What you are handing your students
Nine chapters in the order things happened, from the universe to this morning. Every chapter is built the same way: a plate to look at first, a narrative with key dates ruled in the margin, one primary source to examine with a historian’s reading notes, and a story map that fills in as they scroll. There are no accounts, no scores, and nothing here tracks you or them — the mission page says so in plain words, and it is true.
Teaching with the sources
The “Examine the evidence” box in each chapter hands students one source — a tablet, an edict, a ship’s manifest — and asks them to read it before the notes. That order is the lesson: source first, interpretation second, argument last. Numbered superscripts throughout point to the citations shelf, where every source is named and linked, so a class can check any claim the chapters make.
Pacing
One chapter a week is a school term of world history. Ten minutes most evenings beats a monthly binge — recall arrives without effort only through spacing — so short assigned stretches, revisited often, will beat one long read. The timeline is the map to hand out on day one; the glossary is the desk reference for names and terms as they recur.
Where it fits
The chapters assume no prerequisites and define their terms as they go, which makes the site usable as a spine for a survey course, a reference during a deeper unit, or reading for students filling a gap. Start a class at the chapter it needs, not at the beginning: each chapter opens with what came before and ends with what it caused, so any single chapter can stand alone.