AP World Unit 6
“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.
“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.
A Visual History of the Ottoman Empire
Six snapshots of the Ottoman Empire to show how it evolved over 600 years.
“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 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.
“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.
“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.
Less Scrambling, More Reflecting: How We Can Better Teach about the European Colonization of Africa
Every year thousands of teachers of world history teach about the problematically-named “Scramble for Africa”, and many of them make use of a popular classroom simulation that seems to have originated in the 1990s, based on what some teachers have told me. I remember first seeing pictures of the activity
Eurocentrism and the Myth of East Asian Isolation
Explores the eurocentric tendency to describe early modern China and Japan as isolationist. Instead of thinking of these states as isolationist, we should view them as simply having a different model of foreign relations.
