Every subtopic of DP History, ready to teach.

Across 15 lessons and five topics, this unit moves from the causes and impacts of major conquests (c1200–c1500) through European expansion and colonialism (c1500–c1700), Atlantic revolutions (c1776–c1848), and imperial expansion (c1850–c1919), to the conflicts and their human consequences in the period c1919–c1945. Each topic addresses causes, the experiences of those affected, and the responses — resistance, accommodation, or survival — of subject populations.

Skills & assessment. Lessons consistently foreground the key concepts of causation, consequence, perspective, and change, developing the analytical and evaluative skills demanded by AO2–AO4. Exam-style questions and mark schemes accompany each lesson, building students' capacity to construct evidence-based arguments and handle competing interpretations across diverse historical contexts.

Across 12 lessons and four topics, this unit examines conflict (its causes, consequences, and changing conduct), governance and power (forms of government, challenges to authority, and political change), migration and peoples (causes, experiences, and cultural impact), and society and economy (economic systems, social transformation, and inequality). Each theme is studied comparatively across historical periods rather than as a single case study.

Skills & assessment. The thematic structure demands the higher-order skills of comparison, synthesis, and substantiated judgement — directly aligned with AO3 and AO4. Lessons build students' confidence in deploying key concepts such as consequence, change, continuity, power, and perspectives across unfamiliar historical material, with exam-style tasks and mark schemes included throughout.

Across 12 HL-only lessons and four regional topics — Africa, the Americas, Asia & Oceania, and Europe & the Middle East — each region is examined through three consistent lenses: the causes and consequences of significant turning points, diverse perspectives on historical change and continuity, and key political, social, and economic developments. This parallel structure supports comparative thinking across regions while allowing depth within each.

Skills & assessment. Regional Studies lessons address the additional analytical demands placed on HL candidates, building the skills of multi-perspectival analysis and extended evidenced argument. Key concepts of cause, consequence, change, continuity, and perspectives are developed in regional context, and each lesson includes a lesson plan, student worksheet, and mark scheme to support HL examination preparation.

Across 8 lessons and four topics, this unit treats each key concept as an object of study in its own right. Students examine how to identify, weigh, and communicate causes and consequences; how to assess the pace and nature of historical change while recognising continuity; how perspective shapes the production and interpretation of historical accounts; and how to evaluate criteria for historical significance. Lessons draw on examples from across the broader course to reinforce conceptual application.

Skills & assessment. This unit is directly preparatory for the analytical and evaluative demands of AO2–AO4. By making the key concepts explicit — rather than leaving them implicit in content teaching — students develop the metalanguage and disciplinary habits needed to construct well-structured, concept-led arguments in examination responses. Each lesson includes a lesson plan, student worksheet, and mark scheme.

Across 8 lessons and four topics, this unit develops the practical skills of historical inquiry: formulating and refining valid inquiry questions, identifying the origin, purpose, and content of primary and secondary sources and assessing their value and limitations, drawing comparisons and identifying causal links across contexts, and — for HL students — comparing competing historiographical perspectives and evaluating the strengths and weaknesses of historical interpretations and arguments.

Skills & assessment. The skills taught here map directly onto the assessment objectives and the command terms students encounter across Papers 1–3 and the Internal Assessment. The two lessons on Evaluating Arguments are designated HL, reflecting the additional interpretive demands of the HL programme. Each lesson includes a lesson plan, student worksheet, and mark scheme.

This unit addresses the three core stages of the Historical Investigation: formulating a focused and historically valid research question on a chosen topic, gathering, selecting, and correctly referencing primary and secondary sources, and constructing an evidence-based argument in response to the inquiry question. Each lesson targets a distinct phase of the IA process, giving students clear procedural guidance grounded in the syllabus requirements.

Skills & assessment. The lessons develop the skills of source selection and referencing, argument construction, and the sustained application of perspectives — all criteria-referenced to the IA mark scheme. Teachers will find the accompanying lesson plans and mark schemes useful for structured feedback conversations and for preparing students to meet the demands of each assessment criterion with confidence.