Before diving into the lesson’s historical content, the class discusses a relatable on-ramp question: Given the meme and thinking about perspectives, what is more important: how you view yourself or how others view you?
The activity gets kids thinking about perspective, which is exactly the mindset they need to consider and discuss the lesson’s complex, open-ended central historical question (CHQ): What were the Mongols really like as rulers?
In preparation for that discussion, students analyze primary and secondary sources and collect evidence. They consider how the Mongols administered the largest land empire of all time, promoted religious tolerance, and spurred advancements in science and medicine. But they must weigh those facts against devastating realities, such as the estimated 40 million people killed during Mongol conquests and the inadvertent spread of the Black Plague.
The lesson doesn’t try to force a neat answer on a complex legacy. Instead, it concludes with an off-ramp discussion, asking students: How should we remember the Mongols? Why?
This is a snapshot of the Deeper Discussions in World History curriculum in action—moving past the surface to make history feel personal, significant, and genuinely discussable.
Research and practice alike recognize the power of student-to-student discussion in a history classroom. When guided by a skilled teacher, discussions help learners think critically about history, consider and grapple with different perspectives, and grow into more active and engaged citizens. But actually finding the time and space for meaningful dialogue—especially while racing through a packed world history curriculum that covers content from the Stone Age to the 21st century globally—is a whole different story.
To address this challenge, Digital Promise, Dr. Abby Reisman (University of Pennsylvania Graduate School of Education), and OER Project partnered with a dozen high school world history educators working in racially, linguistically, and economically diverse Title I public high schools across eight states (California, Kentucky, Nevada, New Jersey, New York, Pennsylvania, Virginia, and Wisconsin). The team engaged in extensive rounds of co-designing, testing, and refining materials that meet the needs of teachers and their students. The result is Deeper Discussions in World History, a suite of open-access lessons that facilitate historical inquiry through meaningful dialogue.
As demonstrated in the Mongols lesson, four key features set these materials apart:
“In this era of being able to Google everything, kids need more than ever to be taught how to think for themselves, and discussions are a great way to practice that skill.”
— Deeper Discussions Design Teacher
The Deeper Discussions in World History curriculum includes eight lessons teachers can implement immediately. Covering topics in various time periods, ranging from the Neolithic Revolution to the 20th century, the lessons are designed to take two or three 50-minute class periods. All lessons are hosted directly within the OER Project curriculum and are designed to be used either as stand-alone activities or seamlessly integrated with existing OER Project course materials.
Here is a look at the historical inquiries students can engage in:
| Lesson Topic | Central Historical Question |
|---|---|
|
Weighing the Impact of Agriculture on Human Society |
Did the transition from foraging to sedentary agriculture help improve society and life for people? |
|
Comparing the Role of Women in Han China and Imperial Rome |
To what extent did women in Han China and Imperial Rome have the power to make their own choices and take action to shape their own lives? |
|
Perspectives on the Mongols |
What were the Mongols really like as rulers? |
|
Responses to the Black Death |
How did people treat each other during the Black Death? Why do people’s behaviors in these sources differ so much? |
|
Exploring Resistance Through the Pueblo Revolts |
Why do you think many Pueblo people decided to unite against their colonizers in the revolts, and why do you think some chose not to? |
|
Understanding Appeasement and the Road to WWII |
Given what he knew at the time, did Chamberlain make the right decision around the policy of appeasement? |
|
Resistance to the Holocaust |
What is needed to resist an oppressive situation like the Holocaust? What factors deter resistance? |
|
Case Study of Decolonization—Ghanaian Independence |
Who in the Ghanaian independence movement should be remembered most? |
| Lesson Topic |
Weighing the Impact of Agriculture on Human Society |
|---|---|
| Central Historical Question |
Did the transition from foraging to sedentary agriculture help improve society and life for people? |
| Lesson Topic |
Comparing the Role of Women in Han China and Imperial Rome |
| Central Historical Question |
To what extent did women in Han China and Imperial Rome have the power to make their own choices and take action to shape their own lives? |
| Lesson Topic |
Perspectives on the Mongols |
| Central Historical Question |
What were the Mongols really like as rulers? |
| Lesson Topic |
Responses to the Black Death |
| Central Historical Question |
How did people treat each other during the Black Death? Why do people’s behaviors in these sources differ so much? |
| Lesson Topic |
Exploring Resistance Through the Pueblo Revolts |
| Central Historical Question |
Why do you think many Pueblo people decided to unite against their colonizers in the revolts, and why do you think some chose not to? |
| Lesson Topic |
Understanding Appeasement and the Road to WWII |
| Central Historical Question |
Given what he knew at the time, did Chamberlain make the right decision around the policy of appeasement? |
| Lesson Topic |
Resistance to the Holocaust |
| Central Historical Question |
What is needed to resist an oppressive situation like the Holocaust? What factors deter resistance? |
| Lesson Topic |
Case Study of Decolonization—Ghanaian Independence |
| Central Historical Question |
Who in the Ghanaian independence movement should be remembered most? |
Beyond the lesson plans, the materials include the Deeper Discussions Professional Development Toolkit: a three-part video series and accompanying resources that help teachers reflect on their discussion facilitation mindsets and offer actionable, step-by-step guidance for teaching a discussion lesson from start to finish.
Whether you are a classroom teacher looking for free resources that support student-led inquiry, a social studies administrator seeking high-quality instructional materials for your district, or a university professor looking for materials to integrate into coursework for pre-service teachers, Deeper Discussions offers the tools and structure needed to position students as historical sense-makers. Click here to explore and download the Deeper Discussions materials.
“The days in which I hold a discussion end up being my most rewarding days as a teacher. The level of engagement, interest, and empowerment in deep historical concepts is difficult to match in any other form of instruction.”
— Deeper Discussions Design Teacher
