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Students will be able to analyze and respond to various Free Response Questions (FRQs), including Document-Based Questions (DBQs), Short Answer Questions (SAQs), and Long Essay Questions (LEQs). They will use their historical thinking skills and primary sources as evidence, supported by structured descriptions, guides, checklists, rubrics, and practice activities. This approach helps them build clear, evidence-based arguments and actively participate in DBQ discussions. Engaging with practice pr

Students will analyze and evaluate the impacts of globalization by examining contrasting perspectives from two TED Talks and identifying how globalization connects people, ideas, and economies across time and space. They will compare historical and modern examples, such as the Silk Road and current global markets, to understand the role of human capital, cultural exchange, and economic systems in shaping global interactions. Using structured questions and a comparison chart, students will assess

Students will be able to analyze and evaluate the historical arguments presented in the How Europe Stole the World YouTube series by Johnny Harris, examining how shifts in global trade, ideology, mapping, technology, disease control, economic innovation, and corporate power from 1450 to 1914 contributed to the rise of European imperialism. Part I: The Origins of European Imperialism – Students will examine how Europe’s relatively weak economic position around 1450 led to overseas exploration,

Students will be able to define and explain the characteristics of totalitarianism and distinguish it from other forms of authoritarian rule; analyze and interpret primary and secondary source documents using the INSPECT framework (Innovative, eNvironment, Society, Politics, Economy, Culture, Technology); compare and contrast fascist and communist ideologies across political structures, economies, social hierarchies, religions, gender roles, foreign policies, and individual rights; evaluate how

Students will be able to create a chronological timeline of key events of World War II in Europe (1939–1945) that identifies major turning points, explains their significance, and analyzes how political decisions and military strategies shaped the war’s outcome. Aligned with academic standards for historical thinking and literacy, students will use primary and secondary sources to evaluate evidence, determine cause-and-effect relationships, and present clear, evidence-based explanations. The fin

Students will be able to analyze the causes, events, and consequences of the Russian Revolution by evaluating primary and secondary sources from 1815 to 1922, applying historical thinking skills aligned with academic standards for sourcing, contextualization, and evidence-based analysis. Students will annotate a secondary source using the INSPECT model (Innovative, eNvironment, Society, Politics, Economy, Culture, Technology), identify key phrases that clarify the historical context, and respond

Students will be able to examine and evaluate​ the pre-Columbian Trade Networks in the Americas. Teachers should pair this assignment with direct instructions such as a lecture, reading, worksheet, or documentary. Teachers should allow students to​ watch the background YouTube [YT] videos if direct instruction on this topic has not previously been given. Another recommendation​ is that teachers break each article into parts and do them separately. This allows the students to move more methodical

Students will watch videos about the Enlightenment and take detailed notes, carefully answering guided questions that explore the contributions of key thinkers. They will conduct independent research on major Enlightenment figures, summarizing their main ideas, related terms, and preferred forms of government. Through this process, students will analyze and select meaningful quotes that best represent each thinker’s philosophy and find or create images that visually depict their core concepts. A

Students will be able to examine and evaluate​ "Yertle the Turtle" by Dr. Seuss, which outlines the growth of totalitarianism during the 1920s and 1930s (the Interwar Period). Teachers should pair this assignment with direct instructions such as a lecture, reading, worksheet, or documentary. It is recommended that teachers ​post the "Yertle the Turtle" on YouTube or read the book to the students. Another recommendation​ is that after each section, the teacher should review the primary sources as

Students will be able to examine and evaluate secondary sources and primary source excerpts to compare and contrast the Opium Wars with the Indian Revolt of 1857 (Sepoy Revolt). Teachers should pair this assignment with direct lectures, worksheets, or documentary instruction. It is recommended that teachers allow students to​ read through the articles and share their highlighted information in pairs or groups. Then, complete the organizer individually before sharing it in pairs or groups again.

Students will be able to explain the historical development of state-building in Europe by analyzing continuity and change through secondary sources, using the medieval European social structure as a key example. This resource guides students through a comparative chart of Upper, Middle, and Lower classes, critical-thinking questions based on historical descriptions, visual analysis of feudal society, and map-based exploration of Europe’s shifting borders. By examining the roles of monarchs, nob

Students will be able to examine and evaluate​ political cartoons from a catalogue of political cartoons from East Asia, South Asia, the Middle East, and Africa. Teachers should pair this assignment with direct instructions such as a lecture, reading, worksheet, or documentary. It is recommended that teachers​have students post their responses on a discussion board for other students to respond.​ Another recommendation​ is that students write out their responses and have small group discussions/

Students will be able to examine and evaluate​ the different Cold War alliances systems such as NATO, SEATO, CENTO, and the Warsaw Pact. Also, students will analyze different Cold War conflicts and the possible participation of these alliances in these conflicts. Finally, students can practice their writing with a graphic organizer. Teachers should pair this assignment with direct instructions such as a lecture, reading, worksheet, or documentary. It is recommended that teachers allow students t

Students will be able to examine and evaluate​ the Japanese invasion of China and the atrocities they committed. Teachers should pair this assignment with direct instructions such as a lecture, reading, worksheet, or documentary. It is recommended that teachers allow students to​ answer the first part with background information and the last part about other atrocities individually. However, students can be split into trios, and each takes a different point of view on the Japanese invasion of Ch

Students will be able to examine and evaluate​ the Holocaust and various stages that led to genocide. Teachers should pair this assignment with direct instructions such as a lecture, reading, worksheet, or documentary. It is recommended that teachers allow students to​ complete the assignment and use it to analyze other periods in which the Pyramid of Hate can be used to examine hate and violence. Another recommendation​ is for students to jigsaw the different stages of the Holocaust. At the end

Students will be able to examine and evaluate​ two tertiary sources, one about the Taiping Civil War and the other about the Boxer Rebellion. Teachers should pair this assignment with direct instructions such as a lecture, reading, worksheet, or documentary. It is recommended that teachers allow students to​ read and highlight each article and then answer the questions that accompany it. Another recommendation​ is splitting the students into pairs, sharing their results, and then completing the

Students will be able to examine and evaluate four primary sources: Kipling's "White Man's Burden," Johnson's "Black Man's Burden," Livingstone, and Davidson. Teachers should pair this assignment​ with direct instructions such as a lecture, reading, worksheet, or documentary. It is recommended that teachers allow students to​ complete one section, collaborate with their peers, and then share it with the class. Another recommendation is that students share and peer edit their writing practice. At

Students will contrast the Declaration of the Rights of Man and the Citizen (DOROMAC) with the Declaration of the Rights of Man and Woman (DOROMAW). Also, students will examine the influence Enlightenment Philosophers had on these revolutionary documents. Teachers should pair this assignment with a pre-reading from a textbook or other secondary source, a lecture on the French Revolution, or a documentary (i.e., History Channel's - The French Revolution). It is recommended that students do a thin

This unit on the French Revolution explores its causes, key events, and lasting impact through lectures, documentary viewing, primary and secondary source analysis, and a final project. Students will begin by learning about the social, political, and economic factors that led to the revolution, followed by an in-depth documentary that illustrates key moments. They will then analyze primary sources like the Declaration of the Rights of Man and compare them to secondary sources to gain a broader

Students will be able to examine and evaluate​ the cause and effect of the World Wars period of the early 20th century through a documentary. Teachers should pair this assignment with additional secondary and primary sources to understand the full scope of the war. It is recommended that teachers​either pause after each question or review them at the end. Another recommendation​ is that the teacher allow students time at the documentary's end to answer the primary source and map questions. At th