The world has never been more wondrous or complex—or more fragile. Today's students of history need guidance to understand how climate, economics, and politics shape our world. These resources will help! www.youtube.com/watch--> Is the wo...

By Bennett Sherry Everything is awful When we’re asked, “Are things getting better?” a pessimistic quip is often our default response. Many people think things are even getting worse. Hans Rosling, the medical doctor and educator wh...

By Molly Sinnott Collective learning is a focal point in Big History and World History Project courses, in large part because it highlights for students our unique human ability to share, store, and pass on information. And it’s not difficult t...

By Bridgette Byrd O’Connor The end of the school year is approaching at the speed of light. What better way to wrap up students’ learning voyage than by looking to the future to understand the past? That might seem a little weird. After a...

By Bridgette Byrd O’Connor Now that the glow of spring break has faded, there’s probably one pressing concern on your students’ minds. No, not the start of summer break—it’s the AP exam. If you’re racing to get thr...

By Kristen Potter In the Climate Project, students research “big thorny” climate problems and then make plans to take action in their communities in an effort to reduce greenhouse gas emissions. But which specific group of people do they ...

By Bennett Sherry “Artificial intelligence has a long history, dating back to the 1950s when early experiments aimed to create computer programs that could learn and reason like humans. Over the decades, AI has made significant strides, revolut...

By Rachel Phillips Assessment is vital for learning. It’s important to know where students are, how they’ve grown, and what they need to do next to continue to improve. Assessment also helps drive instructional decisions. Assessment is an...

By Eman M. Elshaikh and Farhad Imam  As human societies have changed, so too have the diseases that afflict us. In Unit 9 of the AP® World History Modern Course and Exam Description, students are expected to understand how the changing natur...

By Michael Zis How do we eliminate 51 billion tons of greenhouse gases from the world? That is a huge thorny problem, and finding answers is profoundly important. But those answers can’t just be inferred or deduced. They require research! Many ...

By Bennett Sherry Human scales History is written by the victors, or so it’s said. And there have been few victories so resounding as that of humanity over our natural environment. Yet, as we’ve reluctantly learned over the last century, ...

By Bridgette Byrd O’Connor When students are working at the large scales of Big History and world history, they can easily come to the conclusion that human history is a story of constant progress. But progress is not a straight line. There are...

By Bennett Sherry Flows, waves, and swells Migration is a little bit like water. We even use words like flow and waves to describe migration patterns. Like water, migrants tend to follow established paths. Of course, people move for all sorts of reas...

By Trevor R. Getz How do you build a climate course for the twenty-first century? One that doesn’t just focus on the science but also helps students engage with the social, economic, and political realities we face? Oh, and that also encourages...

By Natalie Martinez Imagine you’re looking at someone through a two-sided mirror. How does your perspective differ from theirs? How do your respective views differ when you’re looking at opposite sides of the same thing? As an Indigenous ...

By Rachel Phillips We’re used to associating timelines with history, particularly as a way to visualize when important dates happened in relation to one another—and this is likely what many students assume is the sole purpose of a timelin...

By Michael G. Vann Why did the Japanese Imperial Navy attack Pearl Harbor on December 7, 1941? Many Americans thought—and many still think—it was the start of an invasion of the United States. Japan’s focus, however, was the invasio...

By Bennett Sherry The collective learning behind collecting gases Humans first inferred long ago that changes in our climate affect our lives. Foraging societies have been adapting and migrating in response to climactic changes for millennia. Ancient...

By Heather Nice History starts with a question. Although it might seem counterintuitive to the way we’re expected (or perhaps required?) to teach—breadth over depth; textbooks and tests over inquiry and sources—the idea of starting ...

By Trevor R. Getz I became a historian because of the stories my grandfather told me of “the war.” Sitting beside him at the dining-room table as he sketched campaign maps and showed me photographs from his brief leave to marry my grandmo...

By Noah Ramage When you think of Native Americans resisting European foreign invasion, what do you picture? Do you see men on horseback encircling a federal outpost? Do you see women leading their communities while absent warriors raid deeper and dee...

By Jodi Pincus and Trevor Getz I don’t remember learning much about different occupations in high school. I also don’t remember learning career-readiness skills like résumé writing, job-hunting, or interview techniques. Mayb...

By Bridgette Byrd O’Connor How can studying historical causation help us draw a line from the past to the present and into the future? One of the main learning objectives of OER Project courses is for students to understand how the history that...

By Bennett Sherry At this point in the year, if you were to ask your students to draw a picture of collective learning, I’m guessing they’d draw something like this: Over time, people pass on knowledge to their descendants, each generati...

By Trevor Getz My favorite teacher in high school wasn’t actually my teacher. That is to say, when it came time for me to take AP® US history, I was assigned the boring instructor whose students always passed the test, rather than the guita...