DO NOW:

1. Phones in assigned pockets
2. Sit at a desk labeled with the country you were assigned
3. Take out “Debating Globalization” and country profile handouts

1. Do Now/Attendance [5 min]
2. Goals for today:
• Complete pp. 3-5 of “Debating Globalization” (use Country Profile handout for research)
• Develop an opening speech and designate a speaker from your country group

THE PLAN:

OBJECTIVES:

• Understand and define globalization
• Identify and understand key issues related to globalization

HOMEWORK:

• Work on final review packet

DO NOW:

• Phones in assigned pockets
• Take out “Debating Globalization” and country profile handouts from yesterday

• Do Now/Attendance [5 min]
• Tasks for today:
• “Debating Globalization” Definitions and Key Issues CHECK IN TODAY!
• Complete pp. 3-5 of “Debating Globalization” (use Country Profile handout for research)

THE PLAN:

OBJECTIVES:

• Understand and define globalization
• Identify and understand key issues related to globalization

HOMEWORK:

• Work on final review packet

DO NOW:

• Phones in assigned pockets
• Take out “Debating Globalization” handouts from yesterday

• Do Now/Attendance [5 min]
• Tasks for today:
• Complete “Debating Globalization” Definitions and Key Issues CHECK IN TOMORROW!
• Start pp. 3-5 of “Debating Globalization” (use Country Profile handout for research)
• Final exam review packet

THE PLAN:

OBJECTIVES:

• Understand and define globalization
• Identify and understand key issues related to globalization

HOMEWORK:

• Work on final review packet

DO NOW:

• Phones in assigned pockets
• Take handout
• Skim final review packet
• Generate questions about the exam or about the prep packet

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Discuss final exam review guide/Final Q&A (handout) [10 min]
• Discuss “Debating Globalization” simulation + country assignments (handouts) [10 min]
• INDEPENDENT WORK TIME [20 min]
• Finish Unit 8 Wrap Up
• Start “Debating Globalization” (Definitions and Key Issues)
• Start final exam review packet

THE PLAN:

OBJECTIVES:

• Understand how historians create narratives to explain the convergence and divergence of human communities and experiences during this era.

HOMEWORK:

• Work on final review packet

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Take out Chromebook (KEEP CLOSED)

• Do Now/Attendance [5 min]
• Unit 8 Wrap Up (handout + Google Classroom) {TOTAL = 50 pts} COLLECTED END OF CLASS
• Organization [10 min] {10 pts}
• Review Squares [15 min] {20 pts}
• Quill: Article + Online [20 min] {20 pts}

THE PLAN:

OBJECTIVES:

• Show understanding of Unit 8

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Complete Read 1 Prediction
1. I think this article by ___ will teach me more about _____ specifically ____.

• Do Now/Attendance [5 min]
• Three Reads: Connecting Decolonization and the Cold War (handout) [35 min] {5 pts} COLLECTED END OF CLASS

THE PLAN:

OBJECTIVES:

• Understand and explain the connection between the Cold War and decolonization movements around the world

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out Cold War Simulation handout from yesterday
• Make sure the SAQ (short answer questions) are completed and have the minimum sentence length

• Do Now/Attendance [5 min]
• Simulation: Cold War proposal (notebook + Google Classroom)
• Pro/Con Chart (handout) [10 min]
• Proposal (Google Classroom) [35 min] {15 pts} DUE END OF CLASS TODAY; TURN IN WHAT YOU HAVE COMPLETED!

THE PLAN:

OBJECTIVES:

• Use evidence to understand how economic and political systems fueled early Cold War tensions.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Turn to “The Cold War: An Overview” pages in notebook

• Do Now/Attendance [5 min]
• Cinco de Mayo 2026 (video) [5 min]
• Finish The Cold War: An Overview (slides + notebook) [15 min]
• Start Simulation: Cold War (notebook + handout) [25 min]
• Complete SAQ (front of handout) today
• Complete pro/con chart (back of handout) + presidential proposal tomorrow

THE PLAN:

OBJECTIVES:

• Use evidence to understand how economic and political systems fueled early Cold War tensions.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout and scissors
• Take out notebooks
• Cut out all 12 rectangles on handout

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Communism or Capitalism? (handout + notebook) [20 min]
• The Cold War: An Overview (slides + notebook) [20 min]

THE PLAN:

OBJECTIVES:

• Use evidence to understand how economic and political systems fueled early Cold War tensions.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks and binders
• Separate desks

• Do Now/Attendance [5 min]
• Open-Note WWII and Holocaust Quiz (handout) [40 min] {25 pts} TURN IN
• After the quiz: organize binder, update notebook table of contents, check Skyward, complete missing assignments, etc.

THE PLAN:

OBJECTIVES:

• Show understanding of the interwar period, WWII, and the Holocaust

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout and glue stick
• Take out notebooks
• Open notebook to the next 2 empty pages
• Glue Source 1 page across both pages
• Update table of contents (Primary Sources: The Holocaust)

• Do Now/Attendance [5 min]
• Primary Sources: The Holocaust (Google Classroom) [35 min]
• WHOLE CLASS: Source 1 + chart
• TOMORROW’S QUIZ: another source + chart

**IF TIME: Extra credit (+5 points) opportunity on Google Classroom DUE THURSDAY 11:55PM**

THE PLAN:

OBJECTIVES:

• Understand and evaluate the causes, scale, and consequences of the Holocaust.

HOMEWORK:

• TOMORROW: Open-Note WWII and Holocaust Quiz

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Title next page “Holocaust Vocabulary”
• Update table of contents

• Do Now/Attendance [5 min]
• Stolpersteine (video) [5 min]
• Tasks to complete:
• Holocaust Vocab (slides + notebook) [15 min]
• Graphic Biography: Manuel Quezon [25 min]
1. “3 Reads” (notebook + handout) GLUE IN AND CHECK IN TO GET NEXT STEP
2. Half sheet (handout) {5 pts} TURN IN

**IF TIME: Extra credit (+5 points) opportunity on Google Classroom DUE THURSDAY 11:55PM**

THE PLAN:

OBJECTIVES:

• Understand and evaluate the causes, scale, and consequences of the Holocaust.
• Use a graphic biography as microhistory to support, extend, or challenge the overarching narratives of this period.

HOMEWORK:

• FRIDAY: Open-Note WWII & Holocaust Quiz

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Locate handout titled “Appeasement” (if you haven’t already turned it in)
• Complete the back of the handout and turn it in!

• Do Now/Attendance [10 min]
• World War 2, Explained in 5 Minutes! (video + notebook) [15 min]
• WWI → WWII Map (handout + notebook + Google Classroom) [25 min] {5 pts} CHECK IN

**IF TIME: Extra credit (+5 points) opportunity on Google Classroom DUE THURSDAY 11:55PM**

THE PLAN:

OBJECTIVES:

• Use the historical thinking practice of causation to analyze global factors that led to the Second World War.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• NO binders or notebooks today (we’ll be moving around)
• Write your name and today’s date on the handout

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• WWII Comparing the European and Pacific Theaters Station Rotation (handout) [40 min] TURN IN PACKET

THE PLAN:

OBJECTIVES:

• Compare the European and Pacific theaters of WWII

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders
• Complete the prediction section of today’s assignment

• Do Now/Attendance [5 min]
• Three Reads: Appeasement (handout) [35 min] {10 pts} TURN IN BEFORE YOU LEAVE
• Prediction (Today)
• Read, underline, # + answer questions using information from the text (Today)
• Complete the back of yesterday’s “Appeasement” handout (Today or Monday → TURN IN)

THE PLAN:

OBJECTIVES:

• Use evidence to understand how and why diplomacy failed to prevent a second world war.

HOMEWORK:

• Enjoy your long weekend! :)

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Separate desks

**Everyone will get their quizzes back for extra time–even if you finished, check your work!**

• Do Now/Attendance [5 min]
• Extra time for yesterday’s quiz (handout) [15 min] {25 pts} TURN IN
• Appeasement (handout) [30 min] {5 pts} TURN IN; DUE AT THE END OF CLASS

THE PLAN:

OBJECTIVES:

• Use evidence to understand how and why diplomacy failed to prevent a second world war.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Separate desks

• Do Now/Attendance [5 min]
• Open-Note Unit 8 Overview, Interwar, and World War I Quiz (handout) [45 min] {25 pts} TURN IN; DUE AT THE END OF CLASS
• Handouts will be returned to you after you start the quiz; add them to your binders
• If you have any work that needs to be turned in, turn it in with your quiz

THE PLAN:

OBJECTIVES:

• Show understanding of WWI and the Interwar period

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Title next notebook page “Unit 8 Frames Part 1 4/20/26”
• Update table of contents

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Unit 8 Frames Part 1 (video + notebook) [15 min]
• Tasks for today:
• 8.5 Political Ideology Vocabulary (slides + notebook) [10 min] {5 pts} CHECK IN; DUE TODAY IN CLASS
• Edpuzzle: Rise of Dictators between World Wars (Google Classroom) [15 min] {5 pts} DUE TODAY 11:59pm

THE PLAN:

OBJECTIVES:

• Use the historical thinking practices of comparison and causation to analyze the rise of authoritarian governments in various regions of the world.

HOMEWORK:

• Open-Note Quiz tomorrow! (Organize complete assignments & notes, etc.)

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Title next notebook page “How did the Great Depression affect the rest of the world? 4/17/2026”
• Update table of contents

• Do Now/Attendance [5 min]
• How did the Great Depression affect the rest of the world? (video + notebook) [10 min]
• CAPTION THIS! Global Economies in the Interwar Period (handout) [35 min] {5 pts} TURN IN, DUE AT THE END OF CLASS

THE PLAN:

OBJECTIVES:

• Examine the effects of the global Great Depression

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Title next notebook page “WWI Outcomes and the Treaty of Versailles Stations 4/16/2026”
• Update table of contents

• Do Now/Attendance [5 min]
• WWI Outcomes and the Treaty of Versailles Stations (notebook) [35 min]
• Quiz prep for next Tuesday!

THE PLAN:

OBJECTIVES:

• Evaluate how different nations approached the peace process after World War I.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Turn in Three Reads (from yesterday)
• Take out binders and notebooks
• Unit: 8 Global Conflict (1914-1991)
• Big Question: What caused the global conflicts from 1914-1991 and how did people experience this period of global war?

• Do Now/Attendance [5 min]
• Unit 8 Blue Sheet (handout) [5 min]
• 8.4 Costs of War Data Chart (Google Classroom + handout + notebook) [15 min]
• What does your country want? (Google Classroom + handout + notebook) [15 min] {5 pts}
• Exit Ticket (handout) [10 min] {5 pts}

THE PLAN:

OBJECTIVES:

• Evaluate how different nations approached the peace process after World War I.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out notebooks and binders
• Read the directions on the handout
• Complete the handout task

• Do Now/Attendance [10 min]
• Go over plan for the week [5 min]
• Defining Total War (handout + notebook) [10 min]
• Three Reads: The Course of the First World War (handout) [25 min] {10 pts} TURN IN; DUE TOMORROW

THE PLAN:

OBJECTIVES:

• Use evidence to understand key events and developments of World War I and evaluate how the conflict affected both soldiers and civilians.

HOMEWORK:

• Finish Three Reads

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Take out WWI Organizer and Paragraph handout from yesterday
• Make sure the organizer side is complete (if not, finish it!)

• Do Now/Attendance [5 min]
• Causes of WWI Organizer + Paragraph (handout) [30 min] {10 pts}
• Albert: WWI MCQ (Google Classroom) [15 min] {5 pts}

THE PLAN:

OBJECTIVES:

• Evaluate how events and processes of the long nineteenth century contributed to global conflict in the century that followed.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Open notebook to your notes about “The Great War Mystery”
• Review your notes and write a 1-2 sentence claim about “who” you think is responsible for the murder of the peace of Europe

• Do Now/Attendance [5 min]
• Great War Mystery Debrief (slides + notebook) [10 min]
• Causes of WWI Organizer + Paragraph (handout) [25 min]
• Paragraph tomorrow in class {10 pts}

THE PLAN:

OBJECTIVES:

• Create arguments using historical evidence to support claims and communicate conclusions through informal writing.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Title next page “World War I Vocabulary 4/8/26”
• Update table of contents

• Do Now/Attendance [5 min]
• World War I Vocabulary (slides + notebook) [15 min] {5 pts} I WILL CHECK IN YOUR PROGRESS IN ~10 min
• The Great War Mystery (notebook + slides) [30 min]

THE PLAN:

OBJECTIVES:

• Evaluate how events and processes of the long nineteenth century contributed to global conflict in the century that followed.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks and binders
• Title next notebook page “The Path to Global Conflict 4/7/26”
• Update table of contents

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• The Path to Global Conflict (slides + notebook) [15 min]
• Tasks to complete (GLUE HANDOUTS INTO NOTEBOOK BEFORE CHECKING IN)
• Unit 8 Map (handout + notebook + Google Classroom) {5 pts} CHECK IN TODAY
• Unit 8 Overview Video (handout + notebook + Google Classroom) {5 pts} CHECK IN TODAY

THE PLAN:

OBJECTIVES:

• Evaluate how events and processes of the long nineteenth century contributed to global conflict in the century that followed.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks

• Do Now/Attendance [5 min]
• Unit 7 Wrap-Up (handout) {10 pts} DUE TODAY
• Can ask for Open-Note Imperialism and Global Reform Quiz Retake when finished
• Complete homework for another class, read, draw, color, use Chromebook, etc.

THE PLAN:

OBJECTIVES:

• Understand and explain how the “long nineteenth century” led to the creation of our modern world.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders and notebooks

• Do Now/Attendance [5 min]
• Unit 7 Wrap-Up (handout) {10 pts}
• Complete homework for another class, read, draw, color, use Chromebook, etc.

THE PLAN:

OBJECTIVES:

• Understand and explain how the “long nineteenth century” led to the creation of our modern world.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Separate desks
• Take out Chromebooks but keep them closed!

• Do Now/Attendance [5 min]
• Open-Note Imperialism and Global Reform Quiz (Google Classroom) {SUMMATIVE 25 pts}
• After the quiz, finish and turn in…
• Resisting Colonialism: Ghana and India Case Studies (handout + Google Classroom) {10 pts}
• COMPARISON: Abolition and Women’s Suffrage {10 pts}
• Missing assignments on Skyward
• Revisions/finishing for a higher score (COMPLETE IN A DIFFERENT COLOR OR HIGHLIGHT NEW WORK)

THE PLAN:

OBJECTIVES:

• Show understanding of imperialism and global reform movements

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders and notebooks
• Take out “Global Reform and Resistance Inquiry” handout from yesterday

• Do Now/Attendance [5 min]
• Finish reading/annotating “Global Reform and Resistance Inquiry” handout DUE TOMORROW
• COMPARISON: Abolition and Women’s Suffrage (handout) DUE TOMORROW

THE PLAN:

OBJECTIVES:

• Examine and compare global reform movements

HOMEWORK:

• WEDNESDAY: Open-Note Imperialism and Global Reform Quiz

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Make sure all papers in your binder are secured and updated on the blue organizer sheet
• Update notebook table of contents if necessary

• Do Now/Attendance [5 min]
• Resisting Colonialism: Ghana and India Case Studies (handout + Google Classroom) [15 min] {10 pts} DUE TODAY; TURN IN–WILL BE COLLECTED WHEN TIMER GOES OFF
• Experiencing Colonialism: Through a Ghanaian Lens
• What Drove Abolition in Britain? (video + handout) [15 min]
• Global Reform and Resistance Inquiry (handout) [15 min] CONTINUED TOMORROW WITH ANALYSIS QUESTIONS

THE PLAN:

OBJECTIVES:

• Examine how colonialism directly impacted societies and continues to do so today, with Ghana and India as examples.

HOMEWORK:

• WEDNESDAY: Open-Note Imperialism and Global Reform Quiz

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders
• Turn in Three Reads and/or Graphic Bio half-sheet (if needed)
• Complete the “Colonialism” row on the front of today’s handout

• Do Now/Attendance [5 min]
• Resisting Colonialism: Ghana and India Case Studies (handout + Google Classroom) {10 pts} PAGES 1-3 DUE TODAY; COLLECTED AT THE END OF CLASS
• Experiencing Colonialism: Through a Ghanaian Lens

THE PLAN:

OBJECTIVES:

• Examine how colonialism directly impacted societies and continues to do so today, with Ghana and India as examples.

HOMEWORK:

• WEDNESDAY: Open-Note Imperialism and Global Reform Quiz

DO NOW:

• Phones in assigned pockets
• Take handout and glue
• Glue page into your notebook
• Update table of contents

• Do Now/Attendance [5 min]
• Graphic Biography: PICK ONE (Google Classroom + handout + notebook) [35 min] {5 pts} CHECK IN NOTEBOOK TO GET HALF-SHEET
• Azizun of Lucknow: 19th century courtesan turned anti-colonial fighter in northern India
• Yaa Asantewaa: Queen Mother of Ejisu in Asante and leader of resistance to British conquest
• Three Reads: Opium Wars and Economic Imperialism (handout) {5 pts} DUE FRIDAY

THE PLAN:

OBJECTIVES:

• Use the historical thinking practice of claim testing to evaluate claims about imperialism and colonialism.
• Examine how colonialism directly impacted societies and continues to do so today, with Ghana as an example.

HOMEWORK:

• IF NEEDED: Schedule make-up quiz OR revisions before or after school
• Three Reads due Friday

DO NOW:

• Phones in assigned pockets
• Take out notebooks and binders
• Yes, the desks have been moved–sit in your normal seat (they’ve just been turned inward)

• Do Now/Attendance [5 min]
• Claim Testing (handouts) [30 min]
• Three Reads: Opium Wars and Economic Imperialism (handout) [15 min] {5 pts} DUE FRIDAY

THE PLAN:

OBJECTIVES:

• Use the historical thinking practice of claim testing to evaluate claims about imperialism and colonialism.
• Examine how colonialism directly impacted societies and continues to do so today, with Ghana as an example.

HOMEWORK:

• IF NEEDED: Schedule make-up quiz OR revisions before or after school
• Three Reads due Friday

DO NOW:

• Phones in assigned pockets
• Take out notebooks and binders
• Open notebook to yesterday’s vocabulary notes
• Write 2-3 sentences describing the difference between imperialism and colonialism

• Do Now/Attendance [5 min]
• Finish Imperialism Introduction (slides + notebook) [15 min]
• New Imperialism: Always, Sometimes, Never (slides + notebook) [25 min]
• Exit Ticket (Google Classroom) [5 min] {5 pts}

THE PLAN:

OBJECTIVES:

• Use causal thinking to understand how industrialization enabled imperial powers to expand their empires.

HOMEWORK:

• IF NEEDED: Schedule make-up industrialization quiz OR revisions before or after school

DO NOW:

• Phones in assigned pockets
• Take handout AND glue
• Get notebooks
• Glue handout to next available notebook page
• Update table of contents

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Matching Cause and Effect: The Industrial Revolution and Imperialism (handout + notebook) [15 min]
• What was the 'Scramble for Africa'? (video + notebook) [10 min]
• Imperialism Introduction (slides + notebook) [15 min]

THE PLAN:

OBJECTIVES:

• Use causal thinking to understand how industrialization enabled imperial powers to expand their empires.

HOMEWORK:

• IF NEEDED: Schedule make-up industrialization quiz OR revisions before or after school

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Separate desks

• Do Now/Attendance [5 min]
• Open-Note Industrialization Quiz (Google Classroom) [45 min] {25 pts}
• WHEN YOU FINISH: Check Skyward, complete missing assignments, revise assignments (use another color OR highlight revisions), color, nap, draw, read, work on hw for another class, etc.

THE PLAN:

OBJECTIVES:

• Evaluate how the Industrial Revolution changed human communities and societies during this era.
• Use evidence to understand the impact of new economic theories and the modern system of social classes.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out Chromebooks
• Go to Skyward
• Check T3 grade for World History
• Let me know if you have questions
• Turn in T3 missing work

• Do Now/Attendance [5 min]
• How Did British Women Workers Fight for Their Rights in the 19th Century? (handout + Google Classroom) [25 min] {5 pts}
• Keep article in your binder
• Finish Read 3: Rise of the Proletariat (handout) [10 min] {5 pts} TURN IN

THE PLAN:

OBJECTIVES:

• Use evidence to understand the impact of new economic theories and the modern system of social classes.

HOMEWORK:

• Review video
• Organize and review for open-note quiz

DO NOW:

• Phones in assigned pockets
• Take out notebooks and binders
• Title next notebook page “Pyramids of Society 3/11/26”
• Update table of contents

• Do Now/Attendance [5 min]
• Pyramids of Society (slides + notebook) [15 min]
• Three Reads: Rise of the Proletariat (handout) [30 min] {5 pts} COLLECTED AT THE END OF CLASS; Can finish Read 3 tomorrow in class

<<time^>>

THE PLAN:

OBJECTIVES:

• Use evidence to understand the impact of new economic theories and the modern system of social classes.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• DO NOT GRAB BINDERS OR NOTEBOOKS TODAY
• Keep desk clear

• Do Now/Attendance [5 min]
• Assembly Line Simulation (slides + handout) [35 min]
• Exit Ticket (Google Classroom) [10 min] {5 pts}

THE PLAN:

OBJECTIVES:

• Use evidence to understand the impact of new economic theories and the modern system of social classes.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders
• Update blue binder organizer sheet
• Complete the front of today’s handout

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Binder Organization [10 min]
• Comparison: Egypt and Japan (handout) [30 min]
• TURN IN Three Reads + comparison packet {10 pts}

THE PLAN:

OBJECTIVES:

• Use evidence to evaluate how industrialization spread to Egypt and Japan.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Turn in project if necessary (research packet, rubric, one-pager–DO NOT STAPLE)
• Title next notebook page “Industrialization What If? 3/6/26”
• Update table of contents

• Do Now/Attendance [5 min]
• Industrialization What If??? (notebook) [15 min]
• Three Reads: Japan or Egypt (handout) [30 min] {5 pts} COLLECTED AT THE END OF CLASS

<<time^>>

THE PLAN:

OBJECTIVES:

• Use evidence to evaluate how industrialization spread to Egypt and Japan.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out binders
• Take out “Life Before and After the Industrial Revolution” (handout)
• Complete any unfinished sections of pp. 1-3

• Do Now/Attendance [5 min]
• Life Before and After the Industrial Revolution (handout) {10 pts} DUE TODAY
• Working Conditions and Social Classes [5 min]
• Cause and Effect [10 min]
• Final Reflection [20 min]

<<time^>>

THE PLAN:

OBJECTIVES:

• Evaluate how the Industrial Revolution changed human communities and societies during this era.

HOMEWORK:

• ALL LATE WORK DUE FRIDAY!

DO NOW:

• Phones in assigned pockets
• Grab gluestick and handout
• TURN IN PROJECT!
• Get binders and notebooks
• Glue handout to next available notebook page
• Update table of contents

• Do Now/Attendance [5 min]
• What Sparked the Industrial Revolution? (video + handout) [15 min]
• Life Before and After the Industrial Revolution (handout) [30 min] {10 pts}
• Complete pp. 1-3 today
• Complete 4-6 TOMORROW

THE PLAN:

OBJECTIVES:

• Evaluate how the Industrial Revolution changed human communities and societies during this era.

HOMEWORK:

• ALL LATE WORK DUE FRIDAY!

DO NOW:

• Phones in assigned pockets
• Take handout
• YOU DO NOT NEED BINDERS OR NOTEBOOKS TODAY! KEEP DESK CLEAR!
• Take out or borrow a pen from the front of the room
• You will need a partner for this activity so I may ask some people to move later

• Do Now/Attendance [5 min]
• Urbanization Game (slides + handout) [40 min]
• Exit Ticket (slide + slip of paper) [5 min] {5 pts}

THE PLAN:

OBJECTIVES:

• Evaluate how the Industrial Revolution changed human communities and societies during this era.

HOMEWORK:

• One-pager & research packet due WED

DO NOW:

• Phones in assigned pockets
• Take handout
• Look over handout
• Put a ☆ next to 3 things you want to work on today
• Put a ? next to 2 things you need clarification on or have a question about

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Revolutionary Women One-Pager (handout) [40 min] {50 pts} DUE 3/4
• Complete research card for recommended link
• Research (add research cards as needed) – I can send you to the library for additional help
• Choose a one-pager template OR take a blank sheet of paper

THE PLAN:

OBJECTIVES:

• Use evidence to evaluate how women contributed to revolutionary movements in the long nineteenth century.

HOMEWORK:

• One-pager & research packet due WED

DO NOW:

• Phones in assigned pockets
• Take out binders
• Take our Revolutionary Women One-Pager handout
• Be prepared to share one thing you learned yesterday

• Do Now/Attendance [5 min]
• Revolutionary Women One-Pager (handout) [45 min] {50 pts} DUE 3/4
• Complete research card for recommended link
• Research (add additional sites to research cards as needed) – I can send you to the library for additional help
• Start planning your one-pager

THE PLAN:

OBJECTIVES:

• Use evidence to evaluate how women contributed to revolutionary movements in the long nineteenth century.

HOMEWORK:

• Revolutionary Women One-Pager due 3/4

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders
• Add handout title to blue binder organizer sheet
• Read/annotate the passage on the front of today’s handout

• Do Now/Attendance [5 min]
• Revolutionary Women One-Pager (handout) [35 min]
• Complete pp. 1-2

THE PLAN:

OBJECTIVES:

• Use evidence to evaluate how women contributed to revolutionary movements in the long nineteenth century.

HOMEWORK:

• Revolutionary Women One-Pager due 3/4

DO NOW:

• Phones in assigned pockets
• Take handout and glue
• Glue handout onto next notebook page
• Update table of contents

• Do Now/Attendance [5 min]
• The Haitian Revolution (video + handout + notebook) [20 min]
• How Did Haiti Become the First Independent Black Republic? (handout) [10 min]
• CER Practice (Google Classroom) [15 min] {5 pts} DUE TODAY

THE PLAN:

OBJECTIVES:

• Use the historical thinking practices of comparison and causation to analyze revolutions of this period.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Retrieve your article from yesterday from Ms. Cunningham or the turn in bin
• Complete the Three Reads
• DO NOT TURN IN YET!

• Do Now/Attendance [10 min]
• COMPARISON: The Atlantic Revolutions (handout)
• Assigned column [10 min]
• Complete front chart [15 min]
• Complete back page [10 min]
• TURN IN COMPARISON HANDOUT AND ARTICLE (“The Atlantic Revolutions”) {10 pts total}

THE PLAN:

OBJECTIVES:

• Use the historical thinking practices of comparison and causation to analyze revolutions of this period.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout and glue stick
• Glue handout to next available notebook page
• Update table of contents
• Return glue stick

• Do Now/Attendance [5 min]
• The Beatles - Revolution (video + handout) [10 min]
• Three Reads: The Atlantic Revolutions (handout) [35 min] {5 pts} DUE AT THE END OF CLASS

THE PLAN:

OBJECTIVES:

• Use the historical thinking practices of comparison and causation to analyze revolutions of this period.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out binders
• Take out Chromebooks
• Receive Enlightenment handouts

• Do Now/Attendance [5 min]
• Guided Enlightenment Written Response (Google Classroom) [45 min] {25 pts} DUE TODAY

THE PLAN:

OBJECTIVES:

• Evaluate the central idea of the philosophers who led the Enlightenment of the mid-1600s to the late 1700s.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders and notebooks
• Take out yesterday’s What historical circumstances led to the Enlightenment? (handout)
• Complete the back of the packet
• Turn in packet

• Do Now/Attendance [5 min]
• What was the main idea of the Enlightenment philosophers? (handout)
• TOGETHER: Doc 1 [10 min]
• Independently: Remaining docs [25 min]
• DOCUMENT PACKETS WILL BE COLLECTED AT THE END OF CLASS!
• Tomorrow’s written response is based on yesterday and today’s lessons!

THE PLAN:

OBJECTIVES:

• Describe the main idea of the Enlightenment philosophers.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders and notebooks
• Turn in Three Reads: Unit 7: The Long Nineteenth Century Introduction (handout) from yesterday
• Add handout title to blue sheet in your binder

• Do Now/Attendance [5 min]
• What historical circumstances led to the Enlightenment? (handout)
• Vocab [15 min]
• What was the Enlightenment [10 min]
• What historical circumstances led to the Enlightenment? [20 min]
• BACK PAGE = TOMORROW’S DO NOW!

THE PLAN:

OBJECTIVES:

• Use evidence to evaluate the influence of Enlightenment ideas on political revolutions.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handouts
• Take out binders and notebooks
• Fill out top of blue sheet:
• Unit: 7 The Long Nineteenth Century (1750-1914 CE)
• Big Question: What were the engines of change that created our modern world?
• Add Three Reads handout to blue sheet

• Do Now/Attendance [5 min]
• Tasks for today:
• Unit 7 Overview KEY TOPICS NOTES (video + notebook) {5 pts} CHECK IN; DUE TODAY
• Unit 7 Map (notebook) {5 pts} CHECK ANSWER KEY & GLUE IN; CHECK IN; DUE TODAY
• Unit 7 Frames Notes (video + notebook) {5 pts} CHECK IN; DUE TODAY
• Three Reads: Unit 7: The Long Nineteenth Century Introduction (handout) {5 pts} TURN IN; DUE TOMORROW

THE PLAN:

OBJECTIVES:

• Analyze the roles sovereignty, individualism, and equality played in political revolutions.
• Use the course frames to evaluate how revolutions reshaped human communities in the long nineteenth century.

HOMEWORK:

• Finish Three Reads

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Title next notebook page “Revolution or Evolution? 2/12/26”
• Update table of contents

• Do Now/Attendance [5 min]
• Revolution or Evolution? (notebooks) [15 min]
• WORK TO CHECK IN TODAY:
• Unit 7 Overview KEY TOPICS NOTES (video + notebook) {5 pts}
• Unit 7 Map (notebook) {5 pts} CHECK PAPER ANSWER KEY & GLUE IN

THE PLAN:

OBJECTIVES:

• Analyze the roles sovereignty, individualism, and equality played in political revolutions.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Separate desks

**I’LL EXPLAIN EVERYTHING IN ABOUT 3 MINUTES

<<time^>>

• Do Now/Attendance [5 min]
• Organize notebook & binder [10 min]
• Update table of contents
• Update blue sheets in binder
• Unit 6: The First Global Age RETAKE Test (handout) [20 min] {additional pts on test} TURN IN WHEN TIMER GOES OFF
• You may use your notes and handouts on the retake; no digital resources; INDEPENDENT WORK
• Unit 7 Overview (video + notebook) [15 min]
• Watch and take notes on the major topics of Unit 7

THE PLAN:

OBJECTIVES:

• Show understanding of Unit 6: The First Global Age

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out "Unit 6: The First Global Age (1200-1750 CE) REVIEW" handout
• Separate desks

<<time^>>

• Do Now/Attendance [5 min]
• Unit 6: The First Global Age Test (Google Classroom) {200 pts}
• You may use your "Unit 6: The First Global Age (1200-1750 CE) REVIEW" handout to help you complete this test.

Turn in "Unit 6: The First Global Age (1200-1750 CE) REVIEW" handout {+5 pts}

THE PLAN:

OBJECTIVES:

• Show understanding of Unit 6: The First Global Age

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders and notebooks
• Update Unit 6 blue sheet binder organizer

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Unit 6: The First Global Age REVIEW (handout) [40 min]
• DUE TOMORROW; Can use on the test tomorrow (no other materials)
• All Unit 6 late work due tomorrow!

THE PLAN:

OBJECTIVES:

• Review Unit 6: The First Global Age

HOMEWORK:

• Unit 6 Test tomorrow! (Multiple choice and short answer; can use review sheet but NO other materials)

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Title next page “Exploration: Effects of the Transatlantic Slave Trade 2/6/26”
• Update table of contents

• Do Now/Attendance [5 min]
• Diving With a Purpose (video + notebook) [10 min]
• Exploration: Effects of the Transatlantic Slave Trade (notebook) [25 min]
• THE DEEPEST DIVE (article)
• Finding the Last Slave Ship (video)
• A Sunken Slave Ship and the Search for Answers (photographs + article)
• The Search for History’s Lost Slave Ships Podcast Overheard at National Geographic (podcast)
• Virtual Field Trip Revisiting History (video)
• SEARCHING FOR A SLAVE SHIP (article)
• Impact of the Slave Trade: Through a Ghanaian Lens (video)
• Exit Ticket (Google Classroom) [10 min] {5 pts} COMPLETE BEFORE YOU EXIT THE CLASSROOM!

THE PLAN:

OBJECTIVES:

• Evaluate the effects of the slave trade on communities in Africa and the Americas.

HOMEWORK: NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Complete Read 1 Prediction (skim article and write your prediction of the author’s overall message on p.1)

• Do Now/Attendance [5 min]
• Three Reads: When Humans Became Inhumane (handout + Google Classroom)
• Read 2: read & annotate (underline & #main ideas) [20 min] {5 pts}
• Read 3: Google Form [10 min] {5 pts}

THE PLAN:

OBJECTIVES:

• Understand and critique the motives and justifications for the transatlantic slave trade.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out Chromebook
• Go to Google Classroom
• Complete DO NOW prompt on Google Classroom {5 pts}

• Do Now/Attendance [5 min]
• The Transatlantic Slave Trade: Crash Course Black American History #1 (video + handout) [20 min]
• Mind Map (handout) [20 min] {5 pts} TURN IN

THE PLAN:

OBJECTIVES:

• Understand and critique the motives and justifications for the transatlantic slave trade.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Complete front page of handout

• Do Now/Attendance [5 min]
• What was the impact of the Columbian Exchange on the Old World and the New World? (handout)
• Contextualization (p. 2) [10 min]
• Predict (p. 3) [10 min]
• Document Analysis (pp. 4-6) [20 min]
• TOMORROW’S DO NOW = Thesis with line of reasoning (see back of today’s handout)

THE PLAN:

OBJECTIVES:

• ​

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Title next available notebook page “Video: How 1492 Changed the World 2/2/26”
• Update table of contents

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• The Columbian Exchange Explained: How 1492 Changed the World (video + notebook) [15 min]
• How Did Horses Reshape Indigenous Americans' Ways of Life? (Google Classroom) [25 min] {5 pts}

THE PLAN:

OBJECTIVES:

• Evaluate how the Columbian Exchange transformed human communities and systems of production and distribution.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks and Chromebooks
• Open your notebook to the “Exploration: Origins of Oceanic Connections 1/29-1/30”

• Do Now/Attendance [5 min]
• Exploration: Origins of Oceanic Connections (slides + notebooks) [30 min] {5 pts}
• Use the slide numbers as headers to organize your notes
• Read or observe the text or image(s) on the left of the following slides
• Complete the task on the right of the slides in your notebooks
• CHECK IN! DUE END OF CLASS TODAY!
• If you finish early: check Skyward for missing assignments in any class, complete hw, use Chromebook, color/draw, nap, etc. (NO PHONES)

THE PLAN:

OBJECTIVES:

• Describe how the exchange of innovations and technology allowed European states to expand and establish new oceanic empires.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks and Chromebooks
• Title your notebook page “Exploration: Origins of Oceanic Connections 1/29-1/30”
• Update your table of contents

• Do Now/Attendance [5 min]
• The Pomodoro Technique Explained (video) [5 min]
• Exploration: Origins of Oceanic Connections (slides + notebooks) [30 min] {5 pts}
• Use the slide numbers as headers to organize your notes
• Read or observe the text or image(s) on the left of the following slides
• Complete the task on the right of the slides in your notebooks
• CHECK IN! DUE END OF CLASS TOMORROW!

THE PLAN:

OBJECTIVES:

• Describe how the exchange of innovations and technology allowed European states to expand and establish new oceanic empires.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks and binders
• Separate desks (arm space between desks)

• Do Now/Attendance [5 min]
• Open-Note Quiz (handout) [45 min] {20 pts}
• Turn in Mapping Trade in the Americas (handout + video) PART OF OPEN-NOTE QUIZ; DUE END OF CLASS TODAY
• TURN IN QUIZ HANDOUT AND MAPPING TRADE IN THE AMERICAS HANDOUT!

THE PLAN:

OBJECTIVES:

• Understand how Indigenous communities in the Americas interacted through networks of exchange before 1600

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handouts
• Complete the front of handout titled “Mapping Trade in the Americas” (read the directions!)

• Do Now/Attendance [5 min]
• Tasks for today:
• Long Distance Trade in the Americas (handout) {5 pts} TURN IN; DUE END OF CLASS TODAY
• Mapping Trade in the Americas (handout + video) PART OF OPEN-NOTE QUIZ; DUE END OF CLASS TOMORROW
• World of Chaco (use headphones or closed captioning; DO NOT PLAY ALOUD)

THE PLAN:

OBJECTIVES:

• Understand how Indigenous communities in the Americas interacted through networks of exchange in the thirteenth and fourteenth centuries.

HOMEWORK:

• Prepare for open-note quiz tomorrow! (finish Mapping Trade in the Americas)

DO NOW:

• Phones in assigned pockets
• Take handouts
• Take out binders and notebooks
• Open to “Investigation: How do we know what we know about civilizations in the Americas pre-1600?” notes pages
• Compare notes with your neighbors and make additions as necessary

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• How do we know what we know about societies in the Americas pre-1600? CHART (handout + notes) [30 min] {10 pts} TURN IN TODAY
• Start today: Long-Distance Trade in the Americas (handout) {5 pts} TURN IN TOMORROW

THE PLAN:

OBJECTIVES:

• Describe and evaluate the sources historians use to learn about civilizations in the Americas pre-1600.
• Understand how Indigenous communities in the Americas interacted through networks of exchange in the thirteenth and fourteenth centuries.

HOMEWORK:

• NONE

DO NOW:

• Take out your notebooks (or a sheet of paper)
• Title your next available notebook page “How do we know what we know about societies in the Americas pre-1600? 1/23/26”

• Do Now/Attendance [5 min]
• Investigation: How do we know what we know about civilizations in the Americas pre-1600? (slides + notebook) [30 min]
• Notebook setup

THE PLAN:

OBJECTIVES:

• Describe and evaluate the sources historians use to learn about civilizations in the Americas pre-1600.

HOMEWORK:

Complete slides; check in Monday!

DO NOW:

• Phones in assigned pockets
• Don’t get too comfy! We’re changing seats!

• Do Now/Attendance [5 min]
• Change seats [10 min]
• Communities of Movement: Ancestral Puebloans (video + notebook) [25 min]

THE PLAN:

OBJECTIVES:

• Understand how Indigenous communities in the Americas were organized and how these communities interacted with each other.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• ESPECIALLY Renaissance doc. packet & Reformation notes
• Separate desks

• Do Now/Attendance [5 min]
• Renaissance and Reformation Open-Note Mini-Quiz (handout) [45 min] {20 pts} TURN IN
• When finished: check Skyward, complete missing assignments, work on hw for another class, draw/color, nap, etc.

THE PLAN:

OBJECTIVES:

• Understand and identify the changes and continuities that occurred with the Renaissance and Reformation in Europe.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Open to next available page in your notebook
• Title page “Christianity Context 1/20/26”
• Update table of contents

• Do Now/Attendance [5 min]
• Go over plan for the week & organization [15 min]
• Christianity Context (notebook) [15 min]
• The Protestant Reformation (video + notebook) [15 min]

THE PLAN:

OBJECTIVES:

• Assess the religious conflicts and transformations that took place in this period.

HOMEWORK:

• OPEN-NOTE MINI-QUIZ TOMORROW

DO NOW:

• Phones in assigned pockets
• Take out Renaissance handout from yesterday

• Do Now/Attendance [5 min]
• How did the Renaissance change Europeans’ perception of themselves? (handout) [40 min]
• DUE TODAY; COLLECTED AT THE END OF THE PERIOD

THE PLAN:

OBJECTIVES:

• Explain how the Renaissance changed European society

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Complete p.1 of today’s handout

• Do Now/Attendance [5 min]
• How did the Renaissance change Europeans’ perception of themselves? (handout) [35 min]
• DUE TOMORROW
• Tomorrow’s task = finish this packet and turn it in

THE PLAN:

OBJECTIVES:

• Explain how the Renaissance changed European society

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks and binders
• Take out Chromebooks BUT KEEP THEM CLOSED
• Finish Three Reads from yesterday

• Do Now/Attendance [5 min]
• Pre-Quiz Q&A [10 min]
• Unit 6 Open-Note Quiz #1 (Google Classroom) [35 min] {20 pts}
• TURN IN THREE READS ARTICLE WHEN YOU FINISH THE QUIZ

THE PLAN:

OBJECTIVES:

• Show understanding of Unit 6 so far

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders
• Add new handout to blue sheet “Trade, Technology, and Religion in Afro-Eurasia 1200-1450 1/13/26”
• Complete Read 1 prediction

• Do Now/Attendance [5 min]
• Discuss tomorrow’s quiz [10 min]
• Three Reads: Trade, Technology, and Religion in Afro-Eurasia 1200-1450 (handout) [35 min] {5 pts} TURN IN TOMORROW WITH YOUR QUIZ!

THE PLAN:

OBJECTIVES:

• Learn about the causes and consequences of trade.
• Learn about how trade produced technological and scientific innovations.

HOMEWORK:

• OPEN-NOTE QUIZ TOMORROW!

DO NOW:

• Phones in assigned pockets
• Take out notebooks
• Open to next available page
• Title page “14th Century European Trade Simulation 1/12/26”
• Update table of contents

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• 14th Century European Trade Simulation (notebook) [25 min]
• Why the Bubonic Plague Still Exists Today (video + notebook) [10 min]
• Exit Ticket (handout) [5 min] {5 pts} due as you EXIT the room!

THE PLAN:

OBJECTIVES:

• Understand 14th century European trade
• Learn about the causes and consequences of trade.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out How did the Mongols gain, consolidate, and maintain power? (handout) from yesterday
• Complete document analysis (if needed)

• Do Now/Attendance [5 min]
• How did the Mongols gain, consolidate, and maintain power? (handout) [30 min] {10 pts} DUE TODAY; TURN IN
• Make a clear claim about how the Mongols gained, consolidated, and/or maintained power
• Use paraphrased evidence from at least 2-3 documents
• Explain how the evidence supports the claim
• Edpuzzle: The Rise and Fall of the Mongol Empire (Google Classroom) [15 min] {5 pts} DUE TODAY; SUBMIT ON GOOGLE CLASSROOM

THE PLAN:

OBJECTIVES:

• Explain how the Mongols gained, consolidated, and maintained power

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binders and notebooks
• Open to the “Expanding an Empire” page you set up yesterday
• Read the directions and complete the task

• Do Now/Attendance [5 min]
• How did the Mongols gain, consolidate, and maintain power? (handout) [35 min] {10 pts} DUE TOMORROW
• TODAY’S GOAL = Complete everything except for the back page
• TOMORROW = Paragraph Response (back page)

THE PLAN:

OBJECTIVES:

• Use sourcing skills to analyze how the Mongols expanded and ruled their empire.

HOMEWORK:

• Finish doc. analysis

DO NOW:

• Phones in assigned pockets
• Take out notebooks and binders
• Take out Unit 6 overview article
• Open notebook to next available page
• Title page “First Global Age One-Pager Revision 1/7/26”
• Update table of contents

• Do Now/Attendance [5 min]
• First Global Age One-Pager Revision (handout) [25 min]
• Frames in Unit 6 (video + notebook) [15 min]
• Set up Expanding an Empire (handout + notebook) [5 min]

THE PLAN:

OBJECTIVES:

• Explain how increasing global connections from 1200 to 1750 affected communities, production and distribution, and networks.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• If you have a new notebook, set up the table of contents & start numbering pages
• If you are using your existing notebook, update the table of contents & continue numbering pages

• Do Now/Attendance [5 min]
• The First Global Age (1200 to 1750 CE): Unit 6 Overview (video) [10 min]
• First Global Age One-Pager (handout) [35 min] {5 pts} TURN IN

THE PLAN:

OBJECTIVES:

• Evaluate the historical narrative of expanding networks and the formation of a new global age.

HOMEWORK:

• NONE

DO NOW:

• Take handout
• Phones in assigned pockets (see list next to pockets for number assignments)
• Get binders and notebooks

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Review Classroom Procedures [10 min]
• Binder Organization [10 min]
• Recycle Semester 1 materials & set up Unit 6 blue sheet
• Goal Card (handout) [10 min] TURN IN
• Lined side: Name (first & last) + something you want to get better at in World History/school in 2026
• Blank side: PICK AT LEAST ONE–career goal, social goal, health/wellness goal, inspirational quote(s), inspiring historical figures/stories [can add pictures/doodles]

THE PLAN:

OBJECTIVES:

• Review procedures, organize, and set goals for 2026

HOMEWORK:

• Get composition notebook

DO NOW:

• Phones in assigned pockets
• Separate desks
• Take out writing utensil
• Take out Chromebook (keep closed)
• Study your map

• Do Now/Attendance [5 min]
• Final Exam (Google Classroom + article)
• Turn in article packet to your class bin when finished
• Finished early? Study, read, use Chromebook, draw, color, nap, but NO PHONES OR TALKING!

THE PLAN:

OBJECTIVES:

• ​

HOMEWORK:

• Get a new composition notebook for semester 2

DO NOW:

• MUST DO! Phones in assigned pockets
• Decide what you want to work on today

• Do Now/Attendance [5 min]
• Tasks:
• Check grades
• 1st Semester World History Final Prep
• Study for another exam
• Discuss next year’s schedule w/Ms. Cunningham

<<time^>>

THE PLAN:

OBJECTIVES:

• Prepare for final exams!

HOMEWORK:

• Prepare for final exams!

DO NOW:

• Phones in assigned pockets
• Take out binders and notebooks
• Decide what you want to work on today

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Tasks:
• Check grades
• Complete & turn in missing work
• 1st Semester World History Final Preparation
• Study for another exam
• Discuss next year’s schedule w/Ms. Cunningham

THE PLAN:

OBJECTIVES:

• Prepare for final exams!

HOMEWORK:

• Prepare for final exams!

DO NOW:

• Phones in assigned pockets
• Take out document packet, notebook, Chromebook
• Separate desks

• Do Now/Attendance [5 min]
• Finish DBQ Essay [15 min]
• Tasks:
• Check grades
• Complete & turn in missing work
• 1st Semester World History Final Preparation
• Study for another exam
• Discuss next year’s schedule w/Ms. Cunningham

THE PLAN:

OBJECTIVES:

• Prepare for final exams!

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out document packet, notebook, Chromebook
• Separate desks

• Do Now/Attendance [5 min]
• DAY 2 Unit 5 Summative Assessment: Written Response (Google Classroom) {Docs + Essay = 100 pts} DUE END OF CLASS
• Assignment can count 2x if you improve from Unit 4 to Unit 5

TURN IN DOCUMENT ANALYSIS PACKET BEFORE YOU LEAVE (NOT ACCEPTED AFTER CLASS)

THE PLAN:

OBJECTIVES:

• Evaluate the extent to which the collapse of the Roman Empire and Han Dynasty China impacted trade networks up to c. 1200

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out notebooks and binders
• Read the prompt on the front of the handout and rewrite it in your own words

• Do Now/Attendance [5 min]
• DAY 1 Unit 5 Summative Assessment: Document Analysis (handout) {Docs + Essay = 100 pts} DUE TOMORROW
• Written response = TOMORROW
• This assignment can count 2x if you improve from Unit 4 to Unit 5

THE PLAN:

OBJECTIVES:

• Evaluate the extent to which the collapse of the Roman Empire and Han Dynasty China impacted trade networks up to c. 1200

HOMEWORK:

• Finish doc analysis and prep your essay!

DO NOW:

• Phones in assigned pockets
• Take handout and scissors
• Take out binders and notebooks
• Cut out the 12 rectangles

• Do Now/Attendance [5 min]
• Change and Continuity Over Time (CCOT): Empires and Beliefs to Regional Webs (handout + notebook) [45 min]

THE PLAN:

OBJECTIVES:

• Use the historical thinking practice of continuity and change over time to evaluate historical events and processes.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout and put it in a folder to take home
• Take out notebooks (no binders today!)
• Title next notebook page “Silk Road Simulation 12/8/25”
• Update table of contents

• Do Now/Attendance [5 min]
• Silk Road Simulation (notebook + cards) [45 min]

THE PLAN:

OBJECTIVES:

• Analyze how the collapse and recovery of empires affected the spread of belief systems and the expansion of trade networks like the Silk Road.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout and glue stick
• Take out notebooks and binders
• Open notebook to next available page and glue in handout
• Add today’s date to page: 12/5/25
• Update table of contents

• Do Now/Attendance [5 min]
• Rebuilding the Silk Road (video + notebook + handout) [20 min]
• World Traveler: Marco Polo (Google Classroom) [25 min] {5 pts} DUE TODAY
• Complete missing assignments, check in Edpuzzle corrections, ask for AP recommendation, etc.

THE PLAN:

OBJECTIVES:

• Analyze how the collapse and recovery of empires affected the spread of belief systems and the expansion of trade networks like the Silk Roads.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout and glue stick
• Take out notebooks and binders
• Open notebook to next available page and glue in handout
• Title page “Graphic Biography: Ibn Battuta 12/4/25”
• Update table of contents

• Do Now/Attendance [5 min]
• Ibn Battuta, Traveler (video) [5 min]
• Graphic Biography: Ibn Battuta (Google Classroom) [25 min]
• Read 1-3: Graphic Biography Tool (handout + notebook) {5 pts} CHECK IN
• Complete missing assignments, check in Edpuzzle corrections, ask for AP recommendation, etc.

THE PLAN:

OBJECTIVES:

• Examine the extent to which the Islamic world experienced a golden age.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out notebooks and binders
• Skim today’s handout

• Do Now/Attendance [5 min]
• Discuss 10th Grade Social Studies Options (handout) [20 min]
• Edpuzzle: Causes and Consequences of the Crusades (video + notebook) [15 min] {5 pts} DUE THURSDAY 3:05 PM
• Catch Up! Check Skyward, meet with Ms. Cunningham about grades/classes for next year, complete missing assignments, hw for another class, etc.

THE PLAN:

OBJECTIVES:

• Examine the extent to which the Islamic world experienced a golden age.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout
• Take out binder and notebook
• Open notebook to next available page
• Title it “Why did Islam spread so quickly?”
• Underneath the title, write a 1-2 sentence claim answering the question using evidence from yesterday’s video
• Update table of contents

• Do Now/Attendance [5 min]
• Sentence Expansion Practice: Why did Islam spread so quickly? (handouts + notebook) [25 min]
• Why did Islam spread so quickly? (Google Classroom) [20 min] {5 pts}

DUE TODAY 11:55 PM

THE PLAN:

OBJECTIVES:

• Examine the extent to which the Islamic world experienced a golden age.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout + glue stick
• Take out notebooks and binders
• Glue handout to next available notebook page
• Update table of contents

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Organize binders/update notebook table of contents [10 min]
• The Emergence of Islam (video + handout) [15 min]
• Exit Ticket: Emergence of Islam (Google Classroom) [15 min] {5 pts}

THE PLAN:

OBJECTIVES:

• Examine the extent to which the Islamic world experienced a golden age.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out notebooks and Chromebooks

• Do Now/Attendance [5 min]
• 5.3 Tang and Ming China: Communities, Networks, and Production (slides + notebook) [20 min]
• Turn the Tang Dynasty slides (4-6) into a paragraph
• Du Huan: Graphic Biography (Google Classroom) [25 min] {10 pts}

THE PLAN:

OBJECTIVES:

• Evaluate whether East Asia experienced a “dark age” during this period.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take both handouts and a glue stick
• In your notebook, open to the next place you have 2 free pages side-by-side
• Glue the handouts on those pages side-by-side
• Update your table of contents

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• 5.3 Tang and Ming China: Communities, Networks, and Production (slides + notebook) [20 min] JUST MING DYNASTY TODAY; TANG DYNASTY TOMORROW
• “An Imperial Edict Restraining Officials from Evil by The Hongwu Emperor” (c. 1385) (handouts + notebook) [20 min]

THE PLAN:

OBJECTIVES:

• Evaluate whether East Asia experienced a “dark age” during this period.

HOMEWORK:

• NONE

DO NOW:

Welcome to the Scriptorium, Monks.

Your phones are useless in the 13th century so put them in the pockets up front.

Please mind the candles–we wouldn’t want your robes to catch fire.

You have each been provided a quill from a featherless bird. This is the most important tool a scribal monk possesses so it must stay at your workspace.

​

​

• Do Now/Attendance [5 min]
• Anatomy of a Manuscript Page + Discussion (handout) [20 min]
• Scriptorium Simulation (handout) [20 min]
• Exit Ticket (handout) [5 min]

THE PLAN:

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handouts AND glue stick
• Add the info below to new glossary page
• Glue handout to next glossary page

• Do Now/Attendance [5 min]
• Rethinking the Dark Ages (notebook) [35 min]
• Article packet + notebook chart {10 pts}

THE PLAN:

OBJECTIVES:

• ​

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take out “Dark Ages” packet and your notebook

• Do Now/Attendance [5 min]
• Three Reads: The “Dark Ages” Debate and Was There Ever a “Dark Age”? {10 pts} DUE THURSDAY
• Read 1 = Prediction (more than just restating the title)
• Read 2 = Underline details, # main ideas
• Read 3 = evidence chart in your notebook; at least 2-3 bullet points

THE PLAN:

OBJECTIVES:

• Evaluate historical debates surrounding the Dark Ages in Europe and beyond.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handout and glue stick
• Grab binders and notebooks
• Glue chart to next available notebook page
• Update table of contents

• Do Now/Attendance [5 min]
• Autopsy of an Empire (handout) [30 min] {10 pts} TURN IN WHEN COMPLETED
• Start “Dark Age?” assignments (handouts + slides) [15 min] {10 pts} DUE THURSDAY

THE PLAN:

OBJECTIVES:

• Evaluate the legacy and collapse of the Han Dynasty and Roman Empire.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Get binders and notebooks
• Take out the article you read last Friday (Rome or China)
• Near the article title, write a 2-3 sentence summary of why the empire fell using at least 2 of your glossary words

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Share chart information with small groups (notebook) [10 min]
• Start Autopsy of an Empire (handout) [30 min] {15 pts}

DUE END OF CLASS TOMORROW

THE PLAN:

OBJECTIVES:

• Evaluate the legacy and collapse of the Han Dynasty and Roman Empire.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take handouts AND glue stick
• Add the info below to new glossary page
• Glue handout to next glossary page
• KEEP glue stick on your desk

• Do Now/Attendance [5 min]
• Organize binders [10 min]
• Three Reads: Fall of Rome or Han Dynasty China (handout + notebook) [35 min] {5 pts}
• Read 3 = chart in your notebook
• Check in article and chart when completed; DUE MONDAY

THE PLAN:

OBJECTIVES:

• ​

HOMEWORK:

• Complete article + chart

DO NOW:

• Phones in assigned pockets
• Take handout AND glue stick
• Add the info below to new glossary page
• Glue handout to next glossary page
• Return glue stick

• Do Now/Attendance [5 min]
• Empires Fall Notes (notebook + slides) [30 min]
• Exit Ticket (Google Classroom) [5 min] {5 pts}
• Must be completed independently and before you exit the classroom

THE PLAN:

OBJECTIVES:

• ​

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Update your World History Glossary with the following information:

• Do Now/Attendance [5 min]
• Anticipation Guide (handout + notebook) [15 min]
• Frames in Unit 5 (notebook) [10 min]
• Unit 5 Geography (handout + notebook) [20 min]

THE PLAN:

OBJECTIVES:

• Understand how historians create narratives to explain how societies rise and fall.

HOMEWORK:

• NONE

DO NOW:

• Phones in assigned pockets
• Take TWO handouts
• Take out notebooks
• Title next available notebook page “Unit 5 Overview Video 11/11/25”
• Update table of contents

• Do Now/Attendance [5 min]
• Go over plan for the week [5 min]
• Introduce World History Glossary (notebook + slide) [15 min]
• Regional Webs (200 to 1500 CE): Unit 5 Overview (notebook + video) [10 min]

THE PLAN:

OBJECTIVES:

• Understand how historians create narratives to explain how societies rise and fall.

HOMEWORK:

• Unit 4 Late Work due TOMORROW!

DO NOW:

• Phones in assigned pockets
• Take out Unit 4 Summative Assessment: DBQ packet
• If you were absent Friday, Ms. Cunningham will get you a packet after attendance is taken
• Decide which documents you want to use in today’s essay (pick at least 2)

• Do Now/Attendance [5 min]
• Unit 4 Summative Assessment: Essay (handout + Google Classroom) [45 min] {100 pts}
• Turn in essay & doc. packet before you leave!
• If you were absent on Friday 11/7, today you will work on document analysis (use 11/7 agenda link for guidance). Send Ms. Cunningham an email stating when you will write your essay (use the weekly agenda for availability before and after school).

THE PLAN:

OBJECTIVES:

• Explain how rulers maintained control of their states and interacted with other societies

HOMEWORK:

• Unit 4 Late Work due WED!

DO NOW:

• Phones in assigned pockets
• Take handout
• Complete the top two sections of p. 1 of the handout
• What is the prompt asking you to do? AND EMPIRE characteristics

• Do Now/Attendance [5 min]
• Unit 4 Summative Assessment: Document Analysis (handout) [45 min] {100 pts}
• Read/annotate 5 documents
• Prepare contextualization & thesis
• Decide which documents to use in essay

THE PLAN:

OBJECTIVES:

• Explain how rulers maintained control of their states and interacted with other societies

HOMEWORK:

• Prepare for Monday’s DBQ essay!

DO NOW:

• Phones in assigned pockets
• Take out Franken-Empire packets and notebooks
• Complete the “winner” column on pp. 2-4 of the packet (if you haven’t already)