The Earth and Its Peoples: A Global History, 7E, Update, AP Edition
Core Code Alignment
Social Studies
History
09050000025: A.P. World History
History
09050000025: A.P. World History
Recommendation
Recommended Primary
Evaluation
Recommended Primary as this item is on the College Board Resource list. Check there for a review. This online text is organized sequentially with suggested themes for each unit. Units listed are
Fast Track to a 5 Preparing for the AP® World History: Modern Examination
Unit 1: The Global Tapestry c. 1200 to c. 1450
Unit 2: Networks of Exchange c. 1200 to c. 1450
Unit 3: Land-Based Empires c. 1450 to c. 1750
Unit 4: Transoceanic Interconnections c. 1450 to c. 1750
Unit 5: Revolutions c. 1750 to c. 1900
Unit 6: Consequences of Industrialization c. 1750 to c. 1900
Unit 7: Global Conflict c. 1900 to the Present
Unit 8: Cold War and Decolonization c. 1900 to the Present
Unit 9: Globalization c. 1900 to the Present
Document-Based Questions (DBQs)
Each unit has chapters and several activities, many of them linked to primary sources as well as scholarly articles added as commentary.
Educators Using These Materials
No educators found.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| Societies and civilizations are well contrasted and invite students to compare events and philosophies. Core standards for this course emphasize analysis and inference skills, which are presented thoughtfully and well in the readings and activities. The authors have been skillful in organizing the text in historical sequence, while emphasizing themes that align with core standards. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| As an AP text, this curriculum is challenging and engaging for students. Document-Based question are provided to encourage deeper thought and research. There are numerous resources that reflect various points of view to engage AP students in discussion. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| Organization of themes and units is clearly specified to provide for quick reference and access. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this material is fragile in construction, and provides limited tactile experiences for students. | In physical terms, this material is designed to be disposable and temporary. | ||
| The resource provides excellent full color maps, pictures and diagrams. Interaction is limited as the curriculum is presented in a somewhat linear fashion. Overarching questions are provided to stimulate student thinking. Materials are easily referenced online. | ||||||
| Technical Standards | The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components. | The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period. | Student data privacy is at risk. | ||
| There don't appear to be any technical issues. Student data is not recorded so privacy is protected. The features of the curriculum perform well within the technology. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| There are many articles and resources that are clearly design to engage students in discussion. This resource is copyrighted, and teachers are not permitted to remix the materials in OER fashion, but there are plenty of resources that can be used in a classroom without modification. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| Supplemental resources are all contained in the curriculum presented. There is no linkage or references to resources outside of those contained in the online lesson materials. Many resources brought in and contained within the materials. | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The material references numerous available supplemental resources. | The material references some available supplemental resources. | The material does not refer to any supplemental resources. | ||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| There are numerous questions formally and informally presented to evaluate student mastery of objectives. There are reflection activities as well as tests throughout the curriculum as formative and summative assessments. Assessments provide multiple opportunities for students to evaluate their understanding. The assessments tend to focus a little more on events rather than concepts contained in the core standards. | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| Efforts have been made to address various ethnic groups, races, religions, and genders without bias. There don't appear to be any leanings to any particular political group or e-commerce. There are articles and references to specific issues, such as women's rights, but they are discussed based upon factual policies and events of the various civilizations and societies that are referenced. The material appears to be in a format that can be accessed by devices provided for disabled students. | ||||||
| Cultural Awareness | This item has not been graded. | |||||
| Inclusive Components | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
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Phone: 801.538.7807