evaluate how the Cold War and decolonization are intertwined in the history of this period. 2.Analyze how political and economic power shifts occurred as a result of World War II and how these shifts led to the Cold War. 3.Evaluate the connection between nationalism and decolonization movements during the period of the Cold War.Unit 8 OverviewLesson 8.1: Cold War and Decolonization Lesson 8.1 DQ: What were the linkages between the Cold War and decolonization?1.Opener: Cold War and Decolonizationa.Opener: Brain Warm-Up: Cold War2.Looking Aheada.Activity: Unit 8 Notebook: Part 1
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 23For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.3.New Global Conflictsa.Video: Unit 8 Overview4.Closer: Unit 8 Overviewa.Closer: Poster Previewb.Image Carousel: Poster PreviewThe Cold WarLesson 8.2: Origins of the Cold WarLesson 8.2 DQ: What led to the competition between Soviet-style communism and American capitalism?1.Opener: Origins of the Cold Wara.Opener: Sort it Out: Communism or Capitalism?2.What Caused the Cold War?a.Article: “Cold War: An Overview” b.Activity: Sourcing: Who Started the Cold War?c.Activity: Sourcing: Who Started the Cold War? Excerpts3.Mutually Assured Destructiona.Activity: Simulation: Cold War Crisisb.Article: “Arms Race, Space Race”c.Activity: Berlin Wall Tetris4.Closer: Origins of the Cold Wara.Closer: Breaking NewsLesson 8.3: The Global Cold WarLesson 8.3 DQ: How did the conflict between the US and USSR affect the rest of the world?1.Opener: The Global Cold Wara.Opener: Ideological Tug of War2.Proxy Warsa.Article: “The Cold War Around the World” b.Activity: Who is “Winning” the Cold War?3.Who Won the Cold War?a.Article: “The Collapse of Communism”b.Activity: CCOT: Global Conflict to the Cold War4.Closer: The Global Cold Wara.Closer: Decolonization and the Cold War DecolonizationLesson 8.4: The End of EmpireLesson 8.4 DQ: Why did so many colonies achieve independence after 1945?1.Winds of Changea.Article: “Connecting Decolonization and the Cold War”
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 24For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.b.Activity: Tool or Weapon?2.Women and Decolonizationa.Activity: Women and Decolonizationb.Article: “Decolonizing Women”3.Closer: The End of Empirea.Closer: Decolonization ReflectionsLesson 8.5: Decolonization Around the WorldLesson 8.5 DQ: What role did the Cold War play in anticolonial movements in Africa, the Middle East, and Asia?1.Opener: Decolonization Around the Worlda.Opener: Liberation Strategies2.Comparing Decolonization Strugglesa.Article: “Making the Global Local: Comparing Decolonization in India, Vietnam, Nigeria, and Algeria”3.Decolonization in the Middle Easta.Article: “The Middle East and the End of Empire”4.Decolonization in India a.Article: “And Then Gandhi Came: Nationalism, Revolution, and Sovereignty”5.Decolonization in Ghanaa.Video: Resisting Colonialism: Through a Ghanaian Lensb.Graphic Biography: Kwame Nkrumahc.Activity: Decolonization Around the World6.Closer: Decolonization Around the Worlda.Closer: Decolonization One-Pager7.Writing: Cold War and Decolonization a.Assessment: Pre-Writing: Cold War and Decolonizationb.Assessment: DBQ Sources: Cold War and Decolonization c.Assessment: Writing: Cold War and DecolonizationLesson 8.6: Communism in China Lesson 8.6 DQ: Why did communism take root in China and how did that have global ramifications?1.Opener: Communism in Chinaa.Opener: Seeing Redb.Image Carousel: Seeing Red2.The Cultural Revolutiona.Article: “Chinese Communist Revolution” b.Activity:Painting the Revolution Red c.Video: Students’ Tiananmen Square Protests Turn Deadly, Transforming U.S.-China Relationsd.Activity: The Tiananmen Square Protests3.Closer: Communism in Chinaa.Closer: Framestorm!4.Global Reactions to Communism
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 25For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.a.Extension Activity: Quick-Sourcing Activityb.Extension Article: “Source Collection: Communism”Lesson 8.7: Connecting Struggles for LiberationLesson 8.7 DQ: How were local fights against injustice connected to global trends in decolonization?1.Opener: Connecting Struggles for Liberationa.Opener: “A Change Is Gonna Come” 2.Civil Rights and Apartheid a.Article: “Civil Rights and Global Liberation”b.Article: “Apartheid”c.Activity: Soundtrack of Liberation 3.Closer: Connecting Struggles for Liberationa.Closer: Unit 8 Notebook: Part 2Teacher Unit Notes: The OER Project curriculum is the first I’ve come across that emphasizes how the Cold War and decolonization were really two intertwined processes rather than distinct occurrences. This narrative provides a useful throughline for the unit—be sure to emphasize it with students! That said, with so much important content in this unit (and so many opportunities to connect to current events), I like to break it up by doing a mid-unit assessment that leans more toward Cold War content with an end-of-unit assessment that leans more toward decolonization. Unit 9: Globalization (1900 CE to the Present)Unit 9 Problem:How has globalization made our lives today more interconnected while also producing new divisions and conflicts?Unit 9 Learning Objectives1.Assess how globalization both positively and negatively affects human communities, networks, and production and distribution. 2.Evaluate how globalization has impacted inequality within and between nations. 3.Investigate how different groups have responded to globalization.4.Analyze how human rights have been impacted in a modern world.5.Analyze how globalization has impacted the environment.Unit 9 OverviewLesson 9.1: Our Interconnected World Lesson 9.1 DQ: How are our lives today similar and different from each other, and how can history help explain these variations and commonalities?1.Opener: Our Interconnected Worlda.Opener: Word Cloud
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 26For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.2.Looking Aheada.Activity: Unit 9 Notebook: Part 13.Globalization Framesa.Video: Unit 9 Framesb.Activity: Redraw the Frames 4.Closer: Our Interconnected Worlda.Closer: Globalization JingleAn Age of Intense GlobalizationLesson 9.2: Is Globalization Good or Bad?Lesson 9.2 DQ: What are the benefits and challenges of globalization?1.Opener: Is Globalization Good or Bad?a.Opener: Quick Vocab2.Globalization: Good or Bad?a.Video: Globalization I –The Upside: Crash Course World History #41b.Activity:What’s the Downside of Globalization?c.Article: “The Trouble with Globalization”3.Closer: Is Globalization Good or Bad?a.Closer: Making Claims: Globalization Lesson 9.3: The Global EconomyLesson 9.3 DQ: Is globalization making the world more equal or increasing inequality?1.Opener: The Global Economya.Opener: Global Economic Challenges2.Global Productiona.Article: “Goods Across the World” b.Activity: Follow the Product3.Uneven Globalizationa.Article: “Is the World Flat or Spiky?”4.Webs of Globalizationa.Activity: Our Interconnected World: Frames 5.Closer: The Global Economy a.Closer: Economic Connections6.Globalization Up Closea.Extension Activity: Dollar Street ProjectLesson 9.4: The Great AccelerationLesson 9.4 DQ: Why has change accelerated since 1945?1.Opener: The Great Accelerationa.Opener: What’s New? 2.Accelerating Population Growth
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 27For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.a.Article: “Population and Environmental Trends, 1800 to the Present” b.Activity: Comparing the Most Populous Cities by Century, 1500 to Present 3.Closer: The Great Accelerationa.Closer: Time-Traveler Letter Social TransformationLesson 9.5: Global CommunitiesLesson 9.5 DQ: Why did ideas about human rights change after 1945?1.Opener: Global Communitiesa.Opener: What Are Rights? 2.The United Nationsa.Article: “International Institutions”3.Human Rightsa.Article: “Universal Rights”b.Activity: Comparison: Rights Documents 4.Closer: Global Communities a.Closer: Rights Under ConstructionLesson 9.6: Global Conflicts Lesson 9.6 DQ: How have the tensions of globalization sparked new conflicts?1.Opener: Global Conflictsa.Opener: Never Again2.Barriers to Progressa.Article: “Transnationalism and the Revival of Nationalism”b.Article: “Why Does Genocide Still Happen?” c.Activity: Claim Testing: Globalization 3.Terrorism a.Article: “September 11, 2001”b.Video: 9/11 Heroes: Surviving the Biggest Attack on U.S. Soilc.Activity: 9/11 Heroes: Surviving the Biggest Attack on U.S. Soil4.Closer: Global Conflictsa.Closer: Evaluating Global ConflictsLesson 9.7: Experiencing GlobalizationLesson 9.7 DQ: What challenges does globalization present to different communities around the world?1.Opener: Experiencing Globalizationa.Opener: Repatriation2.Forced Migrationa.Article: “A Century of Refugees”b.Graphic Biography: Islam Alhashel3.Closer: Experiencing Globalizationa.Closer: Unit 9 Notebook: Part 2
OER PROJECT: WH 1200WORLD HISTORY 1200 COURSE PLAN 28For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.What Comes Next?Lesson 9.8: The Anthropocene?Lesson 9.8 DQ: How will the transformations of globalization affect our world in the future?1.Opener: The Anthropocene?a.Opener: The World in 20502.Climate Changea.Video: Humans and Energy: Crash Course World History #207 b.Article: “The Anthropocene” 3.Frame-Buildinga.Activity: Build Your Own Frame 4.The Impact of Globalization: Progress or Problem?a.Assessment: Pre-Writing: Globalization b.Assessment: DBQ Sources: Globalizationc.Assessment: Writing: Globalization d.Extension Activity: Writing: Self Editing Teacher Unit Notes: I like to think of Unit 9 as a bridge between past and present, using history to help students make sense of the world they are living in now. Activities that trace global supply chains, examine human rights, and explore environmental change encourage students to apply historical thinking skills to current issues they recognize from their own lives. By intentionally connecting historical patterns to modern challenges, these materials help students see history as a tool for understanding the present and for thinking critically about the future.