Hey teachers! A quick note about these resources: I don’t sell any of my lessons, PowerPoints, or classroom activities on TpT because I remember those teachers when I was starting out who handed me their flash drive, no questions asked. The only things I’ll sell on TpT are “extras” that I create (classroom posters, etc.)
But if you’re using a lot of my free resources below, please consider joining my Patreon ($3/month for educators) or making a one-time donation below!
SIMPLIFIED CED (Units 1-5): I use this as my unit test review. I give it to the kids when we start each unit to help guide them as they read and then they annotate it with detail to review for the test. I’m going to keep them safe until May, when they can use it as their own personal AP exam review!
I’ve created a series of classroom posters and visual tools to help my students focus on the historical reasoning skills and learn how to decode the writing prompts. See a preview below and check out my TpT page for the full posters!
My Syllabus (feel free to use as a template for your own – just make a copy first!)
Annotation Instructions for Secondary Sources: I use this any time we’re reading an article or long excerpt from a secondary source. It helps them identify LEQ elements (without having to write an LEQ! Yay!)
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!
1.1 Documentary: The Story of China (Episode 3: The Song Dynasty): The PBS documentary is available on Amazon Prime Video but here are my SPICET notes that I took from the documentary (things I pointed out to my students!)
Lesson: Regional Continuities in Asia (Students analyze sets of documents relating to general continuities throughout history in either China, the Middle East, or India.)
1.4 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.)
Genghis Khan and the Making of the Modern World by Jack Weatherford: My students read the introduction and follow these annotation instructions as they read the article in preparation for our discussion in class.
Trade City Tourism Project!: Students are assigned a major trading city to research. Then they create tourism materials and have a gallery walk to identify key characteristics of each city.
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
SuperFight! (Build your own Early Modern state): I’m SUPER excited about this activity. After reading AMSCO Unit 3, students will “build” their own state by selecting from options relating to five categories of statebuilding. Students will enter their state into a bracket-style tournament and the class will discuss and vote in two categories: Who Would Win in a War? and Who Would Last the Longest?
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
DBQ Block Party: The Silver Trade (Students analyze a document related to the global silver trade 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!)
4.6 Resistance Movie Posters (Students research leaders of resistance – Metacom, Ana Nzinga, Manco Inca, maroon societies, and Pugachev – and create a movie poster/synopsis/review of their leader/resistance movement.)
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
5.1 Enlightenment Speed Dating: Students become a figure of the Enlightenment and then “speed date” each other to learn about their views and whether or not they are compatible.
The American Revolution in World History: One of my favorite lectures! This guides students to evaluate the traditional narrative of the American Revolution (thanks to Schoolhouse Rock!) and then upends that narrative by situating the Revolution in the larger global context. There are also a few document analysis activities built in to prepare students to use documents in the DBQ.
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?