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OER PROJECT:WH ORIGINS + WH 1200Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “WorldHistoryCourse Plan”, OER Project, www.oerproject.com/WorldHistory Origins + 1200 Course PlanTyrone Shaw, World History Teacher, Washington, DCOverviewI teach this course as a deliberate prepara1on for my 9th-grade students’ transi1on into AP World History: Modern in 10th grade, balancing content knowledge with a strong emphasis on historical skills. Throughout the year, I priori1ze the development ofcomparison, causa1on, and con1nuity and change over 1me, so students learn not just what happened in history, but how historians analyze the past. I inten1onally build students’ stamina and confidence in reading historical texts by regularly engaging them with analy1cal ques1ons that require evidence-based thinking. Across units, I consistently return to the core historical themes of poli1cs, innova1on, environment, culture, economics, and social structures, helping students recognize paMerns and connec1ons that will be essen1al for success in AP-level coursework.SchoolMcKinley Technology High SchoolBrief bioI have been teaching with DCPS for the past 14 years. I have taught World History I and AP World History. Grades taught9thGrade Pre-AP World, 10thGrade AP World ModernClasses per day4 (one is planning)Length of Ame per class82 MinutesLength of school year182 School DaysNumber of students per year125How is your content different from the course outline?Content is very similar. Same 1me periods. How does your skillsinstrucAon differfrom the course outline?Similar skills focuson historical thinking skills of argumenta1on, causa1on, comparison, and con1nuity and change over 1me.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.

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.24.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*UnitLessonsPacingUnit 1—Origins of History42WeeksUnit 2(WH Origins)—Early Humans (250,000 BP to 3000 BCE)53WeeksUnit 3(WH Origins)—Early Agrarian SocieSes (6000 BCE to 100 CE) 63 WeeksUnit 4(WH Origins)—Empires and Belief Systems (600 BCE to 700 CE)74WeeksUnit 5(WH Origins)—Regional Webs (200 to 1500 CE)74WeeksUnit 6 (WH 1200 U2)—The Global Tapestry (1200 to 1450 CE)94WeeksUnit 7 (WH 1200 U3)—Transoceanic ConnecSons (1450 to 1750 CE)94Weeks*Takes into account school holidays, in-service days, and other commonly missed time such as testing days.WH Origins Unit 1: Origins of HistoryUnit 1 Problem: How does changing perspecSves change our understanding of history?Unit 1 Learning Objec5ves7.Examine how historians frame history by creating narratives of different scales of time and space.8.Evaluate how history stories are complicated and enriched by multiple perspectives.9.Understand the course frames of communities, networks, and production and distribution, and how they can be used to analyze history. 10.Practice close-reading and informal writing skills.Unit 1 OverviewLesson 1.1: History StoriesLesson 1.1 DQ: Why does it ma4er what stories we tell about the past?1.Opener: History Stories a.Opener: A Big Moment 2.Making Videos and History Usable a.Activity: How to Watch Videos b.Video: What Makes History Usable3.Why Do Multiple Perspectives Matter?a.Video: The Danger of a Single Storyb.Activity: The Historian and the Author 4.Closer: History Storiesa.Closer: A Big Moment: From Another Perspective

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.3Lesson 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.History of Many Shapes and Sizesa.Video: Origins of History: Unit 1 Overview3.Claim Testinga.Activity: Claim Testing: Introduction4.Reading Historya.Activity: Introduction to Three-Step Reading b.Article: “Unit 1 Introduction: History of Many Shapes and Sizes” 5.Closer: What Is World History?a.Closer: Zooming In History FramesLesson 1.3: History FramesLesson 1.3 DQ: What are frames and how do they shape our perspecAves on historical events?1.Opener: History Frames a.Opener: Defining the Frames 2.Introducing the Frames a.Video: Frame Concept Introduction 3.Getting to Know the Three Frames a.Activity: Frames Overview b.Video: Communities Frame Introductionc.Video: Networks Frame Introductiond.Video: Production and Distribution Frame IntroductionLesson 1.4: History and MemoryLesson 1.4 DQ: How does history shape our socieAes and the ways we think about ourselves?1.Opener: History and Memory a.Opener: Worst Day Ever?2.Graphic Biographies a.Activity: How to Read Comicsb.Activity: Getting to Know Comics3.The Purpose of Memory and Historya.Activity: Three-Step Reading for Graphic Biographiesb.Graphic Biography: History and MemoryTeacher notes:Focus:Historical thinking, perspec1ve, narra1ves, periodiza1on, and memoryDCPS Driving Concept:Driving Concept 6 –Analyzing AnSquity (skills-forward) and introductory framing for all content

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.4Aligned Standards:4.WH1.11 –Explain how historians categorize time periods and the strengths and limitations of periodization 5.WH1.21 –Evaluate credibility and perspectives of different sources (introduced conceptually) 6.WH1.50–WH1.53 –Historical inquiry, sourcing, perspective, claims, and evidence (introduced and practiced informally) Jus5fica5on:Unit 1 explicitly emphasizes mulSple perspecSves, historical narraSves, frames, sourcing, memory, and interpretaSon, which directly align to DCPS’s inquiry and analyScal skill standards rather than content-specific eras. I like to spend a lot of Smefront loading skills work for students to set them up for what they will be encountering in the course. I also use this Sme to introduce the historical themes of poliScs, innovaSon, environment, culture, economics, and social structures.WH Origins Unit 2: Early Humans (250,000 BP to 3000 BCE) Unit 2 Problem:What caused some humans to shiY from foraging to farming and what were the effects of this change? Unit 2 Learning ObjecAves1.Understand how historians use evidence from a variety of disciplines to create narratives about early human communities. 2.Evaluate why early humans migrated and created art. 3.Identify the characteristics of foraging and farming communities and understand why humans began to switch from foraging to farming. 4.Learn about and apply historical thinking skills such as claim testing, comparison, and causation to evaluate historical events and processes.5.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.Unit 2 OverviewLesson 2.1: The Earliest Humans Lesson 2.1 DQ: What caused some humans to shiF from foraging to farming and what were the effects of this change?1.Opener: The Earliest Humansa.Opener: Then vs. Now2.The Earliest Humansa.Video: Early Humans (250,000 Years Before Present to 3000 BCE): Unit 2 Overviewb.Article: “Unit 2 Introduction: The Earliest Humans” 3.Framing Unit 2a.Video: Frames in Unit 2b.Activity: Pick a Frame: Earliest Humans4.Closer: The Earliest Humans a.Closer: What If?

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.5Paleolithic HumansLesson 2.2: MigraAon and ArtLesson 2.2 DQ: Why did early humans move to new places and create art during this period?1.Opener: Migration and Arta.Opener: Who’s An Authority?2.Authority and Migration a.Activity: Claim Testing: Authority 3.Human Migrationa.Article: “Human Communities Populate the Earth” b.Activity: When Did Humans Get to the Americas?4.Early Arta.Video: Written in Stone: Petroglyphsb.Image Carousel: Art of the Paleolithicc.Activity: The Importance of Art as a Historical Evidence5.Closer: Migration and Arta.Closer: 3-2-1: Migration and Art6.Art and Timea.Extension Article: “The Chronometric Revolution”Lesson 2.3: Foraging SocieAesLesson 2.3 DQ: How did foragers build and maintain their communiAes?1.Opener: Foraging Societiesa.Opener: What Is This Asking? Introduction 2.The Life of a Foragera.Activity: Foraging Simulation 3.Hunter-Gatherer Societies a.Article: “Foraging Societies” b.Activity: Writing: Identifying Claim and Focus4.Languagea.Activity: Why Does Language Matter? b.Activity: Paleolithic Dictionary 5.Closer: Foraging Societiesa.Closer: What’s Your Answer?6.Language Networksa.Extension Video: Language Networks and Social LifeNeolithic RevolutionLesson 2.4: The Agricultural RevoluAonLesson 2.4 DQ: Why did the Agricultural RevoluAon begin?1.Opener: The Agricultural Revolutiona.Opener: Which Frame?2.Agriculturea.Video: The Agricultural Revolution: Crash Course World History #1

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.6b.Activity: Comparison: Life in the Neolithic and Today3.Causation and the Camela.Activity: Causation: Introduction 4.Writing Prep: Farming or Foraging?a.Activity: Pre-Writing: Claim and Focus5.Closer: The Agricultural Revolution a.Closer: Revisiting the Frames Lesson 2.5: The Biggest Mistake Humans Ever Made?Lesson 2.5 DQ: How could the development of agriculture be considered both good and bad for humanity?1.Opener: The Biggest Mistake Humans Ever Made?a.Opener: Causal Map: Jack and the Giant Beanstalk2.Causes of Farminga.Article: “The Transition to Farming: Differing Perspectives?” b.Activity: Causation: From Foraging to Complex Societiesc.Activity: Causal Map: From Foraging to Complex Societies 3.Sell It!a.Activity: Marketing 101: Foraging or Farming? 4.Writing: Evaluating the Agricultural Revolutiona.Assessment: Pre-Writing: Farming vs. Foragingb.Assessment: DBQ Sources: Farming vs. Foragingc.Assessment: Writing: Farming vs. Foraging5.Agricultural Governmentsa.Extension Video: Farming and the StateTeacher notes:Focus:Human evoluSon, migraSon, foraging vs. farming, art, and evidenceDCPS Driving Concept:Driving Concept 1 –The Beginnings of Human CommuniSesAligned Standards:6.WH1.1–WH1.7 –Hominin evolution, archaeological and scientific evidence, migration, tools, and Paleolithic art 7.WH1.8 –Effects of foraging vs. farming 8.WH1.10 –Environmental factors and Ice Age impacts 9.WH1.12 –Archaeological evidence for domestication and agriculture Jus5fica5on:Lessons on migraSon, early art, foraging socieSes, and the Neolithic RevoluSon directly map onto DCPS expectaSons for early human development and interdisciplinary evidence. This unit also conSnues to introduce students to a lot of skills work that will be useful to them later in the course while weaving in crucial content. Lesson 2.5 is also a great opportunity to set up an inquiry for students.

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.7WH Origins Unit 3: Early Agrarian Societies (6000 BCE to 100 CE)Unit 3 Problem: How did complex socieSes develop and how did they impact humans inside and outside these communiSes? Unit 3 Learning Objec5ves1.Understand, evaluate, and analyze why certain human communities began to organize into more complex societies, states, and empires. 2.Analyze how networks of exchange expanded during this historical era. 3.Understand and critique the common characteristics of societies such as social hierarchies, specialization of labor, writing, urbanization, population increases, and gender roles. 4.Use historical thinking skills such as claim testing, causation, and contextualization to evaluate historical events and processes.5.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.Unit 3 OverviewLesson 3.1: CiAes, SocieAes, and EmpiresLesson 3.1 DQ: How did complex socieAes develop and how did they impact humans inside and outside these communiAes?1.Opener: Cities, Societies, and Empires a.Opener: Comparing Communities 2.Cities, Societies, and Empiresa.Video: Early Agrarian Societies (6000 BCE to 100 CE): Unit 3 Overviewb.Article: “Unit 3 Introduction: Cities, Societies, and Empires” 3.Framing Unit 3a.Video: Frames in Unit 3b.Activity: Redraw the Frames: Early Agrarian Societies 4.Closer: Cities, Societies, and Empiresa.Closer: Village, City, or State?5.Essay reviewa.Extension Activity: Post-Writing: Claim and Focus Revision Villages, Cities, and StatesLesson 3.2: Foragers and Village Networks Lesson 3.2 DQ: How did early villages depend on other villages, foragers, and pastoralists?1.Opener: Foragers and Village Networksa.Opener: Survival Strategies2.The First Villagesa.Activity: Claim Testing: Evidence b.Article: “Village Networks”3.What is Civilization?a.Article: “Pastoralist, Nomads, and Foragers”

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.84.Closer: Foragers and Village Networksa.Closer: Cooperation or Conflict? 5.Reviewing for Analysis and Evidencea.Extension Activity: Writing: Identifying Analysis and EvidenceLesson 3.3: The First CiAes, States, and Empires Lesson 3.3 DQ: How did ancient communiAes grow larger and more complex?1.Opener: The First Cities, States, and Empires a.Opener: Which Frame?2.Sourcing History a.Activity: Sourcing: Introduction b.Activity: Sourcing: Introduction Excerpts3.Urbanization a.Article: “Growth of Cities” b.Activity: Causation: Population Growth 4.States and Empiresa.Article: “What Is a State?”b.Article: “What Is an Empire?” c.Activity: State vs. Empire5.Mesopotamian Empires a.Article: “The Rise of Empires: Akkadians and Assyrians6.Closer: The First Cities, States, and Empires a.Closer: Two Truths and a Lie 7.First Statesa.Extension Video: First Statesb.Extension Article: “Authority and Control in Ancient Empires” Agrarian Societies ExpandLesson 3.4: Ancient Trade NetworksLesson 3.4 DQ: Why did ancient trade routes expand?1.Opener: Ancient Trade Networksa.Opener: Making Predictions 2.Ancient Trade Routesa.Activity: Mapping Regional Trade Networks b.Article: “Regional Trade Networks” 3.New Tools, New Empiresa.Article: “The Iron Age” b.Article: “Phoenicians: Masters of the Sea” c.Article: “The Hittites and Ancient Anatolia”d.Activity: New Tech, Expanding Networks4.Closer: Ancient Trade Networksa.Closer: Making Claims: Ancient Trade Routes Lesson 3.5: Early Agrarian SocieAesLesson 3.5 DQ: Why did large agrarian states arise in some places but not others?

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.91.Opener: Early Agrarian Societies 2.Opener: True or False?3.Contextualizing History a.Activity: Contextualization: Introduction 4.Societies Develop a.Article: “Introduction to Agrarian Societies” 5.Early Agrarian Societies Jigsawa.Activity: Contextualization: Agrarian Societies b.Article: “Ancient Agrarian Societies: Mesopotamia”c.Article: “Ancient Agrarian Societies: China—Shang Dynasty”d.Article: “Ancient Agrarian Societies: Nubia and Ancient Egypt”e.Article: “Ancient Agrarian Societies: Mesoamerica—Olmec and Chavin de Huantar”f.Article: “Ancient Agrarian Societies: Aksum”g.Article: “Ancient Agrarian Societies: Nok Society”h.Article: “Ancient Agrarian Societies: Indus River Valley”6.Ancestral Pueblo Societies a.Video: Communities of Movement7.Writing: Impacts of Early Societies a.Assessment: Pre-Writing: Analysis and Evidenceb.Assessment: DBQ Sources: Early Complex Societiesc.Assessment: Writing Activity: Early Complex Societies8.Teotihuacan and Maya City-Statesa.Extension Article: “Teotihuacan and Classic Mesoamerica”9.Jenne-Jeno Case Studya.Extension Activity: Jenne-Jeno Teacher notes:Focus:CiSes, states, empires, social hierarchies, trade, governanceDCPS Driving Concept:Driving Concept 2 –Early SocieSes and CiSesAligned Standards:10.WH1.13–WH1.17 –Geography, agriculture, cities, belief systems, and state formation 11.WH1.16 –Characteristics of complex societies (writing, hierarchy, urbanization) 12.WH1.18–WH1.19 –Gender roles and daily life using archaeological and primary sources 13.WH1.20 –Decline of early agrarian societies Jus5fica5on: This unit’s case studies, trade networks, states vs. empires, and DBQ wriSng align Sghtly with DCPS expectaSons for early complex socieSes across regions. This is the first content-heavy unit for students, and I like to take my Sme here to teach them how to work with textual documents, emphasizing the many images that they looked at in Unit 2 and helping them learn how to apply those skills to analyzing texts.

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.10WH Origins Unit 4: Empires and Belief Systems (600 BCE to 700 CE)Unit 4 Problem: How did the emergence of portable belief systems affect how people lived and support new types of networks among them?Unit 4 Learning ObjecAves1.Explain and interpret the spread of shared belief systems and how these beliefs shaped the formation of societies. 2.Assess the similarities and differences of ancient empires. 3.Use primary sources to evaluate the development of portable belief systems and the formation of empires. 4.Use historical thinking skills such as comparison, sourcing, and continuity and change over time to evaluate historical events and processes.5.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.Unit 4 OverviewLesson 4.1: Empires and Belief Systems Lesson 4.1 DQ: How was the emergence of portable belief systems connected to empires in this period?1.Opener: Empires and Belief Systemsa.Opener: Sacred Symbols 2.Empires and Beliefsa.Video: Empires and Belief Systems (600 BCE to 700 CE): Unit 4 Overviewb.Article: “Unit 4 Introduction: Empires and Belief Systems 600 BCE to 700 CE” 3.Closer: Empires and Belief Systems a.Closer: Belief and Power4.Essay Review: Analysis and Evidencea.Extension Activity: Writing: Revising Analysis and EvidencePortable Belief SystemsLesson 4.2: Comparing Portable Belief Systems Lesson 4.2 DQ: What did the portable belief systems that emerged or spread in this period share in common?1.Opener: Comparing Portable Belief Systemsa.Opener: Belief vs. Religion 2.Belief Systems Around the Worlda.Article: “Overview of Belief Systems” b.Activity: Comparison: Belief Systems c.Article: “World Religions Before c. 1450”d.Article: “Confucianism”e.Article: “Buddhism”f.Article: “Judaism”

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.11g.Article: “Christianity”h.Article: “Hinduism”i.Article: “Islam”3.Closer: Comparing Portable Belief Systemsa.Closer: What Is This Asking? 4.Writing: Comparing Early Chinese Philosophiesa.Assessment: Pre-Writing Activity b.Assessment: DBQ Sources: Early Chinese Philosophiesc.Assessment: Writing Activity: Early Chinese Philosophies5.Beliefs in Ancient Chinaa.Extension Article: “Daoism”b.Extension Article: “Legalism”Lesson 4.3: How Do Religions Grow and Change? Lesson 4.3 DQ: How did belief systems transform as they spread along networks?1.Opener: How Do Religions Grow and Change?a.Opener: Spot the Differenceb.Image Carousel: Spot the Difference Images 2.Expansion and Adaptation a.Article: “Syncretism”3.Belief Systems Spreada.Activity: Quick Sourcing: Introduction b.Article: “Source Collection: Portable Belief Systems” 4.Mapping Belief Systemsa.Activity: Portable Beliefs Map5.Closer: How Do Religions Grow and Change?a.Closer: Beliefs on the Move6.Reviewing for Organization and Languagea.Extension Activity: Writing: Identifying Organization and Language7.Buddhism in Chinaa.Extension Article: “Why Do Belief Systems Spread? How China Made Buddhism Its Own” The Growth of EmpiresLesson 4.4: Comparing Ancient EmpiresLesson 4.4 DQ: Why did some states grow into empires?1.Opener: Comparing Ancient Empiresa.Opener: Organizing Evidence2.Empires Around the World a.Activity: Empire Building b.Article: “Worlds Collide: Persians and Greeks”c.Article: “The Macedonian Empire”d.Article: “The Ptolemaic Dynasty”e.Article: “The Mauryan and Gupta Empires”f.Article: “The Zhou and Qin Empires”3.Closer: Comparing Ancient Empires

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.12a.Closer: Imperial Wisdom4.Reading Empiresa.Extension Activity: Quick Sourcing: First States and Empiresb.Extension: Article: “Source Collection: First States and Empires”Comparing the Roman Empire and the Han DynastyLesson 4.5: Rome and Han China Lesson 4.5 DQ: How did Roman and Han Dynasty rulers grow and maintain their empires?1.Opener: Rome and Han Chinaa.Opener: Trade in the Ancient World2.Sources from Rome and Han Chinaa.Article: “The Roman Empire” b.Article: “Han Dynasty China” c.Activity: Sourcing: Rome and Han Dynasty Chinad.Activity: Sourcing: Rome and Han Dynasty China Excerpts3.Introducing CCOTa.Activity: CCOT: Introductionb.Activity: CCOT: Agrarian Societies to Empires and Beliefs 4.Closer: Rome and Han Chinaa.Closer: Would You Rather5.Beliefs in Ancient Chinaa.Extension Video: 2,000 Years of Chinese History! The Mandate of Heaven and Confucius: Crash Course World History #7Lesson 4.6: Women in the Ancient World Lesson 4.6 DQ: How did the roles of women differ in ancient Rome and Han China?1.Opener: Women in the Ancient Worlda.Opener: Take a Guess 2.Women in Rome and Chinaa.Article: “Women and Families in Classical Society”b.Video: Comparative Roles of Women in Rome and Han Chinac.Graphic Biography: Babatha d.Activity: Her Side of History Teacher notes:Focus:Empires, religions, governance, comparison, gender rolesDCPS Driving Concept:Driving Concept 3 –Ancient EmpiresAligned Standards:3.WH1.21–WH1.29 –Empires, belief systems, governance, social hierarchy, and women’s roles 4.WH1.22 –Comparison of belief systems (Buddhism, Christianity, Islam, Confucianism, etc.) 5.WH1.30–WH1.31 –Interregional trade networks and diffusion 6.WH1.32 –Decline of ancient empires

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.13Jus5fica5on: Rome/Han comparisons, portable belief systems, CCOT, and sourcing lessons align precisely with DCPS Ancient Empires standards. For this unit, I am emphasizing for students the connecSon between belief systems and state development. Introducing key concepts such as the connecSon between using religion as a tool to legiSmize state administraSon.WH Origins Unit 5: Regional Webs (200 to 1500 CE)Unit 5 Problem:How do human systems restructure themselves aYer catastrophe? Unit 5 Learning ObjecAves1.Evaluate and critique the historical narrative of the rise and fall of societies. 2.Understand and analyze why networks of interaction both increased and decreased during this historical era. 3.Evaluate how new innovations in technology and transportation affected trade networks and human communities.4.Critique the narrative of the “Dark Ages” by analyzing and using evidence from multiple sources to support historical thinking. 5.Use historical thinking skills such as claim testing, causation, historical comparison, sourcing, and continuity and change over time to evaluate historical events and processes.6.Create and support arguments using historical evidence to communicate conclusions through informal and formal writing.Unit 5 OverviewLesson 5.1: Collapse and RestructuringLesson 5.1 DQ: How have socieAes restructured aFer the collapse of empires?1.Opener: Collapse and Restructuring a.Opener: Vocabulary Match-Up2.Collapse and Restructuring a.Video: Regional Webs (200 to 1500 CE): Unit 5 Overviewb.Article: “Unit 5 Introduction: Collapse and Restructuring” 3.Framing Unit 5a.Video: Frames in Unit 5b.Activity: Frames Timeline: Collapse and Restructuring4.Closer: Collapse and Restructuringa.Closer: Letters from the Edge of Collapse 5.Reviewing for Claim and Focusa.Extension Activity: Writing: Revising Claim and FocusA Dark Age?Lesson 5.2: Why Do Empires Collapse?Lesson 5.2 DQ: What are the most important factors leading to the collapse of empires?1.Opener: Why Do Societies Collapse?a.Opener: Causes of Collapse

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.142.Empires Collapsea.Article: “Empires Fall” b.Activity: Collapse Categories3.Fall of Roman and Han Empiresa.Article: “The Fall of Rome” b.Article: “The Fall of the Han Dynasty” c.Activity: Causation: Autopsy of an Empire 4.Closer: Why Do Societies Collapse?a.Closer: Sketch the Fall5.Writing: Comparing Collapsea.Assessment: Pre-Writing: Organization and Language/Style b.Assessment: DBQ Sources: Roman Empire and Han Dynasty Chinac.Assessment: Writing Activity: Roman Empire and Han Dynasty China6.Patterns of Collapsea.Extension Video: Collapse!b.Extension Article: “Cycles of Collapse in Mesoamerica”Lesson 5.3: Assessing the Dark Ages Lesson 5.3 DQ: Did Europe go through a dark age aFer the fall of the Roman Empire?1.Opener: Assessing the Dark Ages a.Opener: What’s in a Name? 2.Dark Ages?a.Article: “The ‘Dark Ages’ Debate” b.Article: “Was There Ever a ‘Dark Age’?” c.Activity: Rethinking the Dark Ages3.Closer: Assessing the Dark Agesa.Closer: You Decide: A Dark Age? The Middle AgesLesson 5.4: Systems Restructure in Europe and ChinaLesson 5.4 DQ: How did communiAes in Europe and China restructure aFer the collapse of empires?1.Opener: Systems Restructure in Europe and Chinaa.Opener: Whom Do You Trust?2.Europea.Article: “Christendom” b.Activity: New Sources of Authority3.Chinaa.Article: “China Under the Tang and Ming Dynasties” b.Graphic Biography: Du Huanc.Activity: Sourcing: “An Imperial Edict Restraining Officials from Evil”d.Activity: Sourcing: “An Imperial Edict Restraining Officials from Evil” Excerpts4.Closer: Systems Restructure in Europe and Chinaa.Closer: Write From the Past5.Japanese Middle Ages

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.15a.Extension Video: Shoguns, Samurai, and the Japanese Middle Ages6.Comparing Medieval Womena.Extension Activity: Comparison: Women in Medieval Europe and Song Chinab.Extension Article: “Medieval Women in Western Europe, c. 1000–1350 CE”c.Extension Article: “Women in Song Dynasty China, 960–1279 CE”Lesson 5.5: The Islamic World Lesson 5.5 DQ: How did the spread of Islam influence human communiAes and networks in Afro-Eurasia during this period?1.Opener: The Islamic Worlda.Opener: Mapping Beliefs2.A New Religion Emergesa.Article: “The Caliphate” b.Video: The Emergence of Islam3.Connecting Afro-Eurasiaa.Article: “Dar al-Islam” b.Video: Causes and Consequences of the Crusadesc.Activity: Claim Testing: The Islamic World4.Closer: The Islamic Worlda.Closer: Mapping Dar al-IslamThe Silk RoutesLesson 5.6: The Silk RoadsLesson 5.6 DQ: How have the trade routes known as the Silk Roads expanded and contracted over Ame?1.Opener: The Silk Road a.Opener: World Travelers 2.Silk Road Merchantsa.Article: “Archipelago of Trade” b.Quill Activity: How Did Pirates Disrupt Sea Routes in East Asia?c.Activity: Silk Road Simulation3.Rebuilding Networksa.Video: Rebuilding the Silk Roadb.Article: “The Silk Road” c.Activity: CCOT: Empires and Beliefs to Regional Webs 4.Sources of Collapsea.Extension Activity: Quick Sourcing: Collapse and Restructureb.Extension Article: “Source Collection: Collapse and Restructure”Lesson 5.7: Expanding the Silk RoutesLesson 5.7 DQ: How did the expansion of trade routes impact communiAes on the edges of Afro-Eurasia?1.Opener: Expanding the Silk Routes

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.16a.Opener: What’s In Your Suitcase2.Indian Ocean Tradea.Article: “Indian Ocean Trade Routes” b.Graphic Biography: Zheng He3.Wool and Silka.Video: Silk and the Song Dynastyb.Video: Guilds, Wool, and Trade: Medieval England in a Global Economyc.Activity: Comparing the Silk and Wool Trades4.Salt and Golda.Article: “Trans-Saharan Trade Routes” b.Video: Mansa Musa and Islam in Africa: Crash Course World History #16c.Activity: Contextualization: Mansa Musa 5.West Africaa.Extension Article: “States and Empires of West Africa” Teacher notes:Focus:Collapse, restructuring, Islam, Silk Roads, medieval systemsDCPS Driving Concept:Driving Concept 4 –ReorganizaSon of SocieSes and Increasing Networks of ExchangeAligned Standards:6.WH1.33–WH1.35 –Political, social, and cultural change after empire collapse 7.WH1.36 –Religion in governance and society (Islam, Christianity, Buddhism) 8.WH1.37–WH1.38 –Geography and trade networks (Silk Roads, Indian Ocean, Trans-Saharan) 9.WH1.39–WH1.41 –Gender roles, migration, diffusion, and innovation Jus5fica5on:The unit’s focus on post-collapse restructuring, medieval trade, Islam, and global networks aligns fully with DCPS’s 400–1200 CE framework. This is the beginning of a transiSon in preparing students for the content they will encounter in World History II. At this Sme in the school year, I like to specifically call out content and concepts that students need to remember for next year. WH 1200 Unit 2: The Global Tapestry (1200 to 1450 CE) Unit 2 Problem:How did networks of exchange connect socie1es, and how were communi1es changed by these connec1ons? Unit 2 Learning ObjecAves10.Analyze the different ways humans formed communities in Afro-Eurasia, the Americas, and the Pacific. 11.Investigate regional networks of exchange that connected societies and how communities were impacted by these connections. 12.Assess the causes and effects of the expansion and contraction of networks during this era. 13.Evaluate the positive and negative impacts of interconnection on different communities around the world.

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.17Unit 2 OverviewAfro-EurasiaLesson 2.2: Introducing Afro-EurasiaLesson 2.2 DQ: How did governments and religions work together to organize communiSes during this period?14.Opener: Introducing Afro-Eurasia15.Opener: Who’s An Authority? 16.Reviewing Authority 17.Activity: Claim Testing: Authority 18.Exploring Afro-Eurasia19.Article: “Communities in Afro-Eurasia”20.Article: “State and Religion in Afro-Eurasia”21.Activity: Communities and Religion in Afro-Eurasia22.Closer: Introducing Afro-Eurasia23.Closer: Synthesize and Reflect Lesson 2.3: Dar al-IslamLesson 2.3 DQ: How did the spread of Islam influence human communiSes and networks in Afro-Eurasia?24.Opener: Dar al-Islam25.Opener: What’s Happening Here?26.Contextualizing History27.Activity: Contextualization: Introduction 28.A Golden Age of Islam29.Article: “Dar al-Islam” 30.Crusades31.Video: Causes and Consequences of the Crusades32.Activity: Conflict vs. Connection 33.Mansa Musa34.Activity: Contextualization: Mansa Musa35.Video: Mansa Musa and Islam in Africa: Crash Course World History #1636.Closer: Dar al-Islam37.Closer Graphic Biography: RumiLesson 2.4: The Mongol EmpireLesson 2.4 DQ: How did the Mongols manage to build and maintain history’s largest land-based empire?38.Opener: The Mongol Empire39.Opener: Expanding an Empire Part 140.Sourcing41.Activity: Sourcing: Introduction 42.Activity: Sourcing: Introduction Excerpts43.The Mongol Empire

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1844.Article: “Written in the Stars: Secrets of the Mongol Empire”45.Graphic Biography: Sorqoqtani Beki46.Quick Sourcing47.Article: “Source Collection: Mongol Collection”48.Activity: Quick Sourcing: Introduction 49.Closer: The Mongol Empire50.Closer: Expanding an Empire Part 251.More Mongols52.Extension Video: Wait for It... the Mongols! Crash Course World History #1753.Historian of the Mongols54.Extension Graphic Biography: Rashid al-DinLesson 2.5: The Silk RoadLesson 2.5 DQ: Why did trade networks expand in Afro-Eurasia during this period?55.Opener: Afro-Eurasian Networks 56.Opener: World Travelers57.Trade Routes58.Article: “Archipelago of Trade” 59.Quill Activity: How Did Pirates Disrupt Sea Routes in East Asia?60.Article: “Indian Ocean Routes”61.Video: Guilds, Wool, and Trade: Medieval England in a Global Economy62.Activity: Making Claims: Expanding Networks63.Simulating Trade 64.Activity: Silk Road Simulation65.Caravans Across the Sahara Desert66.Extension Article: “Trans-Saharan Trade Routes”67.Trading Words68.Extension Activity: Quick-Sourcing Activity69.Extension Article: “Source Collection: Networks of Exchange”Americas and the PacificLesson 2.6: Communities in the Americas and OceaniaLesson 2.6 DQ: How were communiSes organized in the Americas and Oceania?70.Opener: Communities in the Americas and Oceania71.Opener: What Is This Asking? Introduction72.Communities of the Americas73.Article: “The Americas 1200–1450” 74.Video: Communities of Movement75.Graphic Biography: Macuilxochitl76.Activity: Time Traveler’s Journal77.Communities of Oceania 78.Article: “Oceania, c. 1200–1450 CE”79.Graphic Biography: Kupe80.Closer: Communities in the Americas and Oceania81.Closer: Three Images and a Caption

OER PROJECT:WH ORIGINS + WH 1200WORLD HISTORY ORIGINS TO 1600 COURSE PLANFor teacher instructions and sample answers, hit the hammer icon at the top of each lesson.1982.Empires in Mesoamerica83.Extension Video: Aztec Empire84.Extension Video: Inca EmpireLesson 2.7: Long-Distance Trade in the AmericasLesson 2.7 DQ: How were different regions of the Americas connected by trade in this period?Opener: Long-Distance Trade in the Americas85.Opener: Long-Distance Trade in the Americas86.Opener: Networks in the Americas87.Indigenous American Trade Routes 88.Article: “Long-Distance Trade in the Americas” 89.Activity: Writing: Identifying Claim and Focus90.Connecting the Americas91.Video: World of Chaco92.Activity: Mapping Trade in the Americas 93.Closer: Long-Distance Trade in the Americas94.Closer: Map Sketch95.The Caribbean96.Extension Video: Pre-Colonial CaribbeanConsequences of ConnectivityLesson 2.8: Cultural ConsequencesLesson 2.8 DQ: What were the posiSve and negaSve consequences of increased connecSvity?97.Opener: Cultural Consequences 98.Opener: Review and Preview99.Renaissance Narratives 100.Article: “The Renaissance” 101.Changing Belief Systems 102.Article: “World Religions Prior to 1450” 103.Video: The Reformation104.Activity: Breaking News: Religions Evolve105.The Past Is a Foreign Country106.Activity: Comparison: Life in 1200 and Today 107.Closer: Cultural Consequences 108.Closer: Pros and Cons of Cultural Connectivity 109.Culture and Consequence110.Extension Article: “Trade, Technology, and Religion in Afro-Eurasia 1200-1450”Lesson 2.9: The Black DeathLesson 2.9 DQ: How did the Black Death spread so far and so quickly in Afro-Eurasia?111.Opener: The Black Death112.Opener: Causal Map: Jack and the Giant Beanstalk113.Trade and Consequence

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WH Origins WH 1200 Full Teacher Course Plan