WH 1750 Full Teacher Course Plan
OER PROJECT: WH 1750Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “WorldHistory Course Plan”, OER Project, www.oerproject.com/World History 1750 Course PlanJulianne Horowitz, World History Teacher, New YorkOverviewI use the World History 1750–Present course within a Social Studies and English Integrated elective class that meets every dayin a three-period block, which allows students the time and space to engage deeply with both historical content and related texts. The WH1750materials lend themselves well to this structure, as the driving questions, readings, and videos support sustained inquiry rather than rushed coverage. Students are able to return to key ideas across multiple days, connect historical arguments to literature, and refine their thinking through discussion and short writing tasks. My goal is that, over time, students come to see world history not as a textbook to get through, but as a set of questions worth wrestling with.SchoolOceanside Senior High SchoolBrief bioI am a National Board Certified teacher in my 22nd year of teaching in Long Island, NY. In that time,I’ve also advised student service clubs, taken on many student-teachers, and worked as an adjunct professor of education at Adelphi University. I can honestly say that working with the OERProject team has been a highlight in my career outside the classroom. Being able to collaborate and celebrate the growth of students’ skills over time is the reason I became a teacher and it’s the stuff that keeps me going! Outside of school, I enjoy spending time with my family, cooking, teaching fitness classes, and relaxing in the summer sunshine.Grades taught10th (WH1750) and 11th (APUSH)Classes per day5Length of time per class41 minutesLength of school year184 daysNumber of WHP students per year60How is your content different from the course outline?I follow the WH1750course outline fairly closely, with the biggest differences being due to time. As much as I want to include everything, I can only fit about 70% of what is offered on the WH1750website in a given school year. When torn between materials, I typically lean toward the NYS Framework’ content requirements.How does your skills instruction differ from the course outline?My course is an elective, but since students take this in place of their mandated 10th grade Global History course, I am still responsible for preparing them for the New York State Global History and Geography Regents’ Exam each year. Luckily the flexibility of the WH1750curriculum makes it easy to adapt lessons, combine activities, and select sources that best serve this purpose. You’ll see some of this blending in my Unit notes, particularly when discussing components like “Enduring Issues” alongside Frames, and using “Constructed Response” prompts in place of other writing activities.
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN2For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Course Learning Objectives 1.Understand that history is a narrative, or a combination of narratives, shaped by the sources and perspectives you use to tell that story. 2.Apply the evidence from sources using multiple perspectives and scales to evaluate (support, extend, or challenge) different narratives.3.Engage in meaningful historical inquiry by analyzing primary and secondary sources from multiple perspectives of gender, race, socioeconomic status, and other hierarchies to gain a deeper understanding of human history. 4.Analyze the narrative of history using the course’s three frames: communities, networks, and production and distribution.5.Use historical thinking skills and reasoning practices such as contextualization, claim testing, sourcing, comparison, causation, and continuity and change over time to understand and evaluate the historical narrative.6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Projected Pacing Guide*UnitLessonsPacing**Unit 1—The World in 1750 (1750 to 1914 CE)7Up to 3 weeksUnit 2—Liberal and National Revolutions (1750 to 1914 CE)73 ½ weeksUnit 3—Industrialization (1750 to 1914 CE)52 ½ weeksUnit 4—Reform Movements (1750 to 1914 CE)62 ½ weeksUnit 5—Industrial Empires (1750 to 1914 CE)53 weeksUnit 6—World War I (1914 to 1919 CE)52 weeksUnit 7—Interwar and World War II (1919 to 1945 CE)73 ½ weeksUnit 8—Cold War and Decolonization (1945 to 1991 CE)7Up to 5 weeksUnit 9—Globalization (1900 to the Present)82 weeks*Takes into accountschool holidays, in-service days, and other commonly missed time such as testing days.**Takes into account that some materials are completed as homework.Unit 1: The World in 1750 (1750 to 1914 CE)Unit 1 Problem: In 1750, how were humans and societies connected to each other, and how were they distinct and unique?Unit 1 Learning Objectives1.Understand and evaluate history as a discipline of study.2.Examine how historians frame history by creating narratives of different scales of time and space.3.Evaluate how history stories are complicated and enriched by multiple perspectives.4.Understand the course frames of communities, networks, and production and distribution, and how they can be used to analyze history.
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN3For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Unit 1 OverviewLesson 1.1: History Stories blended withLesson 1.4 History and MemoryLesson 1.1 DQ: Why does it matter what stories we tell about the past? and...Lesson 1.4 DQ: How does history shape our societies and the ways we think about ourselves?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.Graphic Biographies a.Activity: How to Read Comicsb.Activity: Getting to Know Comics6.The Purpose of Memory and Historya.Activity: Three-Step Reading for Graphic Biographiesb.Graphic Biography: History and Memory7.Closer: History Storiesa.Closer: A Big Moment: From Another Perspective Lesson 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.Activity: The relationship between the NYS “Enduring Issues” concept and the Frames conceptLesson 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.The World in 1750a.Video: Unit 1 Overview: The World in 17503.Claim Testinga.Activity: Claim Testing: Introduction4.Reading Historya.Activity: Introduction to Three-Step Reading
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN4For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.b.Article: “Unit 1 Introduction: The World in 1750”5.Closer: What Is History?a.Closer: Zooming In The World in 1750Lesson 1.5: Comparing Europe and China in 1750Lesson 1.5 DQ: How were eighteenth-century Europe and China similar and different?1.Opener: Comparing Europe and China in 1750 a.Opener: Gifts from the West2.A Tale of Two Powersa.Article: “European States and Empires” b.Article: “Qing Dynasty” c.Activity: Eighteenth-Century Battle Royale: Empire Edition 3.The Lord and the Pirate Queen1.Article: “Global Production and Distribution in 1750“ 2.Video: Macartney’s Expedition and the Global Economy3.Graphic Biography: Qing Shih4.Closer: Comparing Europe and China in 1750a.Closer: Cartoon Analysis: Macartney’s Visit5.Expanding Networks of Production and Distribution a.Extension Activity: Our Interconnected World Lesson 1.6: Eurasian Land-Based Empires in 1750Lesson 1.6 DQ: How did land-based empires maintain control over such vast regions?1.Opener: Eurasian Land-Based Empires in 1750a.Opener: The Write Side of History2.The Past is a Foreign Countrya.Activity: Comparison: Life in 1750 and Today 3.Empires on the Rise a.Activity: Empire Building b.Article: “The Ottoman Empire” c.Article: “Mughal Empire”d.Article: “The Tokugawa Shogunate” 4.Closer: Eurasian Land-Based Empires in 1750a.Closer: Tacitus and Timidityb.Writing: Introduction to Constructed Response: Comparison: Eurasian Land-BasedEmpiresLesson 1.7: Africa, the Americas, and the Pacific in 1750Lesson 1.7 DQ: In what ways were states and empires in Africa, the Americas, and the Pacific in 1750 unique and distinctive but also part of global patterns?
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN5For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Opener: Africa, the Americas, and the Pacific in 1750a.Opener: Where in the World?2.Comparing Communities in 1750a.Article: “Sub-Saharan Africa” b.Article: “Americas in 1750” c.Article: “Oceania and the Pacific in 1750” d.Activity: World History, Widened3.Sourcinga.Activity: Sourcing: Introduction b.Activity: Sourcing: Introduction Excerpts4.Snapshots of the World in 1750a.Activity: Quick Sourcing: The World in 1750a.Article: “Source Collection: The World in 1750”5.European Domination?a.Writing: Constructed Response: Comparison: The World in 17506.Closer: Africa, the Americas, and the Pacific in 1750 a.Closer: Unit 1 Notebook: Part 2Teacher Unit Notes: The back-to-school calendar is chock full of assemblies, drills, and holidays, leaving me scrambling to balance some of the most foundational (and fun!) lessons along with department-driven pacing expectations. I have to be creative in my placement and merger of materials as I fight the urge to dive straight into content. I weave Lessons 1.1 and 1.4 together since the driving questions are so complimentary. Then I speed a few things up; for example in Lessons 1.6 and 1.7, I use the jigsaw strategysuggested in the Teaching Guide for the Empires on the Rise and Comparing Communities activities, sacrificing some depth for scope there. That borrowed time helps me squeeze in as many of the Unit 1 “introduction” gems as possible. The intro activities really pay off later in the year when students are better able to zoom in and out of time and place, using texts, videos, and graphic biographies as key tellers of the story. Unit 2: Liberal and National Revolutions (1750 to 1914 CE)Unit 2 Problem:How were ideas about political identity transformed by revolutions and nationalism? Unit 2 Learning Objectives1.Analyze how 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.
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN6For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Unit 2 OverviewLesson 2.1: Liberal and National Revolutions Lesson 2.1 DQ: How did nationalism and sovereignty reshape the world in the long nineteenth century?1.Looking Aheada.Activity: Unit 2 Notebook: Part 12.Liberal and National Revolutionsa.Video: Unit 2 Overviewb.Article: “Unit 2 Introduction: Liberal and National Revolutions”3.Framing Unit 2a.Activity: Pick a Frame and Identify Enduring Issues: Liberal and National RevolutionsIngredients for RevolutionLesson 2.2: The EnlightenmentLesson 2.2 DQ: To what extent did the Enlightenment change society?1.Opener: The Enlightenment a.Opener: Who’s an Authority?2.Dare to Knowa.Article: “The Enlightenment” b.Activity: Claim Testing: Authority3.Closer: The Enlightenment a.Extension Activity: Quick Sourcing: Words of the Enlightenment b.Extension Article: “Source Collection: Words of the Enlightenment”Lesson 2.3: What Causes Revolutions?Lesson 2.3 DQ: Are revolutions sparked by new ideas or by economic conditions?1.Causation and the Camela.Activity: Causation: Introduction 2.Opener: What Causes Revolutions?a.Opener: Causal Map: Social Outburst3.Revolutionary Ideas and Empty Stomachsa.Article: “Sovereignty”b.Article: “Economic and Material Causes of Revolt” c.Activity: Causation: Revolutions 4.Mapping Revolutionary Causes a.Activity: Causal Map: Revolutions 5.Closer: What Causes Revolutions?a.Closer: What Do You Care About?
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN7For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Liberal RevolutionsLesson 2.4: Atlantic RevolutionsLesson 2.4 DQ: How was the period from 1750 to 1825 an “age of revolution”?1.Opener: Atlantic Revolutionsa.Opener: Visual Voteb.Image Carousel: Visual Vote: Atlantic Revolutions2.The Two Faces of Revolutiona.Graphic Biography: Edmund Burke3.American, French, Haitian, and Latin American Revolutionsa.Article: “The Atlantic Revolutions”b.Activity: Recipe for a Revolution4.Closer: Atlantic Revolutionsa.Closer: Making Claims: Revolutions5.Napoleon: Tyrant or Revolutionary?a.Extension Article: “Appraising Napoleon”Lesson 2.5: An Age of Revolution?Lesson 2.5 DQ: How revolutionary were the Atlantic revolutions?1.Opener: An Age of Revolution?a.Opener: Revolutionary Role Callb.Opener: Revolutionary Roster2.Sugar, Flame, and Broken Chainsa.Video: The Haitian Revolutionb.Activity: Symbols of the Haitian Revolution 3.Expanding the Age of Revolutionsa.Video:The Pueblo Revoltb.Article: “West Africa in the Age of Revolution”c.Activity: Revolutions Compared: Finding the Overlap 4.Daughters of Revolution a.Activity: Revolutionary Womenb.Graphic Biography:Manuela Sáenz, Jonotas, and Natan5.Closer: An Age of Revolution? a.Closer: Rank the Revolution 6.Writing: Constructed Response Questions: Causation: Atlantic RevolutionsNationalismLesson 2.6: Origins of NationalismLesson 2.6 DQ: How did notions of sovereignty lead to nationalism around the world?1.Opener: Origins of Nationalisma.Opener: Who Am I?2.Inventing the Nation
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN8For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.a.Video: Nationalismb.Article: “Origins and Impacts of Nationalism” c.Activity: Nationalism or Not? 3.Nations Rise a.Article: “Ethnic Nationalism” b.Activity: Writing: Identifying Claim and Focus4.Closer: Origins of Nationalisma.Closer: Responsibility and CompassionLesson 2.7: Nationalism SpreadsLesson 2.7 DQ: What caused nationalism to spread around the world in the nineteenth century?1.Opener: Nationalism Spreadsa.Opener: Canvassing a Nation b.Image Carousel: Canvassing a Nation2.Springtime of Nationsa.Article: “The World Revolution of 1848” b.Activity: Writing: Revolution Roadblocks3.Forging Nationsa.Article: “Italian Nationalism” b.Article: “Bismarck and German Unification”c.Activity: Nationalism Match-Up (minus Japan)4.Closer: Nationalism Spreadsa.Closer: Unit 2 Notebook: Part 25.Spreading Revolutionary Ideasa.Extension Graphic Biography: Rifa’a al-TahtawiTeacher Unit Notes:Unit 2 is a critical opportunity to reinforce the skills introduced in Unit 1 with new historical content. I prioritize the materials that offer solid practice in close-reading, claim testing, and quick sourcing first, and then move toward causation which is the superstar skill of Unit 2. I start Lesson 2.3 with twoopeners because I like to give Alphonse the Camel his own fun day and keep it back-to-back with the causal narratives of the revolutions that follow. This reinforcement pays off throughout Unit 2 and in every unit thereafter as we deepen the complexity ofcause and effect. As for the lessons on nationalism, I use almost everything! In the interest of time, I save Japan’s transition for Units 3 and 5 to align better with the New York State Framework, andinclude the quick extension material on Egyptian nationalism here instead. Love those lesser-known stories.Unit 3: Industrialization (1750 to 1914 CE)Unit 3 Problem: How did industrialization transform societies around the world? Unit 3 Learning Objectives1.Understand and evaluate the causes of the Industrial Revolution and analyze how it changed human communities, networks, and systems of production and distribution.
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN9For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.2.Understand and evaluate the Industrial Revolution’s impact on the environment.3.Assess the roles of global industrialization and nationalism in the creation of new empires and the rise of the nation-state. Unit 3 OverviewLesson 3.1: IndustrializationLesson 3.1 DQ: How was the Industrial Revolution experienced differently by people around the world?1.Opener: Industrialization a.Opener: Invention Images 2.Looking Aheada.Activity: Unit 3 Notebook: Part 13.Industrialization a.Video: Unit 3 Overviewb.Article: “Unit 3 Introduction: Industrialization”4.Framing Unit 3a.Video: Frames in Unit 3b.Activity: Identifying Enduring Issues in Unit 35.Closer: Industrialization a.Closer: Industrial ConnectionsThe Industrial RevolutionLesson 3.2: Origins of the Industrial Revolution Lesson 3.2 DQ: What caused the Industrial Revolution?1.Opener: Origins of the Industrial Revolution a.Opener: Would You Rather?2.Building Citiesa.Activity: Urbanization Game3.Why Britain?a.Video:Origins of the Industrial Revolution4.Claim Testing the Industrial Revolution a.Activity: Claim Testing: Evidence b.Article: “Scale of the Industrial Revolution”5.Closer: Origins of the Industrial Revolutiona.Closer: Image-Sentence-Word: Origins of Industrialization Lesson 3.3: Impacts of the Industrial Revolution Lesson 3.3 DQ: What technologies helped launch the Industrial Revolution and how did they change life for people?1.Opener: Impacts of the Industrial Revolutiona.Opener: Transformation of Manchesterb.Image Carousel: Transformation of Manchester
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN10For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.2.Contextualizing Historya.Activity: Contextualization: Introduction 3.What Caused the Industrial Revolution?a.Article: “Innovations and Innovators of the Industrial Revolution”b.Activity: Contextualization: How was Industrialization Possible? 4.Closer: Impacts of the Industrial Revolutiona.Closer: The Most Important Invention5.Writing: Constructed Response: Historical and Geographic Context: IndustrializationThe Industrial Revolution SpreadsLesson 3.4: Global IndustrializationLesson 3.4 DQ: How did industrialization spread to new regions of the world?1.Opener: Global Industrializationa.Opener: What If?2.How did Industrialization Change the World?a.Article: “The Global Transformations of the Industrial Revolution”3.Industrial Migrationa.Article: “Industrialization and Migration” b.Activity: Causation: Industrialization to Migration 4.Continuity and Change Over Timea.Activity: CCOT: Introductionb.Activity: CCOT: Revolutions to Industrialization 5.Closer: Global Industrializationa.New: Postcards from the Past 6.Writing: Constructed Response: Turning Points: IndustrializationLesson 3.5: Industrialization in Egypt and JapanLesson 3.5 DQ: What were the intended and unintended effects of industrialization in Egypt and Japan?1.Opener: Industrialization in Egypt and Japan a.Opener: Review and Preview: Consequences of Industrialization 2.Industrialization in Japana.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: Unit 3 Notebook: Part 25.Writing: Constructed Response: Comparison: Industrialization in Egypt and JapanTeacher Unit Notes: Whatever you do in Unit 3, don’t skip the Urbanization Game activity! Fun to teach, fun to learn, and perfect fodder for introducing contextualization and change over time in the following lessons. I hang up
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN11For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.students’ final drawings like wallpaper on the side board for reference while we move through Units 3 and 4. We end up pointing to that sideboard often. Note:At first it was an adjustment conceptualizing the Industrial Revolution as two separate (Units 3 and 4) but it’s really grown on me, and allowed me the space to focus on the causes and changes themselves here, before diving deep into the human impact of it all in the next unit. Unit 4: Reform Movements (1750 to 1914 CE)Unit 4 Problem: How did people respond to the transformations of the long nineteenth century?Unit 4 Learning Objectives1.Analyze how industrialization impacted people’s lives in the long nineteenth century, and how these impacts continue to affect our modern world. 2.Critique a number of theories about what promoted the abolition of slavery. 3.Assess the new labor and economic systems that emerged during the long nineteenth century.4.Evaluate why people’s perceptions of gender and childhood changed during this era. Unit 4 OverviewLesson 4.1: Transformation of Labor and Social Relations Lesson 4.1 DQ: How did nineteenth-century changes in work, life, and learning shape the world we live in today?1.Opener: Transformation of Labor and Social Relations a.Opener: Song of the Shirt2.Looking Aheada.Activity: Unit 4 Notebook: Part 13.Transformation of Labor and Social Relationsa.Video: Unit 4 Overviewb.Article: “Unit 4 Introduction: Transformation of Labor and Social Relations” 4.Framing Unit 4a.Video: Frames in Unit 4b.Activity: Frames Timelinec.Activity: Pin the Enduring Issue on the Timeline5.Closer: Transformation of Labor and Social Relationsa.Closer: Reform RemixCapital and LaborLesson 4.2: Capitalism and Socialism Lesson 4.2 DQ: How did industrialization reshape economic systems, and what were its impacts?
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN12For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Opener: Capitalism and Socialisma.Opener: Pyramids of Capitalismb.Image Carousel: Pyramids of Capitalism2.Transformations of Capitalisma.Activity: Economic Systems Simulation (moved here to precede article)b.Article: “The Emergence of Industrial Capitalism” 3.Challenging Industrial Capitalism a.Article: Rise of the Proletariat 4.Closer: Capitalism and Socialisma.Closer: Making Claims: Capitalism and SocialismLesson 4.3: The Division of Labor Lesson 4.3 DQ: How did industrialization drive the evolution of class identity?1.Opener: The Division of Labora.Opener: Industrial Identities2.The Working Classa.Article: “Class Structure” b.Activity: Assembly Line Simulationc.Activity: Assembly Line Simulation: Factory Team Worksheet3.Labor Reformsa.Article: “Responses to Industrialization”b.Graphic Biography: Ottilie Baader4.Closer: The Division of Labora.Closer: Ask Ottilie BaaderReform MovementsLesson 4.4: Enslavement and AbolitionLesson 4.4 DQ: How did abolitionist movements reshape political and economic structures during the long nineteenth century?1.Opener: Enslavement and Abolitiona.Opener: Morality, Economics, and Activism2.Why Was Slavery Abolished?a.Article: “Why Was Slavery Abolished? Three Theories” b.Graphic Biography: Harriet Forten Purvisc.Activity: Sourcing: Why Was Slavery Abolished? d.Activity:Sourcing: Why Was Slavery Abolished? Excerpts3.Impacts of Enslavement a.Article: “Race and Post-Abolition Societies”4.Closer: Enslavement and Abolitiona.Closer: Ranking Impact5.Writing Prep: Using Enduring Issues to bridge Lesson 4.4 to current events
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN13For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Lesson 4.5: Child Labor Lesson 4.5 DQ: How did ideas about child labor evolve during the long nineteenth century?1.Opener: Child Labora.Opener: Quote Hook2.Children at Worka.Activity: Contextualization: Child Labor b.Article: “Child Labor and Reform Movements” 3.Life as a Childa.Activity: The Sadler Report4.Closer: Child Labora.Extension Article: “Data Exploration: Child Labor”5.Writing Prep: Using Enduring Issues to bridge Lesson 4.5 to current eventsLesson 4.6: Women’s Rights Lesson 4.6 DQ: How did women’s roles and societal perceptions shift during the long nineteenth century?1.Opener: Women’s Rightsa.Opener: Household Hints2.Women’s Suffrage Movementsa.Activity: Comparison: Women’s Suffrageb.Article: “A World Tour of Women’s Suffrage” 3.Gender Rolesa.Article: “Changing Gender Roles” b.Activity: Claim Testing: Social Class and Gender 4.Closer: Women’s Rightsa.Closer: Unit 4 Notebook: Part 2 5.Writing Prep: Using Enduring Issues to bridge Lesson 4.6 to current events.Teacher Unit Notes:Unit 4 is a student favorite every year and a natural extension of the work we do in Unit 3. Because we have already spent time unpacking the causes and processes of industrialization, this unit allows me to slow down and focus on the human consequencesof those changes. I lean heavily into the simulations and graphic biographies here, as they get students on their feet and invested while still grounding discussions in class, gender, race, and economic systems. Students usually remember the Economic Systems and Assembly Line simulations as the years’ best lessons.The materials on labor, abolition, and women’s rights (though they are more in depth here) align closely with the NYS Global History framework and later Regents-style writing. The abolition lesson in particular is a strong opportunity to practice sourcing and causation, while the lessons on child labor and women’s rights help students see continuity and change in social attitudes over time. These lessons also provide a natural entry point for connecting nineteenth-century reform movements to modern debates about labor rights, racial inequality, and gender equity, making this unit an ideal place to begin explicitly reinforcing Enduring Issues essay skills. Students start to recognize recurring themes such as inequality,
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN14For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.power, and human rights, and practice using historical evidence to explain how those issues persist or evolve over time.Unit 5: Industrial Empires (1750 to 1914 CE)Unit 5 Problem:How were industrial empires created and contested in the nineteenth century, and how did those processes shape our world today? Unit 5 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 5 OverviewLesson 5.1: Imperialism, Colonialism, and ResponsesLesson 5.1 DQ: How did imperialism evolve during the nineteenth century?1.Opener: Imperialism, Colonialism, and Responsesa.Opener: Evolving Empires: A Look Aheadb.Image Carousel: Evolving Empires: A Look Ahead2.Looking Aheada.Activity: Unit 5 Notebook: Part 13.Industrial Empiresa.Video: Unit 5 Overviewb.Article: “Unit 5 Introduction: Imperialism, Colonialism, and Responses”4.Framing Unit 5a.Video: Frames in Unit 55.Closer: Imperialism, Colonialism, and Responsesa.Closer: Imperialism, Colonialism, or Responses?Imperialism and ColonialismLesson 5.2: Industrial ImperialismLesson 5.2 DQ: How did industrialization change imperialism?1.Opener: Industrial Imperialisma.Opener: Matching Cause and Effect2.The New Imperialisma.Article: “Industrial Imperialism the 'New' Imperialism” b.Activity: Gentlemen of the Jungle3.Ideology, Industry, and Guns
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN15For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.a.Article: “Tools of Imperialism” b.Image Carousel: Imperialism Cartoonsc.Activity: Imperialism Cartoons d.Writing: Constructed Response Point of View and Bias4.The Politics of Conquest a.Extension Article: “The Berlin Conference”5.Closer: Industrial Imperialisma.Closer: 3-2-1 Reflection Lesson 5.3: Colonialism Lesson 5.3 DQ: What motivated colonialism, and what were the goals of colonial powers?1.Opener: Colonialisma.Opener: Quick Cartoon Analysis 2.Conquest and Controla.Article: “Colonial Violence”b.Activity: Claim Testing: Imperialism3.The Opium Warsa.Activity: Contextualization: Opium Warsb.Article: “Opium Wars and Economic Imperialism”c.Writing: Constructed Response: Contextualization and Causation4.Closer: Colonialisma.Closer: Making Headlines5.Perspectives on Powera.Extension Activity: Sourcing: Differing Perspectives on Imperialismb.Extension Activity: Sourcing: Differing Perspectives on Imperialism Excerptsc.Writing: Constructed Response: Audience and PurposeResistanceLesson 5.4: Experiencing ColonialismLesson 5.4 DQ: How did colonized people respond to colonial rule?1.Opener: Experiencing Colonialisma.Opener: Motive, Goal, or Both?2.Anti-Imperialisma.Article: “Responses to Industrial Imperialism” b.Video: ExperiencingColonialism: Through a Ghanaian Lens3.Defying Empirea.Activity: Quick-Sourcing Activity b.Article: “Source Collection: Indigenous Responses to Imperialism”4.Closer: Experiencing Colonialisma.Closer: Colonialism and ResistanceLesson 5.5: Resisting Colonialism in Ghana and India Lesson 5.5 DQ: How did people in Ghana and India resist colonial rule?
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN16For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Opener: Resisting Colonialism in Ghana and Indiaa.Opener: Exploring Paths of Resistance2.Resistance in Ghana a.Extension Article: “African Resistance to Colonialism” b.Video: Resisting Colonialism: Through a Ghanaian Lensc.Graphic Biography: Yaa Asantewaa, Queen Mother of Ejisu3.Resistance in Indiaa.Activity: Causation: Indian Uprising b.Article: “1857 Indian Uprising” c.Graphic Biography: Azizun of Lucknow4.Closer: Resisting Colonialism in Ghana and Indiaa.Closer: Unit 5 Notebook: Part 2 b.Writing: The Enduring Issues Essay: Body ParagraphsTeacher Unit Notes:Unit 5 builds on the economic and social foundations of earlier units by examining imperialism as a global system shaped by industrialization and unequal power. The WH1750materials work especially well here for helping students analyze point of view, bias, audience, and purpose, so I lean heavily into constructed responses and sourcing activities rather than trying to cover every imperial example in depth. To better align with the NYS Global History framework, I include the extension materials on the Berlin Conference and African resistance, which help students see both the motivations behind imperialism and the agency of colonized peoples. I skip the CCOT activity and instead reinforce continuity and change informally through discussion, saving more formal CCOT scaffolding for later units. Unit 5 is also an ideal moment for students’ first sustained work with the Enduring Issues Essay, as imperialism naturally raises recurring themes of power, inequality, conflict, and human rights. Unit 6: World War I (1914 to 1919 CE)Unit 6 Problem:How was the First World War the result of changes that occurred in the long nineteenth century?Unit 6 Learning Objectives1.Understand the causes and consequences of World War I and how this war was the first global and total war. 2.Evaluate how transformations of the long nineteenth century helped cause the First World War. 3.Understand the causes and consequences of historical events that occurred during World War I, such as the Russian Revolution and the Armenian Genocide.4.Assess the effects of the First World War on the communities that participated. Unit 6 OverviewLesson 6.1: World War I Lesson 6.1 DQ: What were the various causes and effects of World War I?
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN17For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Opener: World War Ia.Opener: Quick Cartoon Analysis: The Crime of the Ages?2.Looking Aheada.Activity: Unit 6 Notebook: Part 1 3.The First World Wara.Video: Unit 6 Overviewb.Article: “Unit 6 Introduction: World War I”4.Framing Unit 4a.Video: Frames in Unit 65.Closer: World War Ia.Closer: World War I “Maptivity” The First Total WarLesson 6.2: Causes of the First World WarLesson 6.2 DQ: What caused World War I?1.Opener: Causes of the First World Wara.Opener: Tug-of-War2.The Guns of Augusta.Article: “What Caused the First World War”b.Activity: “MAIN” Causes of Warc.Image Carousel: “MAIN” Causes of War3.A War to End All Warsa.Activity: Our Interconnected World: World War I (from WH 1200 Lesson 7.2)b.Article: “The Course of the First World War”c.Activity: World War I Timeline4.Closer: Causes of the First World Wara.Closer: Tug-of-War Revisited5.Writing: Constructed Response: Causation: Causes of World War I Lesson 6.3: Total WarLesson 6.3 DQ: How was the First World War different from previous conflicts?1.Opener: Total Wara.Opener: Defining Total War2.What Is Total War?a.Article: “World War I: A Total War?”b.Article: “The First World War as a Global War”c.Activity: Making Claims: World War I3.Life in the Trenchesa.Short video clips from modern films such as 1917, or All Quiet on the Western Front, or The Trench4.World War Propagandaa.Extension Activity: World War I Poster Analysisb.Extension Image Carousel: World War I Poster Analysis
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN18For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.c.Writing: Constructed Response: Point of View, Bias, Audience, and Purpose5.Closer: Total Wara.Closer: Redefining Total WarExperiences and OutcomesLesson 6.4: Living in Total War Lesson 6.4 DQ: How were different groups of people affected by the First World War?1.Opener: Living in Total Wara.Opener: World War I Perspectives 2.Voices from Total Wara.Activity: Quick Sourcing: World War Ib.Article: “Source Collection: World War I”3.War on the Homefronta.Graphic Biography: Helen Fairchildb.Graphic Biography: Dr. Rosa Luxemburgc.Article: “A Lost Generation”d.Activity: World War I Letters4.Closer: Living in Total War a.Closer: Ripple Effects of World War I Lesson 6.5: The World Remade Lesson 6.5 DQ: How did World War I remake society?1.Opener: The World Remade a.Opener: Planning for Peace2.An Uncertain Peacea.Activity: World War I Peace Talksb.Writing: Constructed Response: Point of View and Audience: Punch MagazineReparations Cartoon3.Atrocity in the Ottoman Empirea.Video: Armenian Genocide4.Social Revolutionsa.Activity: Comparison: Mexican and Russian Revolutionsb.Article: “The Mexican Revolution”c.Article: “The Power of One: The Russian Revolution”d.Writing: Constructed Response: Comparison: Mexican and Russian Revolutions5.Closer: The World Remade a.Closer: Unit 6 Notebook: Part 2Teacher Unit Notes: Because Unit 6 sits at a natural transition point between the long nineteenth century and the twentieth century, I am intentional about slowing down the causation work rather than rushing through the course of the war. I place particular emphasis on lessons and activities (such as Our Interconnected World: World War I from the WH 1200course) that help students trace how industrialization,
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN19For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.nationalism, and imperialism introduced in earlier units combined to produce World War I, aligning closely with New York State Global History expectations.To increase student engagement, I often use a gallery-walk strategy for the World War I posters activity, have different classes exchange letters from the letter-writing activity, and incorporate short modern film clips to reinforce the concept of total war and the lived experiences of soldiers and civilians—scenes students frequently reference in their writing. After reading the two graphic biographies, kids can be asked to stage a conversation between Fairchild and Luxemburg about patriotism in times of national crisis. Even the peace talks activity can be elevated by arranging the room to raise the stakes for participants (tables, country flags, podiums). These adaptations keep the lessons engaging while supporting serious historical analysis and set the stage for the transition into World War II.Unit 7: Interwar and World War II (1919 to 1945 CE)Unit 7 Problem:How were the horrors of the Second World War possible, and what conflicts did the war resolve or leave unresolved?Unit 7 Learning Objectives1.Understand the rise of authoritarianism in various regions of the world, including its causes and consequences. 2.Evaluate why internationalism failed to prevent the rise of fascism and the Second World War. 3.Analyze the causes, scale, and consequences of World War II.4.Understand and evaluate the causes, scale, and consequences of the Holocaust.Unit 7 OverviewLesson 7.1: Interwar and World War II Lesson 7.1 DQ: How were the horrors of the Second World War possible, and what conflicts did the war resolve or leave unresolved?1.Opener: Interwar and World War IIa.Opener: World War Maps2.Looking Ahead:a.Activity: Unit 7 Notebook: Part 1 3.The Second World Wara.Article: “Unit 7 Introduction: Interwar and World War II” b.Video: Unit 7 Overview4.Framing Unit 7a.Video: Frames in Unit 7b.Activity: Frames Timelinec.Activity: Trace the Enduring Issue through the Timeline5.Closer: Interwar and World War IIa.Closer: 3-2-1: World War II
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN20For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.InterwarLesson 7.2: The Great DepressionLesson 7.2 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: “The Global Story of the 1930s” b.Activity: Contextualization: The Great Depression 3.Closer: The Great Depressiona.Closer: News HeadlinesLesson 7.3: Fascism and InternationalismLesson 7.3 DQ: Why did extremist ideologies like fascism emerge during the interwar period?1.Opener: Fascism and Internationalisma.Opener: A Nation in Crisis2.The Road to Ruina.Activity: Appeasementb.Article: “Appeasement”3.A New Threata.Video: What Is Fascism? b.Article: “Exercising Authoritarianism” c.Activity:Political Party Platform4.Closer: Fascism and Internationalisma.Writing: The Enduring Issues Essay: Multiple Body ParagraphsLesson 7.4: Comparing AuthoritarianismLesson 7.4 DQ: How were authoritarian governments in the interwar period similar and different?1.Opener: Comparing Authoritarianisma.Opener: Vocab Review2.Fascists Risea.Article: “Fascism in Germany”b.Article: “Fascism in Italy” c.Article: “Authoritarianism in Japan”d.Article: “Communism in the Soviet Union”e.Activity: Comparing Fascism and Authoritarianism in Germany, Italy, Japan, and the Soviet Union f.Graphic Biography: Plaek Phibunsongkhram3.Closer: Comparing Authoritarianisma.Closer: Fascist Propagandab.Image Carousel: Fascist Propagandac.Writing: Constructed Response: Point of View, Bias and Audience
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN21For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.World War IILesson 7.5: Causes of the Second World WarLesson 7.5 DQ: What were the causes of the Second World War?1.Opener: Causes of the Second World Wara.Opener: Path to War2.Axis vs. Allies a.Article: “The Second World War” b.Article: “Economics in the Second World War” c.Activity: Causation: WWII d.Writing: Constructed Response: Causes of the Second World War 3.The World at Wara.Activity: Quick Sourcing: World War IIb.Article: “Source Collection: World War II”4.Closer: Causes of the Second World Wara.Closer: Argument BuilderLesson 7.6: The Cost of Global WarLesson 7.6 DQ: What were the consequences of World War II?1.Opener: The Cost of Global Wara.Opener: Survivor’s Voices2.A Shattered Worlda.Video: The Fallen of World War IIb.Article: “Thirty Years of Continuous War”c.Activity: Claim Testing: Global Conflict 3.Weapons and Warfarea.Extension Activity: 3-2-1 Reflection: Industrialization of Warb.Extension Video: The Armchair Historian: Industrialization of War4.The Bomba.Activity: Evaluating Japanese Surrenderb.Article: “Nuclear Weapons”5.Closer: The Cost of Global Wara.Closer: One Word Reflection Lesson 7.7: The HolocaustLesson 7.7 DQ: What were the causes, scale, and consequences of the Holocaust?1.Opener: The Holocausta.Opener: “First They Came” Quote Analysis2.Atrocity and Consciencea.Article: “The Holocaust” b.Activity: Assessing Responsibility and Conscience3.Never Again
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN22For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.a.Activity: Quick Sourcing: The Holocaustb.Article: “Source Collection: The Holocaust”c.Article: “Nuremberg Laws, Nuremberg Trials”d.Activity: The Banality of Evil 4.Resistance Through Refugea.Extension Graphic Biography: Manuel Quezon5.Reflecting on Responsibilitya.Activity: Unit 7 Notebook: Part 26.Closer: The Holocausta.Closer: Reflections on Responsibility Teacher Unit Notes:Unit 7 covers a wide range of content in a relatively short amount of time, so my main adaptation here is organizational rather than additive. In Lesson 7.4, I merge the four case studies as a jigsaw activity under the umbrella of the rise of dictatorsand emphasize the term totalitarianism over authoritarianism to better align language with the New York State Global History Framework. I especially value the inclusion of the “Plaek Phibunsongkhram” graphic biography, which allows students to broaden their understanding of fascism beyond Europe and evaluate where he fits within the larger pattern of interwar dictatorships.Aside from some minor rearranging of Lesson 7.6 to maintain pacing, I keep most of this unit intact, as the WH1750materials do a strong job balancing causation, comparison, and moral complexity. I am intentional about slowing down during the Holocaust lessons to allow space for reflection, sourcing, and discussion, rather than rushing toward coverage. When possible,I’ll supplement those lessons with a field trip to a Holocaust Museum or Education Center, as there are a few within reach of our location. Throughout the unit, I continue reinforcing Enduring Issues (particularly power, conflict, and human rights) while helping students trace how unresolved tensions from World War I contributed to the rise of World War II. These choices support both historical understanding and Regents-style analytical writing, while preserving the seriousness and weight of the content. Unit 8: Cold War and Decolonization (1945 to 1991 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.
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN23For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Unit 8 OverviewLesson 8.1: Cold War and Decolonization Lesson 8.1 DQ: How did people and governments try to reshape the global order after the Second World War?1.Opener: Cold War and Decolonizationa.Opener: Storytime with Dr. Seuss, The Butter Battle Book 2.Looking Aheada.Activity: Unit 8 Notebook: Part 13.New Global Conflictsa.Article: “Unit 8 Introduction: Cold War and Decolonization, 1945–1990 CE”b.Video: Unit 8 Overview4.Cold War Framesa.Video: Frames in Unit 8b.Activity: The World Has [Enduring] Issues 5.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? Excerptsd.Writing: Constructed Response: Causation: Cold War3.Mutually Assured Destructiona.Activity: Simulation: Cold War Crisisb.Article: “Arms Race, Space Race”c.Extension Video: Estimating Deaths in a Nuclear War(Sequel to The Fallenfrom Lesson 7.6)4.Closer: Origins of the Cold Wara.Closer: Breaking NewsLesson 8.3: The Global Cold WarLesson 8.3 DQ: How did sociopolitical differences between the Soviet Union and the United States affect the world?1.Opener: The Global Cold Wara.Opener: Ideological Tug of War
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN24For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.2.Proxy Warsa.Article: “The Cold War Around the World” b.Article: “Modern Latin America” (from the Extension Materials in Lesson 8.5)c.Activity: Quick Sourcing: The Cold Ward.Article: “Source Collection: Cold War”e.Activity: Who is “Winning” the Cold War?3.Who Won the Cold War?a.Article: “The Collapse of Communism”b.Activity: CCOT: World War II to the Cold Warc.Writing: Including CCOT in Enduring Issues Essays4.Closer: The Global Cold Wara.Closer: Decolonization and the Cold War Lesson 8.6: Communism in China (moved up)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.Video: Chinese Communist Revolution in Global Perspective3.Change Over Time in Chinaa.Article: “Rise of China” (from Extension Materials in Lesson 9.3)DecolonizationLesson 8.4: The End of EmpireLesson 8.4 DQ: What were the factors that led to decolonization around the world?1.Opener: The End of Empirea.First Part of Activity: Nationalism: Tool or Weapon?2.Winds of Changea.Article: “End of Old Regimes” b.Second Part of Activity: Nationalism: Tool or Weapon?3.Women and Decolonizationa.Activity: Decolonization and Womenb.Article: “Decolonizing Women”Lesson 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.Comparing Decolonization Strugglesa.Article: “Making the Global Local: Comparing Decolonization in India, Vietnam, Nigeria, and Algeria”
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN25For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.2.Decolonization in Ghanaa.Graphic Biography: Kwame Nkrumahb.Activity: Decolonization Around the World3.Decolonization in India a.Article: “And Then Gandhi Came: Nationalism, Revolution, and Sovereignty”4.Closer: Decolonization Around the Worlda.Closer: Decolonization One-Pager5.Decolonization in the Middle Easta.Article: “The Middle East and the End of Empire”b.Video Clip: C-Span Classroom: The Iranian Hostage Crisisc.Video: Conflict in Israel and Palestine through 2015: Crash Course World History #2236.Closer: Writing Enduring Issues: Multiple Body ParagraphsLesson 8.7: Connecting Struggles for LiberationLesson 8.7 DQ: How were local fights against injustice connected to global trends in decolonization?1.Civil Rights and Apartheid a.Article: “Civil Rights and Global Liberation”b.Article: “Apartheid” 2.Closer: Connecting Struggles for Liberationa.Closer: Unit 8 Notebook: Part 2Teacher Unit Notes: In Unit 8, I reorganize and sequence lessons to better align with the New York State Global History Framework, still emphasizing the interconnected nature of the Cold War and decolonization. This includes moving Communism in China earlier in the unit and adding material specific to the Iranian Revolution and the Arab-Israeli conflict. As for activities, I lean into the Breaking Newsactivity as a synthesis task and, when time permits, encourage creative extensions like newspaper layouts or short broadcast-style presentations. The decolonization one-pager remains one of my favorite assessments, as it allows students to demonstrate learning visually. I have not been able to use the Comparing Women's Roles in Decolonization Efforts activity yet,but I’m determined to find a similar synthesis activity that students can accomplish in a shorter amount of time. Admittedly, this is the time of year I begin feeling time constraints and pressure to begin Regents review, so you’ll see in my outline thatI use Unit 8 to connect these Cold War and decolonization conflicts to modern-day examples, helping students see both their lasting impact and their relevance while reinforcing Enduring Issues such as power, conflict, nationalism, and human rights. 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 Objectives
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN26For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.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.Webs of Globalization (moved up)a.Activity: Our Interconnected World: Frames 2.Our Interconnected Worlda.Video: Unit 9 Overviewb.Article: “Unit 9 Introduction: Globalization, Internationalism, and Nationalism” An Age of Intense GlobalizationLesson 9.2: Is Globalization Good or Bad?Lesson 9.2 DQ: What are the benefits and challenges of globalization?1.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”2.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” 3.Uneven Globalizationa.Article: “Is the World Flat or Spiky?”b.Graphic Biography: Ugandan Migrants4.Globalization Up Closea.Extension Activity: Dollar Street ProjectLesson 9.4: The Great AccelerationLesson 9.4 DQ: Why has change accelerated since 1945?
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN27For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Opener: The Great Accelerationa.Opener: What’s New? 2.Accelerating Population Growtha.Article: “Population and Environmental Trends, 1800 to the Present” b.Article: “The Great Acceleration” 3.Closer: Time-Traveler Letter Social TransformationLesson 9.5: Global CommunitiesLesson 9.5 DQ: Why did ideas about human rights change after 1945?1.Connecting Rights Movementsa.Article: “Movements to End Racial Injustice”2.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.Barriers to Progressa.Article: “Transnationalism and the Revival of Nationalism”b.Article: “Why Does Genocide Still Happen?” c.Activity: Claim Testing: Globalization 2.Terrorism a.Article: “September 11, 2001”Lesson 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.Democratization and Islam in Pakistana.Video: Benazir Bhutto4.Indigenous Resistancea.Graphic Biography: LaDonna Brave Bull Allard5.How Much Has Our World Changed?a.Activity CCOT: Unit Comparisons What Comes Next?Lesson 9.8: The Anthropocene?Lesson 9.8 DQ: How will the transformations of globalization affect our world in the future?
OER PROJECT: WH 1750WORLD HISTORY 1750 COURSE PLAN28For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.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.The Impact of Globalization: Progress or Problem?a.Writing: Enduring Issues EssayTeacher Unit Notes: Unit 9 is conceptually one of the most important units in the course, but it also comes at a point in the year when time is at a premium. As a result, this is where I make the most difficult instructional choices. Rather than attempting full coverage, I prioritize activities and readings that allow students to grapple with the core questions of globalization—interconnection, inequality, human rights, and environmental impact—while reinforcing skills they will need for the Regents exam. I begin the unit withOur Interconnected World: Frames, which is consistently engaging and helps students ground modern issues in the course’s analytical framework.To create space for deeper discussion, I trim some of the quicker openers and instead spend more time on modern case studies related to migration, economic inequality, climate change, and global conflict. These lessons give students opportunities to connect historical patterns to the world they recognize today while continuing to apply Enduring Issues and continuity and change over time. I view Unit 9 as a capstone rather than a checklist: even when not every lesson fits, students leave with a clearer understanding of how globalization shapes their lives and how historical thinking can help them make sense of the present and the future.