Skip to content

AP World Unit 5

Members Public

“Filled with Various Races”: The Indian Ocean Exchange Network in the Long Nineteenth Century

A discussion of how to teach the Indian Ocean exchange network in the nineteenth century.

“Filled with Various Races”: The Indian Ocean Exchange Network in the Long Nineteenth Century
Members Public

“The Invaders Will Know No Tranquility”: The Transition to New Imperialism, 1840-1880

A discussion of how to teach European imperialism between 1840 and 1880.

“The Invaders Will Know No Tranquility”: The Transition to New Imperialism, 1840-1880
Members Public

“Excessive Labor and Confinement”: Historical Imagination and the Urban Working Class

A discussion of teaching the Industrial Revolution to help students better understand how workers experienced industrialization.

“Excessive Labor and Confinement”: Historical Imagination and the Urban Working Class
Members Public

“Making a Great Profit”: Historical Imagination and the Opium Trade

A discussion of teaching the opium trade to understand the different ways opium shaped the nineteenth century.

“Making a Great Profit”: Historical Imagination and the Opium Trade
Members Public

A Visual History of the Ottoman Empire

Six snapshots of the Ottoman Empire to show how it evolved over 600 years.

A Visual History of the Ottoman Empire
Members Public

“A Right Notion of Life”: The Ottomans in 1700

A discussion of teaching the Ottoman Empire in 1700 using an image of the Sultan’s mother drinking coffee.

“A Right Notion of Life”: The Ottomans in 1700
Members Public

“A Total Abolition of Slavery”: The Abolition of the Transatlantic Slave System

A discussion of how to integrate African voices into the teaching of the abolition of slavery.

“A Total Abolition of Slavery”: The Abolition of the Transatlantic Slave System
Members Public

“At Last I Defended Myself”: 400 Years of Resistance to the Transatlantic Slave System

A discussion of how to center the resistance of enslaved Africans when teaching the transatlantic slave system in world history courses.

“At Last I Defended Myself”: 400 Years of Resistance to the Transatlantic Slave System
Members Public

“If there were no buyers there would be no sellers”: Teaching the Transatlantic Slave System, c.1450 - c.1850

A discussion of how world history teachers can teach the transatlantic slave system in a way that centers Black African voices.

“If there were no buyers there would be no sellers”: Teaching the Transatlantic Slave System, c.1450 - c.1850
Members Public

Revolutionary Revolutions: Rethinking how we teach the political revolutions between 1750 and 1900

Dear #APworld teachers, if you want a fresh, global approach to teaching revolutions, come check out our #whapchat discussion this week led by @ERBeckman and @bramhubbell - I know I’m spending some time this weekend revamping my lessons! #sschat #worldhistory #historyteacher https://t.co/Av5nMPkyfp — Angela A. Lee (@mrshistorylee)

Revolutionary Revolutions: Rethinking how we teach the political revolutions between 1750 and 1900