Grade 10 · printable course

Patterns of Power: A World History Survey, c. 1200-Present (Part 1)

Grade 10, Units 1-4 · 327 pages · 37 lessons · PDF, print at home

This course traces how states, economic systems, and belief systems have interacted from the late medieval world to the present, with emphasis on connections and comparisons across regions rather than a region-by-region march. Students investigate recurring historical patterns: how empires expand and collapse, how exchange networks redistribute wealth and disease and ideas, how revolutions change who holds power, and how industrial and global systems create new winners and losers, using primary and secondary sources as evidence, not illustration. Religion, caste, and belief systems are treated as historical and social phenomena studied comparatively, never devotionally. By June, students should be able to take an unfamiliar historical case and argue, with sourced evidence, which of the course's recurring patterns explains it and where the pattern breaks down. This volume holds units 1 to 4: Land Empires and Exchange Networks, c. 1200-1450; Encounter and Exchange: The Atlantic World, 1450-1750; Revolutions and the Language of Rights, 1750-1850; Industrialization and Its Discontents, 1750-1900.

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Every unit and lesson in this book, in order. The same lessons are taught online at lettersanddevotion.com, so a family can move between paper and screen.

Patterns of Power: A World History Survey, c. 1200-Present

37 lessons · try a lesson online free

Unit 1: Land Empires and Exchange Networks, c. 1200-14508 lessons
  1. 1.The geographic routes and characteristic goods of the Silk Roads, Indian Ocean, and Trans-Saharan trade networks
  2. 2.The tribute system as a mechanism of imperial control
  3. 3.Differing contemporary accounts of Mongol governance
  4. 4.Categories of diffusion (cultural, technological, pandemic) along the same trade infrastructure
  5. 5.The causal link between trade-network density and pandemic spread rate
  6. 6.The general principle that exchange networks produce unintended distributional effects
  7. 7.The net destructive-versus-connective effect of Mongol conquest on Afro-Eurasian trade
  8. 8.The definition of empire and named examples from the period
Unit 2: Encounter and Exchange: The Atlantic World, 1450-175011 lessons
  1. 9.The directional flow of the Columbian Exchange (specific crops, animals, pathogens moving between hemispheres)
  2. 10.The biogeographic/domestication-history logic that fixes the direction of Columbian Exchange movement
  3. 11.The epidemiological mechanism of demographic collapse (lack of acquired immunity to Old World pathogens)
  4. 12.Encomienda and chattel slavery as distinct forced-labor systems
  5. 13.Mercantilism as an underlying economic logic distinguishable from its vocabulary label
  6. 14.The triangular trade route and the economic function of each leg
  7. 15.Conflicting perspectives in primary sources on the same Atlantic World event
  8. 16.Mercantilism as a transferable economic pattern applicable beyond the Atlantic World context
  9. 17.The generalizability of the contact-collapse-extraction pattern beyond the specific Atlantic World case
  10. 18.The moral status of a system versus the moral status of individual participants within it (encomienda/chattel slavery)
  11. 19.The core vocabulary terms of the Atlantic World unit
Unit 3: Revolutions and the Language of Rights, 1750-18509 lessons
  1. 20.The definitions and originating thinkers of natural rights, popular sovereignty, and the social contract
  2. 21.Clauses within the three founding documents and the political theory concepts they express
  3. 22.The mismatch between founding-document rhetoric and contemporaneous legal status for a named group
  4. 23.The structural causes of differing outcomes for enslaved populations across the Haitian and U.S. Revolutions
  5. 24.The general relationship between pre-existing economic/social structure and which groups gain legal rights after a revolution
  6. 25.Nationalism as an exclusionary, mobilizing political idea (as distinct from patriotism)
  7. 26.The rhetoric-vs-structural-condition analytic frame, applied to an untaught revolutionary case
  8. 27.The procedure for completing a three-column structural comparison chart from primary and secondary sources
  9. 28.A comparative thesis statement addressing legal-rights outcomes across the three revolutions
Unit 4: Industrialization and Its Discontents, 1750-19009 lessons
  1. 29.Capital and wage labor as a structural economic relationship
  2. 30.Social class as an analytic category based on relationship to capital and labor
  3. 31.Variation in factory labor conditions across time and place
  4. 32.Stages of industrialization inferred from underlying economic mechanisms
  5. 33.Laissez-faire liberalism and socialism as competing causal/mechanistic arguments about industrial conditions
  6. 34.Reuse and repurposing of natural-rights vocabulary from political revolution to economic/labor reform
  7. 35.Multi-causal explanation for uneven timing of industrialization (geography, capital, markets)
  8. 36.Competing responses to industrialization (reform, revolution, unregulated growth) evaluated against primary-source evidence
  9. 37.Core vocabulary of industrial economic structure

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