World History: Modern Era, Cold War & Beyond || Full-Curriculum
Step into modern history! Learners explore the Industrial Revolution, WWI & WWII, and the Cold War through hands-on projects, engaging simulations, and creative challenges, uncovering how these pivotal events shaped our world today.
Janelle Hopkins M.Ed - World History
Average rating:
4.9
Number of reviews:(364)
Star Educator
Popular
What's included
1 live meeting
1 in-class hours per weekHomework
1 hour per week. Weekly materials will be posted in the classroom, with most being digital-friendly and a select few requiring printing. For those who prefer not to print, PDFs will be available to view on your device. Brief, independent assignments will often extend outside classroom time due to our packed agenda. Every learner will get at least one week to complete assignments and will receive advanced notice for larger projects. Homework, necessary for a deeper understanding, will be light—expect about 30 to 60 minutes per week. It's important to note that learners have varying speeds and styles of learning, and this may reflect in the time taken to complete tasks. Completing these assignments diligently on one's own time will not only reinforce the material discussed in class but will also prepare learners for more engaging and productive class experience. For digital worksheets, please refer to the 'Materials' section, which contains a list of third-party websites where they can be accessed.Assessment
Upon request and prior to the start of the course, assessments can be conducted throughout the course to evaluate learner progress and understanding. These assessments may include quizzes, tests, projects, feedback and/or other forms of evaluation (i.e. letter grade). Parents and learners are encouraged to discuss their grading preferences with the teacher. The purpose of assessments and grades is to provide feedback on student learning and measure their achievement. It is important for learners to actively participate in assessments and seek feedback to gauge their progress and areas of improvement. Furthermore, a detailed rubric will be provided specifically for the project. This rubric will serve as a guideline to assess and evaluate the quality and creativity of the learners' project. It will outline the criteria and expectations, ensuring transparency and fairness in the assessment process. Learners will have a clear understanding of the criteria by which their projects will be evaluated, allowing them to strive for excellence in their projects.Letter Grade
Upon request learners can opt to receive grades and/or feedback. In the absence of a specific request for grades, only feedback will be provided.Progress Report
Upon request learners can opt to receive grades and/or feedback. In the absence of a specific request for grades, only feedback will be provided.Class Experience
US Grade 6 - 8
Does your learner wonder how the modern world came to be? In this immersive course, they’re not just studying history—they’re stepping into it. From simulating industrial towns during the Industrial Revolution to debating strategies during the Cuban Missile Crisis, learners will tackle pivotal moments that defined the modern era. Through hands-on projects like the Peep-Into History: Modern Diorama Project or the Cold War Conspiracy Theory Investigation, they’ll connect deeply with history, creatively exploring key events from World Wars to the Space Race. They’ll take on roles as foreign policy advisors predicting Hitler’s moves, jurors at the Nuremberg Trials, or leaders shaping the Cold War. ******************************************************** Additional Class Expectations: Active Participation: In this class, active participation is key to meaningful engagement and learning. Learners are strongly encouraged to contribute to discussions, share their perspectives, and ask questions. To promote critical thinking and effective in-class interactions, the chat feature should be used sparingly. While quick questions or clarifications are welcome, longer answers or discussions are best reserved for face-to-face interactions during class time. Punctuality: It’s essential for learners to arrive on time for this class. While late arrivals are welcome to join and participate from the moment they arrive, we won’t be able to restart simulations or catch up on missed activities due to time constraints. To ensure the best experience for everyone, punctuality is strongly encouraged. ******************************************************** This course spans from the Industrial Revolution through the Cold War and beyond, exploring ideologies, conflicts, and breakthroughs that still shape the world today. By engaging in dynamic simulations, creative challenges, and critical discussions, learners will build skills in collaboration, problem-solving, and critical thinking. It’s not just about knowing history—it’s about experiencing it. By the end of the course, your learner will see the connections between the past and present and understand their role in shaping the future. Let’s make history come alive together! Participants may join the course at any time, as we will offer a quick summary of relevant information from previous sessions to ensure all learner understanding. *********2025 Thursdays (9:45 AM Central) Schedule********* Modern World Feb 20: Industrial Revolution & Innovations Feb 27: Industrial Revolution & Effects March 6: Imperialism: Motives & Consequences March 13: WWI: Triggers, Technology & Trenches March 20: WWI: Triggers, Technology & Trenches March 27: WWI: July Crisis & Key Battles April 3: Treaty of Versailles: Leaders & Legacy April 10: Russian Revolution & Nationalist Movements April 17: The Road to War: Tension, Ambitions & Appeasement April 24: The Road to War: Tension, Ambitions & Appeasement May 1: WWII: European Battles & Wartime Technology May 8: WWII: Pacific Battles & Wartime Technology May 15: WWII: From the Holocaust to Hiroshima May 22: Peep-Into History: Modern Diorama Project* *********2025 Wednesdays (1:30 PM Central) Tentative Schedule********* Modern World History Jan 29: WWII: European Battles & Wartime Technology Feb 5: WWII: Pacific Battles & Wartime Technology **Feb 12: No Class Feb 26: WWII: From the Holocaust to Hiroshima Cold War Era & Beyond Mar 5: Intro to the Cold War & Decolonization of Africa Mar 12: Intro to the Cold War & Partition of India Mar 19: Korean War & Chinese Civil War Mar 26: Korean War & Rise of Communist China Apr 2: The Space Race & History of Cuba Apr 9: Cuban Missile Crisis & Cuba's Revolutions Apr 16: Arab Nationalism & Israeli-Palestine Conflict Apr 23: Detente & Fall of the USSR Apr 30: Global Interdependence & International Organizations May 7: Cold War Era Conspiracy Theory Projects** *********2025 Thursdays (9:15 AM Central) Tentative Schedule********* Modern World History Aug 19: Industrial Revolution & Innovations Aug 26: Industrial Revolution & Effects **Sept 2: No Class Sept 9: Industrial Ideologies & Reform Sept 16: Imperialism: Motives & Consequences Sept 23: Imperialism: Influence, Trade & Resistance Sept 30: WWI: Triggers, Technology & Trenches Oct 7: WWI: Triggers, Technology & Trenches Oct 14: WWI: July Crisis & Key Battles Oct 21: Treaty of Versailles: Leaders & Legacy Oct 28: Russian Revolution & Nationalist Movements Nov 4: The Road to War: Tension, Ambitions & Appeasement Nov 11: The Road to War: Tension, Ambitions & Appeasement Nov 18: WWII: European Battles & Wartime Technology Nov 25: WWII: Pacific Battles & Wartime Technology Dec 2: WWII: From the Holocaust to Hiroshima Dec 9: Peep-Into History: Modern Diorama Project* **Dec 16 - Jan 6: No Class Cold War Era & Beyond Jan 7: Intro to the Cold War & Decolonization of Africa Jan 14: Intro to the Cold War & Partition of India Jan 21: Korean War & Chinese Civil War Jan 28: Korean War & Rise of Communist China Feb 3: The Space Race & History of Cuba Feb 10: Cuban Missile Crisis & Cuba's Revolutions Feb 17: Cuban Missile Crisis Feb 24: Vietnam War & Other Proxy Wars Mar 3: Vietnam War Mar 10: Arab Nationalism & Israeli-Palestine Conflict Mar 17: Detente & Fall of the USSR Mar 23: Global Interdependence & International Organizations Mar 31: Cold War Era Conspiracy Theory Projects** **************************************************************** **Peep-Into History: Modern Diorama Project: For this unique project, learners will undertake the Peep-Into History: Modern Diorama Project. A diorama, defined as a life-size, three-dimensional scene from nature or history, will be recreated on a PEEP scale for this project. Learners will select an event from the modern era that they have studied and utilize the resources provided in class to gather ideas for their project. I will be available to provide guidance, suggestions, and help students refine their ideas. Once students have gained teacher and/or adult approval for their chosen event, they will proceed to construct a diorama representing the selected event. This project offers a unique opportunity for students to engage with history in a creative and hands-on manner, and I look forward to witnessing their imaginative interpretations come to life. **Cold War Conspiracy Theory Project** This captivating project will surely engage learners as they delve into the intriguing realm of Cold War era conspiracy theories. After choosing from a list of teacher and/or parent approved era-relevant conspiracy theories, learners will assume the roles of researchers and historians, driven by the quest for uncovering the truth behind these mysteries. The project provides a comprehensive framework that guides learners through each step of the process, enabling them to acquire essential skills along the way. As part of the project, learners will develop a solid foundation by learning key definitions and concepts related to conspiracy theories. They will be introduced to the significance of primary and secondary sources and gain the ability to discern the credibility of different sources. Furthermore, learners will practice effective note-taking techniques and brainstorming strategies to enhance their research process. With this knowledge and skill set in place, learners will embark on an exploration of their chosen historical conspiracy theory. They will gather evidence from a variety of sources, meticulously evaluating and analyzing the information at hand. The project encourages students to form evidence-based conclusions, ensuring that their perspectives are grounded in sound reasoning. Finally, learners will culminate their efforts by crafting a logical and organized presentation that showcases their diligent work. Their persuasive poster or digital presentation should aim to prove or disprove to their classmates of the truth behind the theory they have selected or been assigned. It will reflect the culmination of their research, critical thinking, and analytical skills, ultimately leaving a lasting impact on their peers. Please note: The specific requirements and guidelines for both projects will be provided in class. ************************************************************************************************* While my courses can be taken in any order based on individual preferences and needs, I would highly recommend taking them in chronological order. This sequencing allows for a comprehensive understanding of the subject matter and enhances the learning experience. Therefore, I suggest following this chronological order for optimal learning: World History: Ancient & Classical Civilizations World History: Medieval & Early Modern Era World History: Modern Era, Cold War & Beyond By following this chronological order, learners can gradually build upon their knowledge and develop a well-rounded understanding of the subject matter. They can trace the evolution of ideas, events, and societies over time, which fosters a more coherent and interconnected understanding of the subject. However, I understand that individual circumstances and preferences may influence the order in which courses are taken. Ultimately, it is important to choose the sequencing that aligns best with your learning goals and interests. ***Note on Teaching Style and Learner Participation: This class thrives on active student interaction and participation. The teaching methods, including simulations and critical thinking activities, are designed to engage and inspire. However, the success of these interactive sessions largely depends on learner involvement. Should active participation prove challenging, we may transition to a lecture format to ensure all essential material is thoroughly covered. I encourage all learners to join in, share their thoughts, and contribute to a dynamic learning environment, making the educational journey enriching for everyone.
Learning Goals
Embark on exploring the Industrial Revolution, which revolutionized society through technological breakthroughs and the factory system.
Discuss economic theories, social reforms, and political movements spurred by this era.Explore European imperialism's impact on distant lands and its effects on local societies and traditions. Investigate how Western powers influenced China and Japan, reshaping their futures.
Other Details
Parental Guidance
The study of world history encompasses a wide range of topics, including some sensitive subjects from the past such as war, slavery, racism, religion, and genocide. In this course, it is important to approach these topics with sensitivity and respect.
Religion will be discussed solely in its historical context, focusing on its influence on societies and events throughout history. The aim is to provide learners with an understanding of how religion shaped various civilizations without promoting any particular religious beliefs.
To foster a comprehensive understanding, learners will be exposed to multiple perspectives through the use of peer-reviewed and scholarly sources. Critical and reflective thinking will be encouraged, allowing students to analyze historical events, conflicts, security issues, religious influences, and economic factors from different angles.
Discussions in the classroom will be closely moderated, ensuring a balanced and unbiased approach. The teacher will facilitate discussions, encourage participation, and monitor the conversations to maintain a secular standpoint that respects all viewpoints.
When relevant, viewpoints from marginalized groups will be explored, providing a broader understanding of history from different social, cultural, and ethnic perspectives. This approach promotes inclusivity and helps learners develop empathy and a deeper appreciation for diverse experiences.
Great care will be taken to present the content in an age-appropriate manner, ensuring that the material is accessible, respectful, and suitable for the maturity level of the learners.
Supply List
Paper: It is recommended to have both construction or colored paper for creative projects and regular paper for written assignments. Pen/Pencil: Essential tools for note-taking, completing assignments and engaging in activities. Crayons/Markers/Colored Pencils: These coloring tools will be useful for visual projects and adding creativity to assignments. Printer: Access to a printer is required for printing out resources provided by the teacher or accessing digital documents. Note: If using hard copy printouts, it is strongly suggested to have a folder or binder for organization. Dice: A physical set of dice, an app that allows for dice rolls, or access to a virtual dice roller online will be used for specific activities and simulations. For digital worksheets, please refer to the 'Materials' section, which contains a list of third-party websites where they can be accessed. Additionally, for the PEEP Diorama Project, you may need the following supplies: Peeps: These can be purchased online from websites like Amazon or similar platforms. They will be used as figures in your diorama. Shoe box or slightly larger box: Select a suitable box as the base for creating your diorama. Construction paper: Use construction paper to design the background scene of your diorama. Scissors: You will need scissors for cutting out shapes, figures, and other elements for your diorama. Markers, paint and/or crayons: Use markers or crayons to add color and detail to your diorama. Tape: Secure various components of your diorama using tape. Thread: Thread can be used to suspend or hang objects within your diorama if needed. Paste: This can be useful for attaching small objects or pieces of paper to your diorama. Having these materials readily available will ensure a smooth and engaging learning experience throughout the course.
External Resources
In addition to the Outschool classroom, this class uses:
Sources
A History of the World by Andrew Marr
The Last Ottoman Generation and the Making of the Modern Middle East by Michael Provence
The Middle East: A Brief History of the Last 2,000 Years by Bernard Lewis
The Twentieth Century: A People's History by Howard Zinn
A Failed Empire: The Soviet Union in the Cold War from Stalin to Gorbachev by Vladimir Zubok
Five Rising Democracies: And the Fate of the International Liberal Order by Ted Piccone
Making India Great: The Promise of a Reluctant Global Power by Aparna Pande
The Party and the People: Chinese Politics in the 21st Century by Bruce Dickson
A History of Modern Africa: 1800 to the Present by Richard J. Reid
Primary and secondary texts, writings and works of various early religious scholars.
Joined June, 2020
4.9
364reviews
Star Educator
Popular
Teacher expertise and credentials
Alabama Teaching Certificate in Social Studies/History
Master's Degree in Education from University of Montevallo
I hold a Bachelor of Arts degree in Political Science with a concentration in Comparative Politics. My academic journey included a wide range of courses focusing on various political and historical aspects of civilizations from different time periods and regions around the world. This comprehensive study allowed me to develop a deep understanding of the complexities of past and present societies.
Furthermore, I pursued a Master of Education degree specializing in Secondary Social Sciences, which provided me with advanced knowledge in teaching history, political science, and related subjects. I obtained certification from the state of Alabama, qualifying me to teach social sciences to students in grades 7-12.
Over the course of my teaching career, I have gained extensive experience instructing students in US and World history; dedicated to delivering engaging and informative lessons in these subjects. Additionally, I have conducted extensive research in both history and politics for over 20+ years, allowing me to stay informed and up-to-date with the latest developments in these fields.
My educational background, teaching experience, and research expertise have equipped me with the necessary skills and knowledge to provide students with a comprehensive and engaging learning experience. I am committed to fostering a deeper understanding of historical events and political dynamics while encouraging critical thinking and a passion for learning in my learners.Reviews
Live Group Class
$19
weekly1x per week
60 min
Completed by 6 learners
Live video meetings
Ages: 12-15
3-8 learners per class
