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Unit 0 (8000 BCE – 1200 CE. Whoa.)
Unit 0 Big Idea
Big Idea: Civilizations rose and developed methods of building and maintaining states that would be continued throughout history.
Unit 0 Lessons
Unit 0 Mapping Worksheet: Important physical features + College Board Regions
Lesson: Continuities in State-Building 101 (Students use SPICE-T to discuss how they would administer a large state and then the class looks at documents from the Ancient and Classical eras to evaluate common ways states attempt to maintain power.
Unit 1 Foreshadowing
Foreshadowing: How will these elements of state building continue or adapt as new civilizations with increased interaction and technology arise?
Unit 1: The Global Tapestry (1200-1450)
Unit 1 Big Idea
Roll call! What major states are dominating each region in the late postclassical era? And what common factors are they utilizing to maintain state power in the region?
Unit 1 Lessons
Unit 1 Mapping Worksheet: These are the postclassical states I’m covering in Unit 1!
Lesson: Regional Continuities in Asia (Students analyze sets of documents relating to general continuities throughout history in either China, the Middle East, or India.)
Lesson: Aztec/Inca Block Party! (Students analyze a document related to state-building in the Americas then find connections between their document and others in the class. In the end, students physically group themselves with other students who have connected documents. This is a great way to gently introduce the DBQ!)
Unit 2 Foreshadowing
Which postclassical states will benefit from economic, environmental, and cultural exchange? Which postclassical states might be resistant to new ideas from other regions?
Unit 2: Networks of Exchange (1200-1450)
Unit 2 Big Idea
Now, how did those late postclassical states interact and what economic, environmental, and cultural exchanges occurred as a result of global trade networks?
Unit 2 Lessons
Unit 2 Mapping Worksheet: I’ll have my students highlight over the three major trade networks and notice DIFFERENCES in the various goods being traded on different networks. (For example, why is China NOT sending porcelain on the Silk Road? Or India NOT sending grain on the Silk Road? Because Silk Road trade was expensive so heavy or bulk goods typically went on ships instead.)
Unit 3 Foreshadowing
How will those exchanges help Europe re-enter, and ultimately dominate, global networks of exchange?
Unit 3: Land-Bases Empires (1450-1750)
Unit 3 Big Idea
Across Asia, states were continuing to utilize traditional methods to maintain power in their land-based empires.
Unit 3 Lessons
Unit 4 Foreshadowing
How will these land-based empires be impacted by and react to the rise of European maritime empires?
Unit 4: Transoceanic Interactions (1450-1750)
Unit 4 Big Idea
Maritime empires were established, dominating the Americas, Atlantic trade and port cities in Africa and Asia; and they competed with traditional land-based powers in older trade networks like the Indian Ocean.
Unit 4 Lessons
Unit 5 Foreshadowing
How are the early European settlements and ports of trade going to grow into global empires? And how will traditional land-based empires respond?
Unit 5: Revolutions (1750-1900)
Unit 5 Big Idea
In the West, traditional power structures were challenged, although the new systems that replaced them were not always radically different. And traditional socio-economic structures were challenged as methods of production became drastically more efficient.
Unit 5 Lessons
Unit 6 Foreshadowing
Foreshadowing: How will the changing Western economy impact the rest of the world? Which civilizations will accept and adapt to the Western model and which will resist?