World History Unit 1: The Historian's Toolbox

Educator Information and Student Guide

Directions
IMPORTANT NOTE

This PDF contains all of the

Unit 1 PDFs. If you would like
to print only the work for this
lesson, please use your
printer’s custom tool to print
pages 2-6.

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 Welcome to World History -
World History Early Modern

Educator Information and Student Guide

Directions
This lesson will help you answer the
This packet is a complement to our following questions:
video lesson “Welcome to World
History - Early Modern,” including… ● Why is it important for me to
study world history?
● Essential Questions ● What will I be learning?
● Preview ● What skills will I master?
● Guided Viewing ● What goals can I set for myself?
● Student Guide and Checklist
(right column)

We recommend printing this packet

prior to your student watching the Student Checklist
video so they can follow along with
the lesson guide, pausing the video Before the Video
to address questions they are asked ❏ Prepare the PDF (printed or
throughout. All other activities electronic).
should be completed after the video. ❏ Read the Essential Questions
section on page 2.
Suggested Gold ❏ Complete the Lesson Preview.
Using the reward function on the
first tab of your parent account, you During the Video
may wish to award Gold/$coops for ❏ Watch the video, pausing
extension activities and/or during the Guided Viewing.
accomplishments completed outside
the website. Gold amounts are listed After the Video
in the Answer Key and on any rubrics ❏ Optional: Complete the
provided. extension!

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 Essential Questions
Before the lesson, preview these questions. As you progress through the
lesson, check off the ones that you can confidently answer.

You should be able to answer the following questions:

❏ Why is it important for me to study world history?
❏ What will I be learning?
❏ What skills will I master?
❏ What goals can I set for myself?

Lesson Preview
Before you watch the video, preview today’s topic by analyzing a quote.

“History is who we are and why we are the way we are.”

-David McCullough

What does this quote mean? Do you agree or disagree? Write, draw, or
mindmap.

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Welcome to World History - Early Modern
 Add a checkmark to indicate your familiarity with the following eras and
concepts in history. For eras and concepts that you rated a 4 or 5, provide a
short explanation of your knowledge.

1 - Never heard of it!, 2 - I’ve heard of it, couldn’t tell you anything, 3 - I
know a little bit about it, 4 - I know quite a bit about it, 5 - I’m an expert!

Era or Concept 1 2 3 4 5 Explanation

Absolute
monarchies

The
Enlightenment

The Industrial
Revolution

Imperialism

The American
Revolution

The French
Revolution

World War I

World War II

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Welcome to World History - Early Modern
 Guided Viewing
As you watch the video, add at least three notes to each of the following
columns, based on what you observe in the video.

Information that is Information that is new Information that

familiar to me to me surprised me

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Welcome to World History - Early Modern
 Extension Activity
Take our lesson a step further by personalizing history!

We concluded the lesson with the course tagline – “History is everywhere!”

Give examples of how you have seen history play a role in your life,
community, school, etc. You may write, draw, or mindmap.

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Welcome to World History - Early Modern
 Historian’s Toolbox: Thinking
World History Like a Historian

Educator Information and Student

Student Guide
Guide
Directions
This packet is a complement to our This lesson will help you answer the
video lesson on “Historian’s Toolbox: following questions:
Thinking like a Historian.” The
following pages include… ● Why do we need to adjust our
thinking in order to “think like a
● Essential Questions historian”?
● Lesson Preview ● What does it mean to “think like
● Video Guided Viewing a historian”?
● Student Guide and Checklist ● Why do we need a toolbox of
● Extension Activity - Hometown skills to study history and what
History are they?

We recommend printing this packet

Student Checklist
prior to your student watching the
video so that they can follow along
with the lesson guide, pausing the Before the Video
video to address questions they are ❏ Prepare PDF (printed or
asked throughout. All other activities electronic)
should be completed after the video ❏ Read the Essential Questions
lesson. on page 2
❏ Complete the Lesson Preview
Suggested Gold
Using the reward function on the first
tab of your parent account, you may During the Video
wish to award Gold/$coops for ❏ Watch the video, pausing
extension activities and/or during the Guided Viewing
accomplishments completed outside
the website. Gold amounts are listed After the Video
in the Answer Key and on any rubrics
❏ Check your Lesson Preview
provided.
answer!
❏ Optional: Complete the
Hometown History extension!

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 Essential Questions
Before the lesson, preview these questions. As you progress through the
lesson, check off the ones that you can confidently answer.

You should be able to answer the following questions:

❏ Why do we need to adjust our thinking in order to “think like a
historian”?
❏ What does it mean to “think like a historian”?
❏ Why do we need a toolbox of skills to study history and what are they?

Preview
Before you watch the video, preview today’s topic by completing the short
activity below.

What do you think it means to “think like a historian”? Write down a quick
answer here, and then after the lesson, revisit your answer to see how you did!

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Historian’s Toolbox: Thinking Like a Historian
 Guided Viewing
As you view the lesson, pause the video to answer the guided viewing questions.

1. Make a short list of things in your house, neighborhood, or even city

that have a historical connection.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. Write down a couple of questions that you might ask this stranger
walking up to you in an unfamiliar place to help you get your bearings.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. What does this phrase mean?

“In 1492, Columbus sailed the ocean blue.”

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Historian’s Toolbox: Thinking Like a Historian
 Extension
Hometown History!

Instructions: Remember in the lesson when we asked you to make a short list
of things around you that have a historical connection? Pick one of those
items on your list (or choose a new one) and we’re going to use it to think
like a historian.

Step 1: Which item, place, or location did you pick?

_____________________________________________________________

Step 2: What do you already think you know about this item, place, or
location?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Step 3: Create three questions that you still have or want answered about
the history of the item, place, or location that you’ve chosen.
_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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Historian’s Toolbox: Thinking Like a Historian
 Step 4 : Find 3 additional sources of information (library, internet, family,
friends, etc.) and ask them the questions you created in Step 3. Record their
answers below.

Source 1: ________________

Answer Question 1:
____________________________________________________________

____________________________________________________________

Answer Question 2:
____________________________________________________________

____________________________________________________________

Answer Question 3:
____________________________________________________________

____________________________________________________________

Source 2: ________________

Answer Question 1:
____________________________________________________________

____________________________________________________________

Answer Question 2:
____________________________________________________________

____________________________________________________________

Answer Question 3:
____________________________________________________________

____________________________________________________________

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Historian’s Toolbox: Thinking Like a Historian
 Source 3: ________________

Answer Question 1:
____________________________________________________________

____________________________________________________________

Answer Question 2:
____________________________________________________________

____________________________________________________________

Answer Question 3:
____________________________________________________________

____________________________________________________________

Step 5: Sum it all up! What did you learn about your chosen item, place, or
location? Create a short journal entry, graphic representation, or other
expressive form to demonstrate what you learned by thinking like a
historian.

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Historian’s Toolbox: Thinking Like a Historian
 Historian’s Toolbox: Understanding
World History Multiple Perspectives

Educator Information and Student Guide

Directions
This lesson will help you answer the
This packet is a complement to our following questions:
video lesson on “Historian’s Toolbox: ● Why do we need multiple
Understanding Multiple perspectives?
Perspectives.” The following pages ● What do multiple perspectives
include… tell us?
● How can we use multiple
● Essential Questions perspectives to create a fuller
● Lesson Preview view of history?
● Video Guided Viewing
● Student Guide and Checklist
● Extension Activity: Who Said it Student Checklist
Best?
Before the Video
We recommend printing this packet ❏ Prepare the PDF (printed or
prior to your student watching the
electronic).
video so that they can follow along
with the lesson guide, pausing the ❏ Read the Essential Questions
video to address questions they are on page 2.
asked throughout. All other activities ❏ Complete the Lesson Preview.
should be completed after the video
lesson. During the Video
❏ Watch the video, pausing
during the Guided Viewing.
Suggested Gold
Using the reward function on the first
tab of your parent account, you may After the Video
wish to award Gold/$coops for ❏ Check your Lesson Preview
extension activities and/or answer!
accomplishments completed outside ❏ Optional: Complete the
the website. Gold amounts are listed extension activity Who Said it
in the Answer Key and on any rubrics
Best?
provided.

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 Essential Questions
Before the lesson, preview these questions. As you progress through the
lesson, check off the ones that you can confidently answer.

You should be able to answer the following questions:

❏ Why do we need multiple perspectives?
❏ What do multiple perspectives tell us?
❏ How can we use multiple perspectives to create a fuller view of history?

Preview
Before you watch the video, preview today’s topic by responding to the
prompts in the box below.

Have you ever had an experience where something that you believed was
true for a long time was suddenly changed? Maybe someone gave you new
information or another side of the story that changed your perspective. How
did that feel, what went through your mind, and how did it affect your life
going forward?

Easter Egg Hunt! Somewhere in the lesson video, there will be a series of
four pictures demonstrating multiple perspectives. Be on the lookout for
these, and record the place and time here! If you don’t know what the
pictures represent, pause the video at that time, find the answer, and then
record it here!

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Historian’s Toolbox: Understanding Multiple Perspectives
 Guided Viewing
As you view the lesson, pause the video to answer the guided viewing questions.

1. Think about other well-known stories that you’ve heard throughout

your life. Write down a couple of ideas about how these stories could
change if you looked at them from a different perspective.
_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. What does the Columbus Day meme from your lesson mean?
_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. Read the following quote, and use the space below to interpret what
you think Churchill meant.

“For my part, I consider that it will be found much better by all parties
to leave the past to history, especially as I propose to write that history
myself.”
- Winston Churchill

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Historian’s Toolbox: Understanding Multiple Perspectives
 4. Do you think the phrase “history is written by the victors” is true? What
does that mean for the study of history?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

5. Taking both the Islamic Caliphate and Christian Kingdoms views, compose
a brief summary on attitudes about the Crusades.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

6. Using the line below, create a very brief summary of major events of the
American Revolution.

1776 1783

7. What impact does it have on world history to think of all peoples as

capable equals instead of victims and conquerors?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________
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Historian’s Toolbox: Understanding Multiple Perspectives
 Extension
Let’s explore a concept from today’s lesson by playing
Who Said it Best?

As a historian, looking at multiple perspectives leads us to find a deeper

understanding of events that we thought we knew well. However,
sometimes it’s just fun to look at some of history’s great comebacks and
ask the question, “Who Said it Best?”

For each pair of quotes, decide who said it best, and then below, leave a
brief remark about how these quotes changed your view of history and the
people in it!

1. In 346 C.E., King Philip II of Macedon was on a tear. He had subjugated

most of the Greek city-states, with the exception of Sparta. Wanting to
save his army for “bigger fish,” he wrote a letter to the Spartans, which
said…

Philip: “If I invade Laconia (Spartan territory), you will be destroyed, never to
rise again.”

The Spartan reply?

Sparta: “If!” (in reference to Philip’s statement if he invades Sparta)

Who said it best? Philip The Spartans

How does this event change your view of history?

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Historian’s Toolbox: Understanding Multiple Perspectives
2. In late 1944, Nazi German forces had launched a surprise attack on Allied
lines, pushing them back in an event that would eventually become known as
the Battle of the Bulge. General Anthony McAuliffe was holed up in the town
of Bastogne with dwindling supplies and little prospect of support. The Nazi
commander sent a message to General McAuliffe.

Nazi Commander: “We require your honorable surrender outside of the town
of Bastogne immediately and without delay.”

General McAuliffe’s reply?

McAuliffe: “NUTS!”*

Who said it best?

Nazi Commander Anthony McAuliffe

How does this event change your view of history?

* “NUTS!” In this context, the phrase would most closely be associated with “not on my
watch,” or “that’s not ever going to happen!”

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Historian’s Toolbox: Understanding Multiple Perspectives
 Historian’s Toolbox: Analyzing
World History Primary and Secondary Sources

Educator Information and Student Guide

Directions
This lesson will help you answer the
This packet is a complement to our following questions:
video lesson “Historian’s Toolbox:
Analyzing Primary and Secondary ● What are primary and secondary
Sources,” including: sources?
● What are the benefits and
● Essential Questions drawbacks of each?
● Key Vocabulary ● What questions should you ask
● Lesson Preview yourself when observing a source?
● Video Guided Viewing
● “Day of Infamy” primary source
practice
● Extension Student Checklist
● Printable “Questions to Ask”
Sheet
Before the Video
● Student Guide and Checklist (right
❏ Prepare the PDF (printed or
column)
electronic).
❏ Read the Essential Questions and
We recommend printing this packet
Vocabulary sections on page 2.
prior to students watching the video so
❏ Complete the Lesson Preview.
they can follow along with the lesson
guide, pausing the video to address
During the Video
questions they are asked throughout.
❏ Watch the video, pausing during
All other activities should be completed
the Guided Viewing.
after the video.
After the Video
Suggested Gold
❏ Complete “Day of Infamy.”
Using the reward function on the first
❏ Print out “Questions to ask
tab of your parent account, you may
yourself…” (page 25) and keep it
wish to award Gold/$coops for
at your workspace for future use!
accomplishments completed outside
❏ Optional: Complete the extension!
the website. Gold amounts are listed in
the Answer Key and on any rubrics
provided.

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 Essential Questions
Before the lesson, preview these questions. As you progress through the
lesson, check off the ones that you can confidently answer.

You should be able to answer the following questions:

❏ What are primary and secondary sources?
❏ What are the benefits and drawbacks of each?
❏ What questions should you ask yourself when examining a source?

Vocabulary
Review these key terms to develop a better understanding of this lesson.

Primary source - an original, first-hand account or artifact

Secondary source - a non-original source, created using primary sources

Lesson Preview
Before you watch the video, preview today’s topic by accessing prior knowledge.

What types of historical sources have you used in past study or research?
(For example, you may have read a textbook chapter on a historical event.)
You may write, draw, or mindmap.

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Historian’s Toolbox: Analyzing Primary and Secondary Sources
 Guided Viewing
As you view the lesson, pause the video to answer the guided viewing questions.

1. Put a check mark in the category these items belong to.

Item Primary Secondary

The Mona Lisa

A photo of the Mona Lisa

The Diary of Anne Frank

A modern book about medieval Japan

A childhood memoir written later in life

A Mia video about the French Revolution

2. What do you think is a better resource for determining what actually

happened in history - a primary or secondary source? Explain.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. What are some advantages of primary sources? What are some

advantages of secondary sources?

Primary Secondary

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Historian’s Toolbox: Analyzing Primary and Secondary Sources
 “Day of Infamy” Primary Source
Let’s practice! It’s time to examine a primary source. Record your answer to
the five analysis questions on the following page.

Primary source: Excerpts from the “Day of Infamy” speech by President

Franklin D. Roosevelt

Context: Japan had just attacked a U.S. naval base in Pearl Harbor, Hawaii.
President Roosevelt delivered this speech on the radio the next day.

“Mr. Vice President, and Mr. Speaker, and Members of the Senate and House
of Representatives:

Yesterday, December 7, 1941 – a date which will live in infamy – the United
States of America was suddenly and deliberately attacked by naval and air
forces of the Empire of Japan.

The United States was at peace with that Nation and, at the solicitation of
Japan, was still in conversation with its Government and its Emperor looking
toward the maintenance of peace in the Pacific…

The attack yesterday on the Hawaiian Islands has caused severe damage to
American naval and military forces. I regret to tell you that very many
American lives have been lost. In addition American ships have been
reported torpedoed on the high seas between San Francisco and Honolulu…

Japan has, therefore, undertaken a surprise offensive extending throughout

the Pacific area. The facts of yesterday and today speak for themselves. The
people of the United States have already formed their opinions and well
understand the implications to the very life and safety of our Nation…

As Commander in Chief of the Army and Navy I have directed that all
measures be taken for our defense…

I ask that the Congress declare that since the unprovoked and dastardly
attack by Japan on Sunday, December 7, 1941, a state of war has existed
between the United States and the Japanese Empire.”

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Historian’s Toolbox: Analyzing Primary and Secondary Sources
 Answer the following questions about the “Day of Infamy” speech.

Question Response

Who created this

source?

Why was this

source created?

Who was the

intended
audience?

What does this

source reveal
about the
circumstances
surrounding it?

What limitations
does this source
have?

What knowledge and understanding did you gain from reading and
analyzing this primary source?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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Historian’s Toolbox: Analyzing Primary and Secondary Sources
 Extension Activity
Find your own primary or secondary source and perform the same analysis
on your chosen source.

Source name: _________________________________________________

Question Response

Who created this

source?

Why was this

source created?

Who was the

intended
audience?

What does this

source reveal
about the
circumstances
surrounding it?

What limitations
does this source
have?

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Historian’s Toolbox: Analyzing Primary and Secondary Sources
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Historian’s Toolbox: Analyzing Primary and Secondary Sources
 Historian’s Toolbox: Assessing the
World History Relevance and Credibility of a Source

Educator Information and Student Guide

Directions
This lesson will help you answer the
This packet is a complement to our following questions:
video lesson “Historian’s Toolbox:
Assessing the Relevance and ● Why is it necessary for a source
Credibility of a Source,” including… to be credible?
● How can I ensure that a source
● Essential Questions is relevant and credible?
● Key Vocabulary
● Lesson Preview
● Video Guided Viewing
● The ROAR Test
● Student Guide and Checklist
(right column) Student Checklist

We recommend printing this packet Before the Video

prior to your student watching the ❏ Prepare the PDF (printed or
video so they can follow along with electronic).
the lesson guide, pausing the video ❏ Read the Essential Questions
to address questions they are asked and Vocabulary sections on
throughout. All other activities page 2.
should be completed after the video. ❏ Complete the Lesson Preview.

Suggested Gold During the Video

Using the reward function on the ❏ Watch the video, pausing
first tab of your parent account, you during the Guided Viewing.
may wish to award Gold/$coops for
extension activities and/or After the Video
accomplishments completed outside ❏ The ROAR Test
the website. Gold amounts are listed ❏ Optional - practice the ROAR
in the Answer Key and on any rubrics method with some online
provided. sources on a topic of your
choice.

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 Essential Questions
Before the lesson, preview these questions. As you progress through the
lesson, check off the ones that you can confidently answer.

You should be able to answer the following questions:

❏ Why is it necessary for a source to be credible?
❏ How can I ensure that a source is relevant and credible?

Vocabulary
Review these key terms to develop a better understanding of this lesson.

Credibility - the quality of being trustworthy or believable

Relevance - the quality of being closely connected

Lesson Preview
Before you watch the video, preview today’s topic by accessing prior knowledge.

Write, draw, or visually connect examples of bias that you notice expressed
by…
A family member or The news You!
friend

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Historian’s Toolbox: Assessing the Relevance and Credibility of a Source
 Guided Viewing
As you view the lesson, pause the video to answer the guided viewing questions.

1. Why would a cigarette company make an ad like the ones we saw and
heard earlier?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. Is there anything in the ads that stands out to you as possibly false?
Explain.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. Write down what you think each word of the ROAR acronym means in
the context of searching for appropriate research sources.

Relevance -
_____________________________________________________

Origin -
________________________________________________________

Aim -
__________________________________________________________

Reliability -
_____________________________________________________

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Historian’s Toolbox: Assessing the Relevance and Credibility of a Source
 The ROAR Test
Let’s practice! It’s time to examine a source to see if it’s right for you.
Here’s the scenario: You are writing a report about the end of World War
2. You encounter an article written by a teacher on his history blog. The
article is about the United States’ use of atomic bombs in Japan. Review
indicators of bias in the video. Highlight or circle examples of bias in the
article, then complete the ROAR test.

The Tipping Point: How Far is Too Far?

Mr. Z’s History Blog

Scrutinizing World War 2 in an attempt to pinpoint its greatest tragedy is no

small feat. 80 million lives were lost. The war was filled with tragedies.

To find its greatest tragedy, one must look no further than the end of the
war. “How,” you may say, “can the end of a war be its most tragic moment?”
Well, it’s more about the events that directly led to the end of the war.

World War 2 was fought in two primary theaters – the European and the
Pacific. In May 1945, the Allied Powers celebrated the defeat of Germany
with V-E, or Victory in Europe Day. The war was not over, though. Japan still
loomed in the Pacific, vowing to not give up. This was the hallmark of the
Japanese military and embedded in the very fabric of Japanese culture –
fight to the bitter end.

The United States wanted to bring that bitter end sooner rather than later.
Atomic power had been tested for several years, and researchers knew the
power released by splitting an atomic nuclei – it could cause mass
destruction in the blink of an eye.

This force was about to be unleashed on the world for the first time – on a
civilian target. The city of Hiroshima, Japan, had minor military-related
industry and was fifteen miles from a naval base, but primarily, it was was a
city of 250,000 average Japanese people. And yet, on August 6, an atomic
bomb was dropped over the city by American forces. Five square miles of the
city were leveled, and about 100,000 people died instantly, 80% of them
civilians.

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Historian’s Toolbox: Assessing the Relevance and Credibility of a Source
 And yet, American forces didn’t stop there. On August 9, another bomb was
detonated over Nagasaki, Japan. Over 50,000 people were killed instantly –
only 150 of whom were soldiers!

But the United States was not done. There were plans to continue dropping
atomic bombs on Japan – one more in August, three more in September, and
three more in October. The only thing that prevented the murder of hundreds
of thousands more was the Japanese surrender following Nagasaki.

The war was over. But the nightmare for innocent Japanese people was not.
Thousands more lost their lives as a result of the radiation exposure in the
years following the dropping of the bombs.

Why did the war need to be ended in a way that cost so many civilian lives?
In short, it didn’t. There were a number of Japanese military bases that could
have been targeted. And yet, American intelligence unloaded the most
powerful weapon ever created on families living their normal lives. Parents,
grandparents, children – many of whom had never done anything to
personally interfere with the Allied war effort – were reduced to ash in a
split second.

The bombings were justified as the “lesser of two evils,” claiming that if the
war had been prolonged, the lives of millions more would have been lost.
Had it been military bases that were targeted rather than civilian cities,
perhaps this excuse would hold water.

The story of tragedy caused by the atomic bombs is not entirely told by the
loss of lives. Among the 80 million lives taken by World War 2, the 200,000
or so killed by the bombs and their aftereffects are a relatively small
percentage. The tragedy also encompasses the failure of America to uphold
the pillars on which it was constructed. This is a land built on the notion that
each person is entitled to unalienable rights of “life, liberty, and the pursuit
of happiness.” Our country has a moral obligation to uphold these values,
not only for Americans but to the best of our ability – and as much as we
can help it – for any human being. On two days in August 1945, decisions
made by our leaders violated the rights of hundreds of thousands of
Japanese civilians, stealing their life, liberty, and happiness.

When innocent lives are taken, there is no “lesser” evil.

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Historian’s Toolbox: Assessing the Relevance and Credibility of a Source
 Now, test the source with the ROAR method. Be sure to explain each response.

Question Response

Relevance: Is this
source relevant to
your research
question?

Origin: Who
created this
source? What does
this tell you?

Aim: Why was the

source created?

Reliability: Is the
information
accurate? How
might bias skew its
reliability? (You
can use other
resources to
cross-check it!)

Would you use this source? Why or why not?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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Historian’s Toolbox: Assessing the Relevance and Credibility of a Source
 Historian’s Toolbox: Analyzing
World History Cause and Effect

Educator Information and Student

Student Guide
Guide
Directions
This lesson will help you answer the
This packet is a complement to our following questions:
video lesson on “Historian’s Toolbox: ● How do we look for the cause
Analyzing Cause and Effect.” The and effect relationship in
following pages include… history?
● Why is the cause and effect
● Essential Questions relationship important to the
● Lesson Preview study of history?
● Video Guided Viewing
● Student Guide and Checklist Student Checklist
● Extension Activity – Cause and
Effect: Dr. John Snow and the
Before the Video
Case of the Cholera Epidemic
❏ Prepare the PDF (printed or
We recommend printing this packet electronic).
prior to your student watching the ❏ Read the Essential Questions
video so that they can follow along on page 2.
with the lesson guide, pausing the ❏ Complete the Lesson Preview.
video to address questions they are
asked throughout. All other activities
During the Video
should be completed after the video
lesson. ❏ Watch the video, pausing
during the Guided Viewing.
Suggested Gold
Using the reward function on the first After the Video
tab of your parent account, you may ❏ Check your Lesson Preview
wish to award Gold/$coops for answer!
extension activities and/or
❏ Optional: Complete the
accomplishments completed outside
the website. extension Cause and Effect –
Dr. John Snow and the Case of
the Cholera Epidemic!

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 1
 Essential Questions
Before the lesson, preview these questions. As you progress through the
lesson, check off the ones that you can confidently answer.

You should be able to answer the following questions:

❏ How do we look for the cause and effect relationship in history?
❏ Why is the cause and effect relationship important to the study of
history?

Preview
Before you watch the video, preview today’s topic by thinking about cause
and effect in your own life.

In your own life, chart a couple of events from cause to effect, following the
example below. How do your actions affect your life?

Cause Effect

I forget to take out the trash. The house smells, and I lose video
game time.

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 2
Historian’s Toolbox: Analyzing Cause and Effect
 Guided Viewing
As you view the lesson, pause the video to answer the guided viewing questions.

1. What do you think was responsible for causing the outbreak during the
“Summer of the Fire Ants” on Hispaniola?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. Think about a big change in your life. What was the cause that
prompted the effect of this change, and how did you react to this new
situation?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. History’s Mysteries: What the heck happened in 536 C.E.? Craft a

hypothesis that accounts for the climate change, famine, plague, and
unrest. Don’t forget to come back and check your hypothesis later,
because remember, you’re thinking like a historian!

My Hypothesis:

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 3
Historian’s Toolbox: Analyzing Cause and Effect
 Extension
Let’s look at cause and effect by exploring a mystery from 19th century
London – Dr. John Snow and the Case of the Cholera Epidemic!

Cholera is a bacteria that infects the human digestive tract and causes fever
and diarrhea. Okay, maybe that’s a bit understated. Cholera causes the body
to produce so much diarrhea that victims commonly die from dehydration!

And die they did, by the thousands. 19th-century London commonly had
multiple outbreaks every summer, and the summer of 1854 was no different.
At this time, most people believed that many illnesses – cholera included –
were spread through foul-smelling air, something that was called “miasma.”
It was believed that breathing in this air made people sick, which was a
partial explanation for why outbreaks tended to occur in high-poverty areas,
such as the Soho district of London. Soho was a working-class area of the
city, full of industrial factories, close and crowded apartments, and
cesspools, which were literally large holes where sewage was held from the
buildings.

The outbreak began with small children but quickly spread across Soho and
began to spread outside of the neighborhoods. Most people isolated the sick
and prayed that it wouldn’t spread. However, Dr. John Snow was not most
people. Already a noted doctor for his work with medical hygiene, Dr. Snow
didn’t believe that cholera was transmitted through the air.

In a rare and somewhat ridiculed move for the time, Dr. Snow sent his
medical students to every dwelling in Soho. They’d knock on the door and
ask if anyone had been suffering from cholera, and if they had, then his
students would mark the location on a map.

What they created can be seen on the next page!

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Historian’s Toolbox: Analyzing Cause and Effect
 Cholera case scatterplot Map, Soho, London
*Each dark square is a house where Cholera cases were reported.

1. Before flipping to the next page, take a good look at this map. Either
on the map or in the space below, circle, write, draw, or highlight
anything that sticks out to you.

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Historian’s Toolbox: Analyzing Cause and Effect
 Fold this page in half top-to-bottom, or promise not to look at it
until you finish the section just below. C’mon now, it’ll be worth it!

2. Now take a look at your musings from the map. Think about Dr. Snow’s
belief that cholera wasn’t transmitted by the air. Think about life in 1854,
and craft a hypothesis as to what caused the cholera outbreak.

So what happened?
The Broad Street Pump, London
Though you may not be able to see it on
the map, there’s a water pump right in
the middle of the biggest cluster of
cases along Broad Street. Dr. Snow
surmised that cholera was transmitted
through the mouth and wondered if the
water was delivering the bacteria.

He asked the city to take the handle off

the water pump, making sure no one
could access the water from the Broad
Street well, and sure enough, cases
began to drop steeply. Why? Well, if you
remember before, victims of cholera get
dehydrated and need more water. The
bacteria-laden water from Broad Street
would be given to them, and they
would receive even more bacteria.
Cause and effect!

The map you saw above became the Challenge: Is there a mystery
first study of the pattern of disease and where you live that could be
launched the science of epidemiology, solved with tracking cause and
or the study of the spread of disease. effect?

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 6
Historian’s Toolbox: Analyzing Cause and Effect
World History The World in 1750

Educator Information and Student Guide

Directions
This lesson will help you answer the
This packet is a complement to our following question:
video lesson “The World in 1750,”
including… ● What was the world like in
1750?
● Essential Questions
● Lesson Preview
● Video Guided Viewing
● Cause and Effect - 1750
● Extension - Biographic
Organizer
● Student Guide and Checklist Student Checklist
(right column)

Before the Video

We recommend printing this packet
❏ Prepare the PDF (printed or
prior to your student watching the
electronic).
video so they can follow along with
❏ Read the Essential Questions
the lesson guide, pausing the video
section on page 2.
to address questions they are asked
❏ Complete the Lesson Preview.
throughout. All other activities
should be completed after the video.
During the Video
❏ Watch the video, pausing
Suggested Gold
during the Guided Viewing.
Using the reward function on the
first tab of your parent account, you
After the Video
may wish to award Gold/$coops for
❏ Cause and Effect - 1750
accomplishments completed outside
❏ Extension - Biographic
the website. Gold amounts are listed
Organizer
in the Answer Key and on any rubrics
provided.

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 1
 Essential Questions
Before the lesson, preview these questions. As you progress through the
lesson, check off the ones that you can confidently answer.

You should be able to answer the following question:

❏ What was the world like in 1750?

Lesson Preview
Before you watch the video, preview today’s topic by accessing prior knowledge.

What do you imagine the world was like in 1750? Think about daily life,
governments, jobs and schools, conflicts, or anything else. You may write,
draw, or mindmap.

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 2
The World in 1750
 Guided Viewing
As you view the lesson, pause the video to answer the guided viewing questions.

1. How do you think that the notion of “the divine right of kings”
contributed to the behavior and attitudes of both the monarch and the
monarch’s subjects?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. In the first half of the 1700s, the steam engine and weaving machine
were invented in Britain. Predict or tell what you know about what
happened next.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. Write what you know about the transatlantic slave trade.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

4. Write down what you know about what happened during the time
period between 1750-1800 in the Americas.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 3
The World in 1750
 Cause and Effect - 1750
In the last lesson, you learned about the importance of cause and effect.
Read the following cause statements. Try to predict the effect that
resulted. You may not know the answer, so make a reasonable hypothesis!

Cause Effect

People in Europe begin to

question the “divine right”
notion.

Britain begins to
industrialize.

Merchants, traditionally a
lower class, facilitated
growth in domestic and
international trade in China.

Many capable workers in

Africa are kidnapped,
enslaved, and shipped
overseas to work in the
Americas.

In America, Indigenous
Americans raid the colonial
frontier, while the French and
British have border disputes.

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 4
The World in 1750
 Extension - Biographic Organizer
You’re about to set off on an adventure around the world between the
years 1750 and 1950. Look at the following list of people we’ll be getting
to know in Unit 2. Pick a person to research, and complete the “biographic
organizer” on the next page.

● Louis XIV ● Maria Theresa ● Charles II

● Suleiman the ● Frederick the ● William of Orange
Magnificent Great and Mary II
● Charles VI ● Peter the Great
● Oliver Cromwell

Components:
● Put a picture (electronic or hand-drawn) of the person in the center
“frame.”
● Find at least eight important events in this person’s life, and put them
on the timeline. These should include their date of birth and death.
● Write a mini-biography under “what they’re known for.”
● Is this person viewed positively or negatively by historians? Reveal this
information in “Legacy/Reputation.”
● Social media: Pretend that social media existed during this person’s life.
Create a fictitious most recent post, and draw an original picture to
accompany the text.

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 5
The World in 1750
 Timeline
Include important dates and events in this person’s life.

Known For Legacy

Name:
Social
Media

Username:
© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 6
The World in 1750
 Course Introduction
World History Wrap-Up

Educator Information and Student Guide

Directions
This lesson will help you answer the
In this writing assignment, students following question:
will:
● Evaluate primary and ● What was the world like in
secondary sources to determine 1750?
their credibility
● Synthesize their understanding Student Checklist
of one event in 1750 by This writing project is designed
drawing from two primary to take place over five days. You
sources and one secondary may choose to complete steps over
source fewer or additional days as you see
● Compose an argumentative fit.
essay about cause and effect Suggestions for support and
for a historical event in the suggestions for extension are
world in 1750 included throughout this guide.

The lesson will ask students to ❏ Step 1: Determine the event or

conduct research using online location you will write about.
sources. Parents may choose to ❏ Step 2: Select the research
supervise online use. question you will answer.
❏ Step 3: Find, evaluate, and
Suggested Gold select sources.
Using the reward function on the ❏ Step 4: Compose a claim
first tab of your parent account, you about the world in 1750.
may wish to award Gold for ❏ Step 5: Outline your essay.
accomplishments completed outside ❏ Step 6: Draft your essay.
the website. Gold amounts are listed ❏ Step 7: Evaluate your essay
in the Answer Key and on any rubrics using the rubric provided.
provided. ❏ Step 8: Revise and edit your
essay.
❏ Step 9: Share your essay with
an audience!

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 1
 Unit 1 Writing Assignment
For this assignment, you will:
1. Select a person, world power, or event that existed or took
place around the world around the year 1750.
2. Select the research question you will answer.
3. Locate, evaluate, and analyze TWO primary sources and ONE
secondary source about your selection.
4. Use those sources to make a claim about the world in 1750.
Consider:
a. What do these sources reveal about what people valued
in this society?
b. What do these sources reveal about how power was
distributed in this society?
c. What do these sources reveal about changes people
were experiencing, and/or how people were managing
those changes?
d. Challenge question: What do these sources reveal about
how a particular event caused an effect that impacted
world history?

For more support writing an

analysis essay, check out Unit 2,
Lesson 3 of the High School
Writing course!

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Course Introduction Wrap-Up
 Step 1: Select a person, power, or event.
Use the list of suggestions below, or come up with your own idea. Your choice!

The Qing Dynasty in British Imperialism in The invention and use of

China India the steam engine

The French “Sun King” The French and Indian Enslaved West African
Louis XIV War people overpower
British captors on the
ship Snow Ann (1750)

The reforms of Russian The reign of Mughal Enlightenment thinkers

monarch Peter the Great Emperor Shah Alam II (Rousseau, Locke,
Montesquieu)

The Middle Passage Indigenous uprisings Isolationist Japan

against Spanish
invaders in South
America

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 3
Course Introduction Wrap-Up
 Step 2: Decide which question you will address in your research.

a. What do these sources reveal about what people valued in this society?
b. What do these sources reveal about how power was distributed in this
society?
c. What do these sources reveal about changes people were experiencing,
and/or how people were managing those changes?
d. Challenge question: What do these sources reveal about how a
particular event caused an effect that impacted world history?

Step 3: Select a person, power, or event

Locate, evaluate, and analyze TWO primary sources and ONE secondary source about
your selection.

A) Locate the sources you will use. Remember that websites ending with .gov or .edu
are likely reliable sources for historical information. In addition, consider the
following websites:

○ Art and history museums, for example:

■ The Metropolitan Museum of Art
■ The J. Paul Getty Museum
■ National Museum of the American Indian
■ The Hagia Sophia Museum
■ Asian Civilizations Museum
■ The Museum of Qin Terracotta Warriors and Horses
■ Amsterdam Rijksmuseum

○ The Library of Congress

○ National Archives

○ GALE World History

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 4
Course Introduction Wrap-Up
 B) Evaluate the sources you will use.

Primary Source 1: ____________________________

Question Response

Who created this

source?

Why was this source

created?

Who was the intended

audience?

What does this source

reveal about the
circumstances
surrounding it?

What limitations does

this source have?

Is this a reliable source? Why or why not? _____________________________________

_______________________________________________________________________
_______________________________________________________________________
How might your own ideas and biases influence how you understand this source?
_______________________________________________________________________
_______________________________________________________________________

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 5
Course Introduction Wrap-Up
 Primary Source 2: ____________________________

Question Response

Who created this

source?

Why was this source

created?

Who was the

intended audience?

What does this source

reveal about the
circumstances
surrounding it?

What limitations does

this source have?

Is this a reliable source? Why or why not? _____________________________________

_______________________________________________________________________
_______________________________________________________________________
How might your own ideas and biases influence how you understand this source?
_______________________________________________________________________
_______________________________________________________________________

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 6
Course Introduction Wrap-Up
 Secondary source: ____________________________

Question Response

Who created this

source?

Why was this source

created?

Who was the

intended audience?

What does this source

reveal about the
circumstances
surrounding it?

What limitations does

this source have?

Is this a reliable source? Why or why not? _____________________________________

_______________________________________________________________________
_______________________________________________________________________
How might your own ideas and biases influence how you understand this source?
_______________________________________________________________________
_______________________________________________________________________

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 7
Course Introduction Wrap-Up
 C) Analyze how your sources help you answer the research question you selected
on page 4 of this PDF. It might be helpful to write your research question on
this page for easy reference!

My research question is: __________________________________________________

_____________________________________________________________________

Source What do you observe about this How do your observations help
source? you answer the research question?

Primary
source #1

Primary
source #2

Secondary
source

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 8
Course Introduction Wrap-Up
 Step 4: Make a claim.

Your claim is an argument you are making about how the research question you
chose should be answered. Your claim should be arguable and specific.

● Arguable: Your claim reflects your interpretation and analysis of the topic.
Not everyone will agree with your claim – part of the work of your essay
will be to convince your reader to agree with your historical analysis.

○ Not arguable: The Indigenous Pima people were a tribe in North

America who fought against colonial Spanish forces in 1751.
■ This claim is not arguable because it is stating a historical
fact.

○ Arguable: Though the Pima did not succeed in staving off Spanish
colonization of their land, the Pima Revolt is a remarkable example
of indigenous resistance to colonial rule, and foregrounded future
revolts to come.
■ This claim is arguable because it is making an argument (that
the Pima revolt “foregrounded future revolts,” which is an
opinion about a historical fact.

● Specific: Your claim lays out the who, what, when, where, why, and/or how
of the argument.

○ Not specific: The Mughal Empire had an interesting social and

economic structure.
■ This claim is not specific because “interesting” is a vague word
that doesn’t tell the reader much about the writer is arguing.

○ Specific: Through a highly regulated tax system, the Mughal Empire

enabled artisans and peasants to enter into larger markets, which
created a middle class unlike other societies of this time period.

Based on your observations and analysis, draft a claim to answer the research
question you selected during Step 2.

Claim

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Course Introduction Wrap-Up
 Check: Is your claim…
❏ Arguable? How do you know?
________________________________________
______________________________________
_______________________________________
❏ Specific? How do you know?
________________________________________
______________________________________
_______________________________________

Step 5: Outline your essay.

First, create three topic sentences that will develop your claim throughout your essay.
Each of these topic sentences will introduce your body paragraphs.

Thesis Statement

Topic sentence 1 Topic sentence 2 Topic sentence 3

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Course Introduction Wrap-Up
 Optional: Linear Outline
★ Remember that anything you put here can change–and probably will
change!
★ Don’t feel like you need to go in order. In fact, we recommend that you
start with your thesis statement and topic sentences. Then, fill out the
rest of the body paragraphs.
★ Leave the introduction and conclusion last. That way, you’ll know what it
is that you’re introducing (and concluding).

Expository Essay Outline

I. Introduction
A. Hook: ____________________________________________________
_________________________________________________________
B. Background information: _____________________________________
_________________________________________________________
C. Thesis statement: ___________________________________________
_________________________________________________________
II. Body Paragraph 1
A. Topic sentence: _____________________________________________
_________________________________________________________
B. Evidence: _________________________________________________
_________________________________________________________
C. Explanation: _______________________________________________
_________________________________________________________
D. Conclusion: ________________________________________________
_________________________________________________________
III. Body Paragraph 2
A. Topic sentence: _____________________________________________
_________________________________________________________
B. Evidence: _________________________________________________
_________________________________________________________
C. Explanation: _______________________________________________
_________________________________________________________
D. Conclusion: ________________________________________________
_________________________________________________________

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 11
Course Introduction Wrap-Up
 IV. Body Paragraph 4
A. Topic sentence: _____________________________________________
_________________________________________________________
B. Evidence: _________________________________________________
_________________________________________________________
C. Explanation: _______________________________________________
_________________________________________________________
D. Conclusion: ________________________________________________
_________________________________________________________
V. Conclusion
A. Restate main points: ________________________________________
_________________________________________________________
B. Explain why these points matter: _______________________________
_________________________________________________________

Step 6: Draft your essay.

Use the outline above to compose a first draft of your essay. It doesn’t need to be
perfect – try to focus on getting words on the page. You’ll have time to review and
revise your essay over the next few days.

Mia’s writing words of wisdom: To get yourself in

the zone to write, try…
● Putting on some instrumental, lo-fi, or
classical music

● Set a timer. Write for 15 minutes, then take a

break for 5. Write for 15, break for 5. Repeat!

● Experiment to see if you prefer writing with

pen and paper or starting the writing process
by typing into a blank document.

● Try writing your thesis statement first, then

your three topic sentences. This can help your
essay stay focused and organized.

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Course Introduction Wrap-Up
 Step 7: Evaluate your essay using the rubric below.

4 3 2 1

Thesis Thesis statement Thesis statement is Thesis Thesis

statement is specific and specific and statement is statement is
arguable as well arguable. either specific neither
as creative and or arguable, specific nor
insightful. but not both. arguable.

Organization Five paragraphs Five paragraphs Five Some

include intro, include intro, body paragraphs paragraphs
three body paragraphs, and include intro, and/or topic
paragraphs, and a conclusion; some body sentences
conclusion; topic topic sentences paragraphs, are missing.
sentences all need revision to and
support and better support the conclusion;
develop the thesis. topic sentences
thesis. do not support
the thesis.

Evidence Evidence provided Evidence provided Evidence Evidence

is convincing, helps support the provided provided
creative, and thesis. sometimes does not
helps support the relates to the relate to the
thesis. thesis. thesis.

Explanation Explanation puts Explanation puts Explanation Explanation

evidence in the evidence in the sometimes is
author’s own author’s own puts evidence incomplete
words, using words. in the author’s or missing.
strong, clear own words.
vocabulary and
sentence
structure.

Rubric is continued on the next page.

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Course Introduction Wrap-Up
 Step 7: Evaluate your essay using the rubric below, continued.

Analysis At least two One to two One sentence Analysis

well-written and sentences per per paragraph sentences
insightful paragraph analyze attempts to are
sentences per the evidence and analyze the incomplete
paragraph connect it to the evidence, but or missing.
analyze the thesis. connection to
evidence and the thesis is
connect it to the minimal.
thesis.

Grammar No errors in Few errors in Many errors in spelling,

and spelling, spelling, grammar, grammar, and punctuation.
mechanics grammar, or and punctuation.
punctuation.

What is the difference between evidence and

explanation, you ask? Your evidence is going to be a
fact, statistic, or data point that you are sharing with
your audience. Your explanation is why that evidence
matters and/or how it supports your thesis and topic
sentences.

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 14
Course Introduction Wrap-Up
 Step 8: Revise and edit your essay.
Below is a table indicating the differences between revising and editing your essay.
These are different tasks, but they are both important! In the space below, record what
revisions and what edits you will make as you develop your first draft into your final
draft.

Revisions Edits

● Focus on the paper’s big ideas. ● Check for mistakes in grammar

● Add or take out information. or spelling.
● Rearrange whole sections. ● Replace weak, vague verbs with
● Change the focus of the paper stronger, more active ones.
(including the thesis). ● Rearrange words in a sentence.

Revisions

● Focus on the paper’s big ideas

Is your thesis arguable and specific? If not, how can you change that?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Do each of your topic sentences help support the thesis? If not, how can you
change that?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
● Add or take out information
Do each of your body paragraphs have evidence to support the thesis? If not,
what can you add?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Is each piece of evidence explained in your own words? If not, what can you
add?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

© Miaplaza, Inc. For MiaPrep, Miacademy, Always Icecream, and Clever Dragons All Rights Reserved 15
Course Introduction Wrap-Up
 Revisions, continued

Is each piece of evidence analyzed to explain how your observations support the
thesis? If not, what can you add?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Is there any part of your essay that doesn’t support the thesis? Take it out!
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Edits

● Check for mistakes in grammar or spelling

● Replace weak, vague verbs with stronger, more active ones
○ Try using a thesaurus to find more specific words.
○ Look out for weak “to be” verbs and replace with more active verbs.
● Rearrange words in a sentence
○ Try reading your essay out loud to yourself to check for flow and sense!

Step 9: Share your essay with an audience.

Now that you’ve done the work, it’s time to share it with fellow historians! This
audience might include your friends or family, the message board on MiaPlaza – or
maybe you’ll start your own history blog or podcast (with your family’s permission, of
course)!

History is Everywhere!

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Course Introduction Wrap-Up