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OER PROJECT: WH APUnless otherwise noted, this work is licensed under CC BY 4.0. Credit: “WorldHistory Course Plan”, OER Project, www.oerproject.com/World History AP®Course PlanAnne Koschmider, World History Teacher, MichiganOverviewAs an AP World History teacher working with juniors and seniors, I design my course to balance a skills-based approach with College Board-aligned content and engaging, hands-on learning experiences. Building on the foundational knowledge students developedin their on-level World History & Geography course as sophomores, I push them toward deeper historical analysis in AP®World History: Modern. Guided by the College Board's Course and Exam Description, I align instruction with the required key concepts and themes while emphasizing the AP historical thinking skills of causation, continuity and change over time, comparison, and contextualization, as well as the disciplinary practices of argumentation and sourcing. I regularly incorporate document-based and long-essay writing practice, primary source analysis, and interactive activities to move students beyond memorization andtoward genuine historical thinking. By connecting global history to students' personal experiences and contemporary issues, I aim to help them see themselves in the historical narrative and understand that history is not simply something that happened in the past, but a living force that continues to shape their identities, their communities, and the world around them.SchoolCadillac High SchoolBrief bioI have spent the past 21 years teaching AP World History, AP Psychology, and World History & Geography. 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?The students in my AP World History course have already completed required US History and World History & Geography courses as underclassmen, giving them a foundation of content knowledge to build on. As a result, we are able tomove more quickly through topics students encountered in prior courses. This is especially true for 20th-

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN2For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.century events such as World War I, World War II, and the Cold War, which I use as platforms for focused skills practice rather than extensive content instruction.Also, since my AP students have some prior world history knowledge, I do not teach a designated Unit 0. Rather, during the first unit, I incorporate contextual information on a topic-by-topic basis. For example, I review the major beliefs of Buddhism, Islam, and Hinduism as part of my lessons on East Asia, Dar al-Islam, and South and Southeast Asia.I should also note that I use OER Project World History 1200 materials in my on-level World History course, so there are a few instances where course assets overlap. When this occurs, I supplement with additional resources to avoid repeating lessons students have already experienced. Where applicable, outside materials will be noted in blue text.How does your skills instruction different from the course outline?Alongside the skill-building activities built into the OER Project curriculum, I use materials from AP Classroom and released AP exams. In addition to writing practice free response questions in their entirety, I often insert skills practice into lessons in smaller ways. Examples include:●Pair-share to source a document●Short practice sets of stimulus-based multiple choice questions●DBQ posters●Argument builders●Whiteboard responses (claim practice, contextualization, outlines, etc.)●PearDeckresponses (claim practice, brainstorm topics for contextualization, generate outside evidence beyond the documents, etc.)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 AP® Themes: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.5.Use historical thinking skills and reasoning processes such as contextualization, claim testing, sourcing, comparison, causation, and continuity and change over time to understand and

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN3For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.evaluate the historical narrative.6.Create and support arguments using historical evidence to communicate conclusions through individual or shared writing.Course PacingUnitLessonsPacingUnit 1—The Global Tapestry (1200 to 1450 CE)84 weeksUnit 2—Networks of Exchange (1200 to 1450 CE)84 weeksUnit 3—Land-Based Empires (1450 to 1750 CE) 53 weeksUnit 4—Transoceanic Interconnections (1450 to 1750 CE)95 weeksUnit 5—Revolutions (1750 to 1900 CE)114 weeksUnit 6—Consequences of Industrialization (1750 to 1900 CE)93 weeksUnit 7—Global Conflict (1900 CE to the Present)103 weeksUnit 8—Cold War and Decolonization (1900 CE to the Present)103 weeksUnit 9—Globalization (1900 CE to the Present)103 weeksUnit 1: The Global Tapestry c. 1200 to 1450 CELesson 1.0: History ThemesLesson 1.1 DQ: How do the six themes of AP® World History help us make sense of the past?1.Opener: AP Themes Introductiona.Activity: Barkus Aurelius and the Canines2.Video: Meet the Themes3.Video: Unit 1 Overview: The Global Tapestry4.Activity: Three-Step Reading: Introduction a.Article: “Unit 1 Introduction: The Global Tapestry, 1200 to 1450”5.Closer: Themes NotebookLesson 1.1: Developments in East AsiaLesson 1.1 DQ: How did political and cultural developments in East Asia shape societies from c. 1200 to 1450 CE?1.Opener: Ruling Your Kingdom2.Article: “East Asia 1200–1450” 3.Closer: Revisiting Your KingdomExtension Materials:4.Extension Article: “Confucianism”5.Extension Article: “Buddhism”Lesson 1.2: Developments in Dar al-IslamLesson 1.2 DQ: How did the expansion of Dar al-Islam shape political systems, cultural exchanges, and technological advancements?

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN4For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Opener: Word Web 2.Video: The Emergence of Islam3.Article: “Dar-al-Islam 1200–1450”4.Video: Causes and Consequences of the Crusades5.Closer: SAQ Practice: IntroductionLesson 1.3: Developments in South and Southeast AsiaLesson 1.3 DQ: How did belief systems affect South and Southeast Asian societies over time?1.Opener: Mapping Predictions2.Article: “South and Southeast Asia 1200–1450”3.Article: “State and Religion in Afro-Eurasia"4.Activity: Thematic Connections5.Closer: Quiz MasterLesson 1.4: State Building in the AmericasLesson 1.4 DQ: How did states in the Americas develop and why did they change over time?1.Opener: Six Themes, Six Words2.Article: “The Americas 1200–1450”3.Activity: Time Travelers Journal4.Article: “Empires of the Americas: The Aztec and Inca”Lesson 1.5: State Building in AfricaLesson 1.5 DQ: How was the process of state formation similar and different in various regions of Africa from c. 1200 to 1450 CE?1.Opener: Comparison: Life in 1200 and Today2.Article: “Africa 1200–1450”3.Activity: Comparison: States 1200–1450 4.Closer: SAQ Practice: Unit 1 Lesson 1.6: Developments in EuropeLesson 1.6 DQ: How did religious influences and political decentralization shape medieval Europe c. 1200 to 1450 CE?1.Opener: Sourcing: Introduction 2.Article: “Europe 1200–1450”3.Activity: Quick Sourcing: Introduction a.Article: “Source Collection: Belief Systems”4.Closer: Themes NotebookLesson 1.7: Comparison in the Period from c. 1200 to c. 1450Lesson 1.7 DQ: How was the process of state formation similar and different in various regions from c. 1200 to 1450 CE?

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN5For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Activity: Writing: AP Rubricsa.Writing Tools: WH AP DBQ Writing Rubricb.Writing Tools: WH AP LEQ Writing RubricTeacher Unit Notes: Unit 1 is technically only 8-10% of the AP exam, but I intentionally allot time to build the foundation students will rely on all year. Because I don’t teach a separate Unit 0, I periodically pull in pre-1200 context (especially when discussing major worldreligions) so students understand long-term continuities. This is a great place to establish the six AP themes as an organizing framework and consistently model historical thinking skillsand reasoning processes(comparison, causation, continuity and change over time, contextualization, and sourcing). I treat the themes activities as anchor routines that we return to throughout the year. Unit 1 is also where I introduce the SAQ; it feels the most approachable for students, builds confidence early, and helps them learn to write clearly anddirectly before tackling longer essays.Regionally, I aim for balance: East Asia, Dar al-Islam, South and Southeast Asia, the Americas, Africa, and Europe are all treated as equally complex and interconnected parts of the “Global Tapestry.” I emphasize comparison across regions (state building, belief systems, political structures) rather than teaching each area in isolation. Spending a little extra time in Unit 1 pays off later, as students enter subsequent units with a clearer grasp of themes, stronger contextualization skills, and greater confidence in writing.Unit 2: Networks of Exchange c. 1200 to 1450 CELesson 2.0: Networks of Exchange Lesson 2.0 DQ: What were the causes and consequences of expanding networks of exchange from c. 1200 to 1450 CE?1.Opener: Vocabulary Match-Up2.Video: Unit 2 Overview: Networks of Exchange3.Closer: Themes NotebookLesson 2.1: The Silk Roads Lesson 2.1 DQ: How did the Silk Roads forge connections in Afro-Eurasia?1.Opener: What Is This Asking? Introduction2.Video: Rebuilding the Silk Road3.Article: “Archipelago of Trade”4.Article: “Source Collection: Networks of Exchange”5.Closer: Silk Road SimulationLesson 2.2: The Mongol Empire and the Making of the Modern WorldLesson 2.2 DQ: How did the Mongols manage to build and maintain history’s largest land-based empire?

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN6For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Opener: World Travelers2.Activity: Expanding an Empire Part 13.Article: “Written in the Stars: Secrets of the Mongols”4.Graphic Biography: Sorqoqtani Beki5.Article: “Source Collection: Mongol Collection”6.Activity: The Trial of Genghis Khan7.Activity: Expanding an Empire Part 2Lesson 2.3: Exchange in the Indian OceanLesson 2.3 DQ: How did the Indian Ocean trade network facilitate economic and cultural exchanges between diverse regions?1.Article: “Indian Ocean Trade Routes”2.Activity: What Caused the Expansion of Trade?3.Graphic Biography: Zheng HeLesson 2.4: Trans-Saharan Trade RoutesLesson 2.4 DQ: What factors fueled the expansion of trans-Saharan trade, and how did its growth reshape African societies?1.Opener: Making Predictions2.Article: “Across an Ocean of Sand: Trans-Saharan Trade Routes”3.Activity: SAQ Practice: Unit 24.Activity: Comparison: Networks of Exchange 5.Closer: Making Claims: Expanding NetworksLesson 2.5: Cultural Consequences of ConnectivityLesson 2.5 DQ: How did expanding networks of exchange affect cultural amalgamation?1.Opener: Contextualization: Introduction2.Activity: Contextualization: Mansa Musaa.Video: Mansa Musa and Islam in Africa: Crash Course World History #163.Closer: Traveler Postcardsa.Activity: Travelers’ Accounts Excerpts4.Activity: Networks of Exchange Option Project5.Extension Activity: Pros and Cons of Cultural ConnectivityLesson 2.6: Environmental Consequences of ConnectivityLesson 2.6 DQ: How did increased trade and travel lead to unintended consequences c. 1200 to 1450 CE?1.Opener: What Are You Trading?2.Activity: Causation: Introduction 3.Article: “Trade Networks and the Black Death”4.Article: “Source Collection: The Black Death”

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN7For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.5.Activity: Causation: The Black Death6.Closer: Themes NotebookLesson 2.7: Comparison of Economic ExchangeLesson 2.7 DQ: How were networks of exchange similar and different between c. 1200 and 1450 CE?1.Activity: Writing: Thesis and Contextualization Part 1a.Writing Tools: WH AP LEQ Rubric2.Assessment: Unit 2 LEQa.Activity: LEQ Argument BuilderTeacher Unit Notes: Unit 2 is a high-interest unit for students, particularly when we reach the Mongol Empire and the Black Death. The Mongols give students a concrete example of how land-based empires facilitated large-scale connectivity across Afro-Eurasia, while the Black Death powerfully illustrates the unintended consequences of expanding trade networks. These topics naturally spark curiosity and discussion, making them ideal moments to deepen analysis and practice causation and CCOT.It is helpful to remind students that Unit 2 covers the same time period(c. 1200–1450) as Unit 1; the shift is thematic, not chronological. While Unit 1 prioritized state-building and religion to establish political and cultural foundations, Unit 2 reframes the era through trade networks and interaction. Making this distinction helps students strengthen their understanding of periodization. This is also the unit in which I assign students their first full-length LEQ. By this point, they have practiced SAQs and paragraph-level writing, so they are ready to build a sustained argument.Unit 3: Land-Based Empires c. 1450 to 1750 CELesson 3.0: Land-Based EmpiresLesson 3.0 DQ: How did land-based empires in Afro-Eurasia expand their influence and govern diverse communities between c. 1450 and 1750 CE?1.Opener: Thematic Headlines2.Video: Unit 3 Overview: Land-Based Empires3.Closer: Themes NotebookLesson 3.1: Empires ExpandLesson 3.1 DQ: How and why did various land-based empires develop and expand from 1450 to 1750 CE?1.Opener: Expanding Your Empire 2.Video: How Gunpowder Changed the World: Study Hall Modern World History #43.Article: “Gunpowder Empires”4.Activity: Comparison: Empires

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN8For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.a.Article: “A Sublime Empire: Ottoman Rule on Land and Sea”b.Article: “The Safavid Empire”c.Article: “China Under Ming and Qing Rule” d.Article: “From Muscovy to the Russian Empire” e.Article: “South Asia 1450–1750”5.Activity: Claim Testing: Evidence 6.Article: “Europe: Exception or Variety?”7.Closer Graphic Biography: Mawläy'Abd al-MälikLesson 3.2: Empires: Administration Lesson 3.2 DQ: How did rulers legitimize and consolidate their power in land-based empires from c. 1450 to 1750 CE?1.Opener: CCOT: Introduction2.Article: “Legitimizing and Consolidating Power”3.Graphic Biography: Qing Shih4.Closer: Matching States and StrategiesLesson 3.3: Empires: Belief Systems Lesson 3.3 DQ: What changes and continuities took place in Afro-Eurasian belief systems from c. 1450 to 1750 CE?1.Opener: What Is This Asking?2.Activity: Contextualization: Belief Systems3.Article: “Transformations in Eurasian Belief Systems, 1450–1750”4.Activity: Themes Notebook5.Video: The Reformation6.Activity: Breaking News: Religions Evolve7.Activity: CCOT: Networks of Exchange to Land-Based Empires8.Closer: SAQ Practice: Unit 3Lesson 3.4: Comparison in Land-Based EmpiresLesson 3.4 DQ: What were the similarities and differences in the methods used by various empires to expand their influence from 1450 to 1750 CE?1.Activity: Writing: DBQ Evidence, Sourcing, and Complexity Part Ia.Writing Tools: WH AP DBQ Writing Rubric2.Assessment: Unit 3 DBQTeacher Unit Notes: Unit 3 examines how land-based empires expanded and governed diverse populations. Although the Course and Exam Description organizesthe content thematically (expansion, administration, belief systems), I teach the unit one empire at a time to help students keep policies and developments clear. Once students understand each case study, we shift to comparison, emphasizing similarities and

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN9For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.differences in expansion strategies, systems of governance, and religious policies. CCOT and contextualization skills are reinforced, especially when connecting this unit to earlier trade networks and broader early modern transformations.Because the AP exam DBQ can cover any content from 1450 onward, this is a good point in the course for the first full-length DBQ. By the end of Unit 3, students have sufficient content knowledge to analyze documents effectively. Unit 4: Transoceanic Interconnections c. 1450 to 1750 CELesson 4.0: Transoceanic Connections Lesson 4.0 DQ: How did economic developments and new transoceanic connections affect social structures in different parts of the world from c. 1450 to 1750 CE?1.Opener: List Quest: Transoceanic Interconnections 2.Video: Unit 4 Overview3.Closer: Themes NotebookLesson 4.1: Technological Innovations from 1450 to 1750 Lesson 4.1 DQ: How did cross-cultural interactions facilitate innovations in technology and how did these ideas impact exploration and trade?1.Opener: KWL Chart Part 1: Technological Innovations 2.Article: “Technology in the Age of Exploration”3.Activity: Shark Tank4.Closer: KWL Chart Part 2: Technological Innovations Lesson 4.2: Exploration: Causes and Events from 1450 to 1750 CELesson 4.2 DQ: What role did governments and economic systems play in enabling maritime exploration c. 1450 to 1750?1.Opener: Word Web: Maritime Exploration 2.Article: “Origins of Oceanic Connections”3.Activity: Visualizing Oceanic EmpiresLesson 4.3: The Columbian Exchange Lesson 4.3 DQ: What were the causes of the Columbian Exchange, and what impacts did it have on the Eastern and Western Hemispheres?1.Opener: Our Interconnected World2.Article: “The Columbian Exchange”3.Activity: Primary Source Preview4.Article: “The Disastrous Effects of Increased Global Interactions c. 1500 to 1600”5.Activity: Primary Source Reflection6.Activity: Sourcing: Spanish Conquest of the Aztec Empire

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN10For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Lesson 4.4: Maritime Empires EstablishedLesson 4.4 DQ: Why and how did European empires expand their territorial holdings in the Americas, Asia, and Africa from c. 1450 to 1750 CE?1.Opener: Review and Predict2.Article: “Oceanic Empires, 1450 to 1750”3.Article: “The Cosmopolitan Indian Ocean”4.Activity: Making Transoceanic Connections5.Article: “European Colonies in the Americas”6.Activity: Curating the Past7.Article: “The Transatlantic Slave Trade”8.Graphic Biography: Amonute9.Closer:SAQ Practice: Unit 4Lesson 4.5: Maritime Empires Maintained and Developed Lesson 4.5 DQ: How did rulers and merchants use new economic strategies to expand their power and increase their wealth from c. 1450 to 1750 CE?1.Opener: Which Theme?2.Article: “Overview of New Economic Systems”3.Video: The Expansion of Silver Trade: Study Hall Modern World History #134.Article: “The East India Company: Pioneering Corporation or Plundering Pirates?”5.Activity: Thematic Connections: Maritime Empires6.Article: “Source Collection: First Person Accounts of the Transatlantic Slave Trade”7.Video: Impact of the Slave Trade: Through a Ghanaian Lens8.Article: “Syncretic Beliefs”9.Closer Graphic Biography: Domingos ÁlvaresLesson 4.6: Internal and External Challenges to State Power from 1450 to 1750 CE Lesson 4.6 DQ: What impacts did organized resistance have on state power c. 1450 to 1750?1.Opener: What Is This Asking?2.Article: “State Centralization and Resistance”3.Video: Colonization and Resistance: Pueblo Revolt of 16804.Activity: Forms of Resistance5.Article: “Source Collection: Imperial Expansion, Competition, and Resistance”6.Closer: Claim Testing: Transoceanic EmpiresLesson 4.7: Changing Social Hierarchies from 1450 to 1750 CELesson 4.7 DQ: In what ways have social roles and traditions persisted or transformed over time?1.Opener: Empire and Hierarchy2.Video: Changing Social Hierarchies, 1450-1850: Heimler’s History3.Article: “Source Collection: Labor and Social Hierarchy 1450–1750”

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN11For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.4.Article: “Transatlantic Migration Patterns: The Voluntary and Involuntary Movement of People”5.Activity: Image Analysis: Social Hierarchies6.Article: “Social Change in Early Modern Empires, c. 1450–1750”7.Activity: CCOT: Land-Based Empires to Transoceanic Interconnections8.Closer: Themes NotebookLesson 4.8: Continuity and Change from 1450 to 1750 CE Lesson 4.8 DQ: How did economic developments and new transoceanic connections affect social structures in different parts of the world from c. 1450 to 1750 CE?1.Alternative Assessment: Unit 4 DBQTeacher Unit Notes: Unit 4 parallels Unit 3 chronologically but shifts the focus from land-based to maritime empires, highlighting oceanic exploration, trade networks, and cross-cultural connections. I emphasize this overlap,so students understand that while the time periodis the same, Unit 4 prioritizes economic, technological, and maritime developments rather than land-based empires. This is also a natural point to deepen CCOT practice: students can now compare land-and ocean-based empires, tracing how expansion, labor systems, and social hierarchies changed or persisted across different regions.Students particularly enjoy the Shark Tank activity, which emphasizes the importance of new technologies in exploration and trade while letting them be creative and competitive. The Columbian Exchange, the transatlantic slave trade, and European colonization often spark curiosity and discussion as well. Unit 5: Revolutions c. 1750 to 1900 CELesson 5.0: Revolutions c. 1750 to 1900 CE Lesson 5.0 DQ: What were the key revolutions of the period c. 1750 to 1900 CE, and how did they shape the modern world?1.Opener: Vocabulary Match-Up: Revolutions 2.Video: Unit 5 Overview: Revolutions3.Closer: Themes NotebookLesson 5.1: The EnlightenmentLesson 5.1 DQ: How did intellectual and ideological movements shape the revolutions that swept the Atlantic world from 1750 to 1900 CE?1.Opener: Enlightenment Quotes2.Article: “The Enlightenment”3.Activity: Enlightenment Speed Dating4.Article: “Origins and Impact of Nationalism”

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN12For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.5.Article: “Suffrage, Slavery, and Serfdom: From Enlightenment Thinking to Abolition and Reform” 6.Closer Graphic Biography: Harriet Forten PurvisLesson 5.2: Nationalism and Revolutions in the Period from 1750 to 1900 CE Lesson 5.2 DQ: How did different parts of the world experience the revolutionary transformations that occurred from c. 1750 to 1900 CE?1.Video: The Haitian Revolution2.Activity: Fever Model of Revolutionsa.Article: “The Atlantic Revolutions”3.Activity: Revolutionary Women4.Video: Nationalism5.Closer: Making Claims: Revolutions Lesson 5.3: The Industrial Revolution Begins Lesson 5.3 DQ: What factors drove the expansion of industrial production and ultimately led to the Industrial Revolution?1.Opener: Recipe for an Industrial Revolution: Part 1 2.Article: “Scale of the Industrial Revolution”3.Activity: Transformation of Manchester4.Video: Origins of the Industrial Revolution5.Activity: Images of the Industrial Revolution6.Closer: Recipe for an Industrial Revolution: Part 2 Lesson 5.4: Industrialization Spreads in the Period from 1750 to 1900 CELesson 5.4 DQ: How have different modes and locations of production evolved over time, and what factors have influenced these changes?1.Opener: Invention Brainstorm2.Article: “The Global Transformations of the Industrial Revolution”3.Article: “Imperialism and De-Industrialization in India”4.Closer: Making Claims: Industrialization Lesson 5.5: Technology of the Industrial Age Lesson 5.5 DQ: How did industrial innovations transform economic production over time?1.Opener: Technology and Innovation?2.Activity: Assembly Line Simulation3.Closer: The Most Important Invention 4.Extension Video:The Life of NailersLesson 5.6: Industrialization: Government’s Role from 1750 to 1900Lesson 5.6 DQ: How did the economic strategies of different states and empires shape their development and impact the world?

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN13For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1.Opener: Review and Preview2.Article: “Meiji Restoration: Japan’s Industrial Revolution”3.Article: “Muhammad Ali: Egypt’s Industrial Revolution”4.Graphic Biography: Iwasaki Yatarō5.Closer: Comparison: Egypt and JapanLesson 5.7: Economic Developments and Innovations in the Industrial AgeLesson 5.7 DQ: How did industrialization change economic systems, and what were the impacts of these changes?1.Article: “The Emergence of Industrial Capitalism”2.Activity: What If?3.Video: Capitalism and Socialism: Crash Course World History #334.Article: “Slavery and Capitalism”5.Closer: Lesson ReflectionLesson 5.8: Reactions to the Industrial Economy from 1750 to 1900 CE Lesson 5.8 DQ: What caused demands for change in industrial societies from 1750 to 1900 CE, and how did these demands shape society?1.Opener: SAQ Practice: Unit 52.Article: “Responses to Industrialization”3.Activity: Would You Rather?4.Article: “Rise of the Proletariat”5.Closer Graphic Biography: Ottilie BaaderLesson 5.9: Society and the Industrial AgeLesson 5.9 DQ: How did industrialization reshape social hierarchies and impact standards of living?1.Article: “Class Structure”2.Activity: Claim Testing: Social Class and Gender3.Article: "Changing Gender Roles”4.Activity: Contextualization: Child Labor5.Article: “Child Labor and Reform Movements”6.Activity: Industrialization Revolution-Era Reform Infomercial Project7.Activity: CCOT: Transoceanic Interconnections to Revolutions 8.Closer: Themes NotebookLesson 5.10: Continuity and Change in the Industrial Age Lesson 5.10 DQ: To what extent did industrialization bring change to societies around the world between 1750 and 1900 CE?1.Activity: Writing: Thesis and Contextualization Part 2a.Writing Tools: WH AP DBQ Writing Rubric

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN14For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.2.Assessment: Unit 5 DBQTeacher Unit Notes: For me, Unit 5 falls around the transition between semesters,so I split it into two smaller units. Topics 5.1 and 5.2 (Enlightenment, nationalism, and political revolutions) fit naturally at the end of first semester and provide a strong conceptual bridge from early modern state-building to modern political ideologies. Topics 5.3 through 5.10 (industrialization) begin second semester and function almost as a unit of their own. Here, the focus shifts to economic transformation, technology, class structure, and reform movements. I try to balance reading and writing with high-interest simulations and applied activities. Although not listed here, two “crowd favorite” activities are the Causation: Recipe for Revolution (Lesson 5.2) and the Urbanization Game(Lesson 5.9). I use these with my sophomores and avoid duplicating them, but they are engaging, memorable ways to help students grasp the complexity of revolutionary conditions and the social consequences of rapid industrial growth. I highly recommend both.Unit 6: Consequences of Industrialization c. 1750 to 1900 CELesson 6.0: Consequences of IndustrializationLesson 6.0 DQ: How did industrialization shape the motives and methods of imperial expansion in the nineteenth century?1.Opener: Matching Cause and Effect: Industrialization and Imperialism 2.Video: Unit 6 Overview: Consequences of Industrialization3.Closer: Themes NotebookLesson 6.1: Rationales for Imperialism from 1750 to 1900 CELesson 6.1 DQ: How did industrialized nations justify global state expansion?1.Opener: Imperialism Maptivity2.Article: “The ‘New’ Imperialism”3.Activity: Sourcing: Differing Perspectives on Imperialism4.Closer: Making Predictions: Impacts of “New” Imperialism Lesson 6.2: State Expansion from 1750 to 1900 CELesson 6.2 DQ: How did industrialization shape the expansion and administration of empires from 1750 to 1900?1.Opener: Quick Cartoon Analysis2.Activity: Gentleman of the Jungle

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN15For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.3.Article: “Tools of Imperialism”4.Closer: Imperialism CartoonsLesson 6.3: Indigenous Responsesto State Expansion from 1750 to 1900 CE Lesson 6.3 DQ: What strategies did indigenous leaders use to resist imperialism, and how successful were they?1.Opener: Resilience, Resistance, or Revolt? 2.Article: “Responses to Industrial Imperialism”3.Video:Experiencing Colonialism: Through a Ghanaian Lens4.Graphic Biography: Yaa Asantewaa, Queen Mother of Ejisu5.Activity: Causation: Indian Uprising6.Article: “1857 Indian Uprising”7.Article: “Source Collection: Indigenous Responses to State Expansion”8.Closer: Claim Testing: ImperialismLesson 6.4: Global Economic Development from 1750 to 1900Lesson 6.4 DQ: How did the availability of natural resources influence the location and success of industrial economies from 1750 to 1900 CE?1.Opener: Image Intro2.Article: “Colonial Violence”3.Article: “Source Collection: Economic Imperialism and State Expansion”4.Closer: 3-2-1 Review Lesson 6.5: Economic Imperialism from 1750 to 1900 CELesson 6.5 DQ: How did various European nations and United States interests gain economic advantages in Latin America and Asia during this period?1.Opener: Picture Preview: Economic Imperialism2.Article: “Economic Imperialism in Latin America”3.Activity: Contextualization: Opium Wars4.Article: “Opium Wars and Economic Imperialism”5.Closer: Making Headlines: Opium Wars and the Treaty of NanjingLesson 6.6: Causes of Migration in an Interconnected WorldLesson 6.6 DQ: How did migration, industrialization, and empire become intertwined in this era?1.Opener: Migration Push and Pull 2.Read: “Industrialization and Migration”3.Closer: SAQ Practice: Unit 6

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN16For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Lesson 6.7: Effects of MigrationLesson 6.7 DQ: How did migration impact both sending and receiving societies in this time period?1.Read: “Migration and Empire”2.Read: “Source Collection: Migration”3.Closer: Themes NotebookLesson 6.8: Causation in the Imperial AgeLesson 6.8 DQ: To what extent were indigenous responses to colonial rule effective in resisting imperialism, and what were the lasting effects of imperialism on colonized societies?1.Activity: Writing: LEQ Evidence and Reasoning Part 2a.Writing Tools: WH AP LEQ Writing Rubric2.Assessment: Unit 6 LEQTeacher Unit Notes: Unit 6 connects industrialization to imperialism, helping students see imperial expansion not as a separate development but as a direct consequence of 19th-century economic change. I begin by reinforcing causation: industrialization created demand for raw materials, new markets, and investment opportunities, which shaped both the motives and methods of imperialism. The “New Imperialism” lessons pair well with sourcing practice, especially through political cartoons and differing perspectives, allowing students to analyze justification, bias, and intended audience. The Gentleman of the Jungle activity and cartoon analysis are particularly effective for helping students decode imperial rhetoric and ideology.I also make space to center indigenous responses and resistance. Case studies like the 1857 Indian Uprising and African resistance movements allow students to evaluate effectiveness, reinforcing argumentation and evidence-based reasoning. As the unit progresses into economic imperialism, migration, and global labor flows, students can trace broader cause-and-effect chains that link industrialization, empire, and demographic change. Unit 7: Global Conflict c. 1900 to the PresentLesson 7.0: Global Conflict Lesson 7.0 DQ: What were the causes of global conflict from 1900 to the present?1.Opener: Quick Cartoon Analysis: “Crime of the Ages” 2.Video: Unit 7 Overview: Global Conflict3.Article: “Unit 7 Introduction: Global Conflict, 1900–Present”4.Closer: Themes Notebook

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN17For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Lesson 7.1: Shifting Power After 1900Lesson 7.1 DQ: What internal and external factors contributed to the transformation of states after 1900 CE?1.Opener: Brain Dump2.Article: “Global Shifts in Power”3.Activity: Comparison: Mexican and Russian Revolutions4.Article: “The Mexican Revolution” 5.Article: “The Power of One: The Russian Revolution”6.Closer: Shifting PowerLesson 7.2: Causes of World War ILesson 7.2 DQ: What were the causes of World War I, and what were its consequences?1.Opener: Our Interconnected World: World War I2.Activity: Tug-of-War3.Article: “What Caused the First World War?”4.Activity: Tug-of-War Revisited5.Article: “Capitalism and World War I”6.Closer: Lesson Reflection: Causes of World War ILesson 7.3: Conducting World War ILesson 7.3 DQ: What methods did governments use to conduct war beyond the battlefield, and how did these strategies impact societies and civilians?1.Article: “The First World War as a Global War”2.Activity: WWI in the Colonies DBQ Skills Practice 3.Closer: Making Claims: World War I Lesson 7.4: The Economy in the Interwar PeriodLesson 7.4 DQ: How did different governments around the world respond to economic crisis after 1900?1.Opener: What is This Asking?2.Activity: Contextualization: The Great Depression3.Article: “Global Great Depression”4.Article: “Communism in the Soviet Union”5.Closer: Cartoon AnalysisLesson 7.5: Unresolved Tensions After World War ILesson 7.5 DQ: In what ways did unresolved tensions from the interwar period shape future conflicts and territorial boundaries?1.Video: Internationalism Between the Wars2.Article: “Source Collection: Unresolved Tensions”

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN18For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.3.Activity: Appeasement4.Article: “Authoritarianism in Japan”5.Closer: Quiz Master 6.Extension Article: “Dual Consciousness”Lesson 7.6: Causes of World War IILesson 7.6 DQ: In what ways did the causes of World War II lead to global conflict, and how did its consequences reshape the world order?1.Article: “Fascism in Germany”2.Activity: Causation: World War II3.Article: “The Second World War”4.Closer: Power, Propaganda, and Pad Thaia.Graphic Biography: Plaek PhibunsongkhramLesson 7.7: Conducting World War IILesson 7.7 DQ: How did governments use various strategies to conduct World War II, and what similarities and differences emerged in their approaches?1.Opener: SAQ Practice: Unit 72.Article: “Economics in the Second World War”3.Article: “Source Collection: World War II”4.Activity: Argument Builder5.Activity: CCOT: Consequences of Industrialization to Global Conflict6.Video: The Fallen of World War II7.Article: “Nuclear Weapons”8.Article: “Source Collection: Science and Technology in the World Wars”9.Closer: Claim Testing: Global ConflictLesson 7.8: Mass Atrocities After 1900Lesson 7.8 DQ: What were the causes and effects of mass atrocities after 1900?1.Video: Armenian Genocide2.Article: “The Holocaust”3.Closer: Themes NotebookLesson 7.9: Causation in Global ConflictLesson 7.9 DQ: What were the most significant causes of global conflict from 1900 to the present, and how did their impact shape the world?1.Activity: Writing: DBQ Evidence, Sourcing, and Complexity Part 2a.Writing Tools: WH AP DBQ Writing Rubric2.Assessment: Unit 7 DBQTeacher Unit Notes:

OER PROJECT: WH APWORLD HISTORY AP COURSE PLAN19For teacher instructions and sample answers, hit the hammer icon at the top of each lesson.Unit 7 moves quickly and covers dense, emotionally heavy content, so pacing and skill focus are essential. I frame the unit around causation from the start by continually returning to the question of what drives global conflict and how industrialization, nationalism, imperialism, and economic instability connect across the 20th century. The progression from shifting power (including the Mexican and Russian Revolutions) to World War I, the interwar period, and World War II helps students see conflict as interconnected rather than isolated events. I also emphasize that the world wars were truly global, incorporating colonial troops, economic mobilization, and total war strategies beyond the battlefield. The unit’s final focus on mass atrocities reinforces the importance of analyzing ideology, state power, and technology, while maintaining historical sensitivity. By the end, students should be able to construct nuanced arguments about the most significant causes of global conflict and connect this era to long-term global patterns.Unit 8: Cold War and Decolonization c. 1900 to the PresentLesson 8.0: Cold War and Decolonization c. 1900 to the PresentLesson 8.0 DQ: How did the intertwined trends of the Cold War and decolonization impact societies around the world from c. 1900 to the present?1.Opener: Brain Warm-Up: Cold War2.Video: Unit 8 Overview: Cold War and Decolonization3.Article: “Unit 8 Introduction: Cold War and Decolonization, 1945–1990”4.Closer: Themes NotebookLesson 8.1: Setting the Stage for the Cold War and DecolonizationLesson 8.1 DQ: What historical factors after 1945 contributed to the emergence of the Cold War?1.Opener: Poster Preview2.Article: “Devastation of Old Markets”3.Closer: Sort It Out Lesson 8.2: The Cold WarLesson 8.2 DQ: What were the causes of the ideological struggle of the Cold War, and how did it impact global conflicts and alliances?1.Article: “Cold War: An Overview”2.Activity: Causation: Cold War3.Closer: Breaking News Lesson 8.3: Effects of the Cold WarLesson 8.3 DQ: What tactics did the United Statesand the Soviet Union use to compete for influence, and what were the consequences of their actions?

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