Teacher Review For World History For Us All

primary source based lessons that help students explore the breadth and depth of history.

Linda M.
Classroom teacher
Julian Charter School
Julian, CA
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My Grades 9, 10, 11, 12
My Subjects Science, Social Studies
My Rating 4
Learning Scores
Engagement 4
Pedagogy 5
Support 5
My Students Liked It Yes
My Students Learned Yes
I Would Recommend It Yes
Setup Time More than 15 minutes
Great for Further application
Knowledge gain
Small group
Whole class
Great with Advanced learners
How I Use It
I teach high school World History in a blended/flipped classroom. I see my students in class 2 times a week. They work offsite the remainder of the time. I assign the background reading to be completed at home so that we can use the time that we are together in class to do the discussions and groups activities. One of the major challenges I have in teaching World History is that amount of content that needs to be covered in the year. The World History for Us All curriculum divides history into Big Eras. Each Big Era addresses a time of change across cultures in the time period. The Big Eras are include panorama, landscape teaching units, and close up teaching units that allow students to explore topics in breadth or in depth within the Big Era time frame. Because my class is CP World History, I start with the panorama lessons to give the students a broad overview of the major themes and events across cultures in the era. I then choose 2 - 3 landscape units and close up units to focus in on some of the major changes/events. The lessons are in .pdf format, so I can create handouts for students that I post in Google Classroom for them to work on independently. I also assign the Big Era overview on the World History for Us All site for background reading. Because I teach in a blended classroom, I had to adapt some of the lessons to fit in the time frame that I have. I had to shorten or skip some parts of the landscape and close up teaching units. Used as is in a 5 day a week class, the preparation time would probably be less than I indicated. Because of the amount of information presented, we often took a divide and conquer approach to a lesson where groups of students became experts on parts of the lesson and reported back to the rest of the class.
My Take
I find World History for Us All to be an invaluable resource. I like that I can pick and choose the depth of what I want to cover. My students liked the activities that are included in the lessons. I some cases the language used in the primary source documents have been simplified to help students understand the content. However, ELL learners and low readers may still have problems.