Teacher routine
Five-day AP World sprint
Run each day as: 5-minute retrieval warmup, 22-minute board sprint, 10-minute correction pass, and 5-minute exit ticket. Keep the game energy visible, but grade the correction sheet and writing transfer instead of the board score.
Day 1Units 1-2c. 1200-1450
Networks, states, and exchange before 1450
Open with Unit 1: The Global Tapestry, then use Unit 2: Networks of Exchange for the main board sprint. Stop after missed high-value clues and ask students to identify whether the evidence shows state-building, cultural diffusion, or economic exchange.
| Teacher move | Student output |
|---|
| Group missed clues around Song China, Dar al-Islam, South Asia, and trade routes. | Four-region correction chart with one continuity and one change. |
| Close with a comparison prompt: which network moved more than goods? | Exit ticket naming one technology, belief, or disease that moved through exchange. |
Day 2Units 3-4c. 1450-1750
Gunpowder empires and transoceanic interconnections
Sequence Unit 3: Land-Based Empires before Unit 4: Transoceanic Interconnections. Require students to tag each missed clue as empire-building, maritime technology, labor system, or Columbian Exchange consequence.
| Teacher move | Student output |
|---|
| Pause after an Ottoman, Safavid, Mughal, Spanish, or Portuguese clue and ask what made power durable. | One sentence using bureaucracy, military, trade, or religion as the evidence category. |
| End with a labor systems link: coerced labor before and after 1450. | Two-column compare chart: land empire labor vs. Atlantic labor. |
Day 3Units 5-6c. 1750-1900
Revolutions, industrialization, and imperialism
Use Unit 5: Revolutions as the warmup board and Unit 6: Consequences of Industrialization as the main sprint. Every correction should connect a political idea, industrial need, or imperial pressure to a concrete event.
| Teacher move | Student output |
|---|
| After missed clues on Enlightenment, Atlantic revolutions, factories, or empire, ask: cause, process, or consequence? | Three-bucket correction chart with one example in each bucket. |
| Close with a causation bridge: how did industrial capitalism intensify imperialism? | Exit ticket: one industrial demand → one imperial action → one colonial response. |
Day 4Units 7-8c. 1900-present
Global conflict, Cold War, and decolonization
Run Unit 7: Global Conflict in teams, then Unit 8: Cold War and Decolonization in pairs. One student answers; one student records correction evidence. Switch roles every category.
| Teacher move | Student output |
|---|
| Sort missed clues into total war, genocide/human rights, ideological conflict, or independence movement. | Four-bucket chart with one event and one consequence per bucket. |
| End with a continuity-and-change prompt from empire to decolonization. | Exit ticket naming one way colonial power ended and one way global inequality persisted. |
Day 5Unit 9 + Final ReviewGlobalization bridge
Globalization and full-course transfer
Use Unit 9: Globalization to surface late-course vocabulary, then finish with AP World Final Exam Review. Let students choose categories, but require a written justification for every high-value clue.
| Teacher move | Student output |
|---|
| Turn the top five missed clues into SAQ or LEQ evidence starters. | Five corrected clue-answer pairs plus one thesis-ready evidence sentence. |
| Ask students to identify their weakest era from the week. | Personal final-review list: two units, one skill, and one action before exam day. |
