🌐 Global History and Geography
One printable 40-minute plan for each of the 22 lessons. A substitute can run any lesson with the lesson's 3D video and Movie. No account needed.
Lesson 1: Development of civilization
Lesson link: books/hs-global-history · lesson 1
Big idea: Farming led to settled villages, then cities.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Farming let people settle in one place, and the first cities grew along rivers.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- In the Old Stone Age, people moved to find food.
- Farming and herding began.
- Mesopotamia, Egypt, Indus and Huang He (Yellow River).
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The Neolithic Revolution was the shift to…
- A. Farming and herding
- B. Factories
Answer (for the teacher): Farming and herding
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
The Nile River supported…
- A. Ancient Egypt
- B. Ancient Rome
Answer (for the teacher): Ancient Egypt
Leave on the board
- Development of civilization
- Big idea: Farming led to settled villages, then cities.
- Memory trick: “Farms → villages → cities.”
- Goal: 100%
Watch for this mistake
- Thinking civilizations appeared without food surpluses from farming.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 2: Belief systems: rise and impact
Lesson link: books/hs-global-history · lesson 2
Big idea: Beliefs shaped laws, families and empires.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Hinduism, Buddhism, Judaism, Christianity, Islam and Confucianism shaped laws and lives for centuries.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Both began in South Asia.
- Began in Southwest Asia; belief in one God.
- Chinese philosophies of order and balance.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Confucianism emphasizes…
- A. Order and family respect
- B. Reincarnation of gods
Answer (for the teacher): Order and family respect
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Belief systems often spread along…
- A. Trade routes
- B. Only by accident
Answer (for the teacher): Trade routes
Leave on the board
- Belief systems: rise and impact
- Big idea: Beliefs shaped laws, families and empires.
- Memory trick: “Where it began, what it teaches, how it spread.”
- Goal: 100%
Watch for this mistake
- Treating belief systems as all the same.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 3: Classical civilizations
Lesson link: books/hs-global-history · lesson 3
Big idea: Classical empires expanded, achieved much, then declined.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Roman law, Athenian democracy, paper from Han China and Gupta-era mathematics still shape life today.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Democracy in Athens; a republic and written law in Rome.
- Paper in Han China; math and science in Gupta India.
- Invasions, huge size and rising costs weakened classical empires.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A shared cause of decline for Rome and Han China:
- A. Invasions plus internal problems
- B. Too few people
Answer (for the teacher): Invasions plus internal problems
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Classical empires unified vast lands with…
- A. Roads, laws and shared culture
- B. No government
Answer (for the teacher): Roads, laws and shared culture
Leave on the board
- Classical civilizations
- Big idea: Classical empires expanded, achieved much, then declined.
- Memory trick: “Expand, achieve, decline.”
- Goal: 100%
Watch for this mistake
- Thinking an empire fell from a single cause.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 4: Rise of trade networks
Lesson link: books/hs-global-history · lesson 4
Big idea: Trade networks spread goods, ideas and disease.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Silk, spices, gold and salt moved thousands of miles, along with ideas and disease.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Linked China with the Mediterranean world.
- Seasonal winds guided ships.
- Camel caravans crossed the Sahara.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The Silk Roads spread…
- A. Goods, ideas and diseases
- B. Only silk
Answer (for the teacher): Goods, ideas and diseases
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Islam spread into West Africa partly through…
- A. Trans-Saharan trade
- B. The Arctic
Answer (for the teacher): Trans-Saharan trade
Leave on the board
- Rise of trade networks
- Big idea: Trade networks spread goods, ideas and disease.
- Memory trick: “Follow the goods to find the ideas.”
- Goal: 100%
Watch for this mistake
- Thinking trade moved only objects, not beliefs or germs.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 5: Political powers and achievements
Lesson link: books/hs-global-history · lesson 5
Big idea: Strong states built laws, learning and power.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“The Byzantine Empire kept Roman law alive, and Baghdad's House of Wisdom saved and expanded ancient learning.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Roman law organized and preserved.
- House of Wisdom: science, math and translation.
- Civil service exams, printing, gunpowder.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Justinian's Code preserved…
- A. Roman law
- B. Chinese poetry
Answer (for the teacher): Roman law
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Japan's feudal warriors were the…
- A. Samurai
- B. Knights
Answer (for the teacher): Samurai
Leave on the board
- Political powers and achievements
- Big idea: Strong states built laws, learning and power.
- Memory trick: “Law, learning, power.”
- Goal: 100%
Watch for this mistake
- Calling 500-1500 a ‘dark age’ everywhere.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 6: Social and cultural growth and conflict
Lesson link: books/hs-global-history · lesson 6
Big idea: Conflict and contact spread cultures across regions.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“The Crusades and the Mongol conquests brought destruction, and also new connections.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Wars over control of the Holy Land.
- Largest connected land empire; the Pax Mongolica.
- Plague killed a huge share of Europe's people.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The Pax Mongolica helped…
- A. Trade across Eurasia
- B. End all trade
Answer (for the teacher): Trade across Eurasia
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
In Europe, the Black Death caused…
- A. Labor shortages
- B. Population growth
Answer (for the teacher): Labor shortages
Leave on the board
- Social and cultural growth and conflict
- Big idea: Conflict and contact spread cultures across regions.
- Memory trick: “Conflict spreads contact.”
- Goal: 100%
Watch for this mistake
- Seeing the Mongols only as destroyers.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 7: The Ottoman Empire and the Ming dynasty
Lesson link: books/hs-global-history · lesson 7
Big idea: Ottomans and Ming built powerful, connected empires.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“In 1453 the Ottomans captured Constantinople and made it their capital.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The Ottomans take the Byzantine capital.
- Ottoman power peaked in the 1500s.
- Huge voyages, then China limited sea travel.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Ming China's treasure fleets were led by…
- A. Zheng He
- B. Marco Polo
Answer (for the teacher): Zheng He
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
The Ming rebuilt and strengthened the…
- A. Great Wall
- B. Pyramids
Answer (for the teacher): Great Wall
Leave on the board
- The Ottoman Empire and the Ming dynasty
- Big idea: Ottomans and Ming built powerful, connected empires.
- Memory trick: “Ottomans expand; Ming looks inward.”
- Goal: 100%
Watch for this mistake
- Thinking only Europeans explored the seas.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 8: Africa and the Americas before 1600
Lesson link: books/hs-global-history · lesson 8
Big idea: Africa and the Americas had rich, complex empires.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Mansa Musa of Mali traveled to Mecca in 1324 carrying so much gold that it affected prices in Cairo.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Gold, salt and Timbuktu's scholars.
- An island capital with chinampa farms.
- Roads across the Andes; knotted-cord records.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Timbuktu was famous as a center of…
- A. Trade and Islamic learning
- B. Steel factories
Answer (for the teacher): Trade and Islamic learning
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Chinampas were…
- A. Farm plots built in lakes
- B. Temples
Answer (for the teacher): Farm plots built in lakes
Leave on the board
- Africa and the Americas before 1600
- Big idea: Africa and the Americas had rich, complex empires.
- Memory trick: “Gold in Mali, roads in the Andes, an island city in Mexico.”
- Goal: 100%
Watch for this mistake
- Thinking Africa and the Americas had no great civilizations before Europeans arrived.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 9: Renaissance and Reformation
Lesson link: books/hs-global-history · lesson 9
Big idea: New ideas changed art, religion and power.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“The printing press spread new ideas, and Luther's challenge split Western Christianity.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Humanism, art and learning, starting in Italy.
- Gutenberg's press spread texts.
- Luther challenged the Catholic Church.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The printing press helped the Reformation by…
- A. Spreading ideas quickly
- B. Ending trade
Answer (for the teacher): Spreading ideas quickly
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Ivan III helped Russia break free from…
- A. Mongol rule
- B. Roman rule
Answer (for the teacher): Mongol rule
Leave on the board
- Renaissance and Reformation
- Big idea: New ideas changed art, religion and power.
- Memory trick: “Press, protest, power.”
- Goal: 100%
Watch for this mistake
- Thinking the Renaissance happened only in art.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 10: Interactions and disruptions
Lesson link: books/hs-global-history · lesson 10
Big idea: Encounter brought exchange, conquest and forced migration.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Columbus's 1492 voyage linked two hemispheres, bringing new crops and devastating diseases.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Columbus reaches the Caribbean.
- Crops, animals and diseases crossed the Atlantic.
- Millions of Africans were enslaved and shipped across the Atlantic.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Smallpox spreading among Indigenous Americans was part of…
- A. The Columbian Exchange
- B. The Silk Roads
Answer (for the teacher): The Columbian Exchange
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Spanish conquistadors toppled the…
- A. Aztec and Inca Empires
- B. Mughal Empire
Answer (for the teacher): Aztec and Inca Empires
Leave on the board
- Interactions and disruptions
- Big idea: Encounter brought exchange, conquest and forced migration.
- Memory trick: “Exchange had winners and huge human costs.”
- Goal: 100%
Watch for this mistake
- Leaving out the human cost of the slave trade.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 11: The world in 1750
Lesson link: books/hs-global-history · lesson 11
Big idea: Around 1750, great empires and global trade shaped the world.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“In 1750, powerful land empires ruled from Istanbul to Delhi to Beijing.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Large land-based empires.
- Strictly limited contact with Europeans.
- Colonies, trade and slavery linked four continents.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Tokugawa Japan's policy toward foreigners was…
- A. Strictly limited contact
- B. Open trade with everyone
Answer (for the teacher): Strictly limited contact
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A snapshot of 1750 helps us compare the world…
- A. Before industrialization
- B. After World War II
Answer (for the teacher): Before industrialization
Leave on the board
- The world in 1750
- Big idea: Around 1750, great empires and global trade shaped the world.
- Memory trick: “Snapshot 1750.”
- Goal: 100%
Watch for this mistake
- Assuming Europe already dominated the world in 1750.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 12: Enlightenment and revolutions
Lesson link: books/hs-global-history · lesson 12
Big idea: Ideas about rights sparked revolutions.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Ideas about natural rights sparked revolutions from France to Haiti to South America.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Enlightenment thinkers.
- Liberty, equality, fraternity.
- Independence movements in the Americas.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Locke argued people have natural rights to…
- A. Life, liberty, property
- B. Only property
Answer (for the teacher): Life, liberty, property
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Haiti declared independence in…
Answer (for the teacher): 1804
Leave on the board
- Enlightenment and revolutions
- Big idea: Ideas about rights sparked revolutions.
- Memory trick: “Ideas → revolutions.”
- Goal: 100%
Watch for this mistake
- Thinking revolutions only happened in Europe.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 13: Nationalism and unification
Lesson link: books/hs-global-history · lesson 13
Big idea: Nationalism can unite peoples or split empires apart.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Italy became a kingdom in 1861 and Germany united in 1871, built on shared language and culture.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Cavour and Garibaldi.
- Bismarck's ‘blood and iron.’
- Nationalism weakened the Ottoman and Austrian empires.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Bismarck led the unification of…
- A. Germany
- B. Italy
Answer (for the teacher): Germany
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Empires with many nationalities were weakened by…
- A. Nationalist movements
- B. Too few borders
Answer (for the teacher): Nationalist movements
Leave on the board
- Nationalism and unification
- Big idea: Nationalism can unite peoples or split empires apart.
- Memory trick: “Unite or divide.”
- Goal: 100%
Watch for this mistake
- Thinking nationalism always has peaceful results.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 14: The Industrial Revolution
Lesson link: books/hs-global-history · lesson 14
Big idea: Machines remade work, cities and society.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Steam engines and factories moved work from farms and homes into cities.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Coal, iron, capital and colonies.
- Urbanization and harsh working conditions.
- Responses to industrial problems.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Industrialization began in…
- A. Great Britain
- B. Japan
Answer (for the teacher): Great Britain
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A reform response to industrial problems:
- A. Child labor laws
- B. More child labor
Answer (for the teacher): Child labor laws
Leave on the board
- The Industrial Revolution
- Big idea: Machines remade work, cities and society.
- Memory trick: “Steam, cities, reform.”
- Goal: 100%
Watch for this mistake
- Seeing only the benefits or only the harms of industry.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 15: Imperialism
Lesson link: books/hs-global-history · lesson 15
Big idea: Industrial powers took control of other lands and peoples.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“By 1914, European powers controlled nearly all of Africa.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Europe divided Africa.
- China forced open; Japan modernized fast.
- Ethiopia defeated Italy in 1896.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The Berlin Conference divided…
- A. Africa
- B. South America
Answer (for the teacher): Africa
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
The Battle of Adwa year:
Answer (for the teacher): 1896
Leave on the board
- Imperialism
- Big idea: Industrial powers took control of other lands and peoples.
- Memory trick: “Raw materials, markets, power.”
- Goal: 100%
Watch for this mistake
- Forgetting colonized peoples' resistance.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 16: World War I and the years between the wars
Lesson link: books/hs-global-history · lesson 16
Big idea: MAIN: militarism, alliances, imperialism, nationalism.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A 1914 assassination in Sarajevo set off a war of trenches, machine guns and poison gas.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Causes: MAIN.
- Harsh terms for Germany.
- Revolution and economic collapse helped dictators rise.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
MAIN's I stands for…
- A. Imperialism
- B. Industry
Answer (for the teacher): Imperialism
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
The Great Depression helped dictators rise by…
- A. Spreading economic fear
- B. Ending poverty
Answer (for the teacher): Spreading economic fear
Leave on the board
- World War I and the years between the wars
- Big idea: MAIN: militarism, alliances, imperialism, nationalism.
- Memory trick: “MAIN causes.”
- Goal: 100%
Watch for this mistake
- Thinking the assassination alone caused WWI.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 17: World War II and the Holocaust
Lesson link: books/hs-global-history · lesson 17
Big idea: Aggression, appeasement and genocide defined World War II.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Totalitarian aggression led to the deadliest war in history and to the Holocaust.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Germany invades Poland; war spreads worldwide.
- Giving in to Hitler did not stop him.
- Nazi genocide of six million Jews and millions of others.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The Holocaust was…
- A. Nazi genocide of Jews and others
- B. A treaty
Answer (for the teacher): Nazi genocide of Jews and others
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Appeasement means…
- A. Giving in to demands to avoid war
- B. Declaring war
Answer (for the teacher): Giving in to demands to avoid war
Leave on the board
- World War II and the Holocaust
- Big idea: Aggression, appeasement and genocide defined World War II.
- Memory trick: “Aggression → war → never again.”
- Goal: 100%
Watch for this mistake
- Thinking the Holocaust came with no warning signs, like the Nuremberg Laws.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 18: The Cold War
Lesson link: books/hs-global-history · lesson 18
Big idea: Superpowers competed through alliances, arms and proxy wars.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“After 1945, the U.S. and the USSR competed for influence without fighting each other directly.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- U.S. vs USSR.
- Rival military alliances.
- Symbol of a divided Europe.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The Cold War ended with the USSR's collapse in…
Answer (for the teacher): 1991
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Containment aimed to stop…
- A. Spread of communism
- B. Trade
Answer (for the teacher): Spread of communism
Leave on the board
- The Cold War
- Big idea: Superpowers competed through alliances, arms and proxy wars.
- Memory trick: “Wall up 1961, wall down 1989.”
- Goal: 100%
Watch for this mistake
- Thinking the Cold War had no real fighting anywhere.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 19: Decolonization and nationalism
Lesson link: books/hs-global-history · lesson 19
Big idea: Colonies became nations by peaceful and violent paths.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Between 1945 and 1975, dozens of colonies in Asia and Africa became independent nations.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Gandhi's nonviolence; partition.
- Kwame Nkrumah led Ghana to independence.
- Mao's Communists won the civil war.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Gandhi used…
- A. Nonviolent resistance
- B. Total war
Answer (for the teacher): Nonviolent resistance
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Ho Chi Minh led the independence movement in…
- A. Vietnam
- B. Kenya
Answer (for the teacher): Vietnam
Leave on the board
- Decolonization and nationalism
- Big idea: Colonies became nations by peaceful and violent paths.
- Memory trick: “Many paths to independence.”
- Goal: 100%
Watch for this mistake
- Thinking decolonization happened all at once.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 20: Tradition and modernization
Lesson link: books/hs-global-history · lesson 20
Big idea: Societies balance tradition with modern change.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“In 1979, Iran's revolution replaced a Western-leaning shah with an Islamic republic.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Secular, Western-style reforms after 1923.
- Revolution brought religious rule.
- A key area of debate and change.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Atatürk's reforms in Turkey were mainly…
- A. Secular and modernizing
- B. Strictly religious
Answer (for the teacher): Secular and modernizing
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Turkey became a republic in…
Answer (for the teacher): 1923
Leave on the board
- Tradition and modernization
- Big idea: Societies balance tradition with modern change.
- Memory trick: “Old ways vs new ways.”
- Goal: 100%
Watch for this mistake
- Treating every society's traditions as the same.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 21: Globalization and a changing environment
Lesson link: books/hs-global-history · lesson 21
Big idea: The world is more connected, economically and environmentally.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Your phone holds parts made in many countries and was assembled in yet another.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Trade organizations and agreements.
- Instant global links.
- Climate change and pollution cross borders.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Globalization increases…
- A. Interconnection
- B. Isolation
Answer (for the teacher): Interconnection
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
The 1986 Chernobyl disaster showed pollution can…
- A. Cross borders
- B. Stay in one town
Answer (for the teacher): Cross borders
Leave on the board
- Globalization and a changing environment
- Big idea: The world is more connected, economically and environmentally.
- Memory trick: “Connected goods, connected problems.”
- Goal: 100%
Watch for this mistake
- Thinking globalization affects only rich countries.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 22: Human rights violations
Lesson link: books/hs-global-history · lesson 22
Big idea: Human rights are universal; violations demand a response.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“In 1948 the United Nations adopted the Universal Declaration of Human Rights.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch step and press ▶ Play.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Rights for all people everywhere.
- Genocides in 1975-1979 and 1994.
- South Africa's first all-race elections.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
The Universal Declaration of Human Rights was adopted in…
Answer (for the teacher): 1948
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Groups that report human rights abuses include…
- A. The UN and NGOs
- B. Only armies
Answer (for the teacher): The UN and NGOs
Leave on the board
- Human rights violations
- Big idea: Human rights are universal; violations demand a response.
- Memory trick: “Know it, name it, act.”
- Goal: 100%
Watch for this mistake
- Thinking human rights violations happened only in the distant past.
Students do not need accounts; progress stays on each device.