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Visual History: Draw Stick Figure Stories of Modern World History (Ages 11-14)

Completed by 434 learners
Ages 11-14
Live Group Class
Over a 24 week cycle that can be started any time, learners use drawing and discussion to explore the geography, politics, sociology, inventions, revolutions, conflicts and modern context of diverse cultures from 1400 AD on
Average rating:
4.9
Number of reviews:
(4,599 reviews)
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Live video meetings
1x per week
3-12 learners per class
55 min

What's included

1 live meeting
55 mins in-class hours per week
Homework
Although ongoing classes are not supposed to build on previous weeks, topics are often tied to related articles. Learners are encouraged to read these articles in the context of what they have learned in the class meeting.

Class Experience

US Grade 6 - 8
In an increasingly diverse and dynamic global culture, it is imperative for us to understand the historical context that has led us to our current paradigm. Often, diverse historical perspectives can become lost or drowned out in favor of the familiar and accessible. In this weekly history class, learners work through a modern world history curriculum covering 1400 AD up until the present day. Learners will explore great inventions, ideas, conflicts, revolutions and unsung heroes (and villains) of our collective past. The perspectives of all peoples involved will be explored, including those voices, including indigenous and other historically marginalized voices. 

Each week features a standalone topic that fits into an overall curriculum spanning 24 weeks. These topics do not build, allowing learners to jump in at any time. Learners can expect to begin class with a warm-up sketching game to capture their interest and tie their experiences to the subject they will investigate. The majority of the class will involve recounting a historical event through stick figure comic strips and sketchnotes. Sketchnoting is a technique that provides meaningful focus during explanations of complex topics. Learners can expect a robust discussion of these events from multiple perspectives with their peers and the instructor.

All standards are derived from the World History Content Standards of the UCLA Public History Initiative: https://phi.history.ucla.edu/nchs/world-history-content-standards/

Schedule of Topics

E=Era S=Standard

•	E5.S5: Patterns of crisis and recovery in Afro-Eurasia, 1300-1450 (Week of June 12)
•	E5.S6: The expansion of states and civilizations in the Americas, 1000-1500 (Week of June 19)
•	E5.S7: Major global trends from 1000-1500 CE (Week of June 26)
•	E6.S1: Major global trends from 1000-1500 CE (Week of July 10)
•	E6.S2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750 (Week of July 17)
•	E6.S3: How large territorial empires dominated much of Eurasia between the 16th and 18th centuries (Week of July 24)
•	E6.S4: Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750 (Week of July 31)
•	E6.S5: Transformations in Asian societies in the era of European expansion  (Week of August 14)
•	E6.S6: Major global trends from 1450-1770 (Week of August 28)
•	E7.S1: The causes and consequences of political revolutions in the late 18th and early 19th centuries (Week of 12/4/23 - 2/12/24)
•	E7.S2: The causes and consequences of the agricultural and industrial revolutions, 1700-1850 (Week of 2/19 - 2/26/24)
•	E7.S3: The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870 (Week of 3/4 - 3/18/24)
•	E7.S4: Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914 (Week of 3/25 - 4/15/24)
•	E7.S5: Patterns of global change in the era of Western military and economic domination, 1800-1914 (Week of 4/22 - 5/6/24)
•	E7.S6: Major global trends from 1750-1914 (Week of 5/13 - 5/27/24)
•	E8.S1: Reform, revolution, and social change in the world economy of the early century (Week of 6/3 - 6/17/24)
•	E8.S2: The causes and global consequences of World War I (Week of 6/24 - 7/15/24)
•	E8.S3: The search for peace and stability in the 1920s and 1930s (Week of 7/22/24)
•	E8.S4: The causes and global consequences of World War II (Week of 7/29 - 8/12/24)
•	E8.S5: Major global trends from 1900 to the end of World War II (Week 8/19/24)
•	E9.S1: How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up (Week of 8/26/24)
•	E9.S2:  The search for community, stability, and peace in an interdependent world (Week of 9/2 - 9/9/24) 
•	E9.S3: Major global trends since World War II (Week of 9/16/24)
•	WHAC.1: Long-term changes and recurring patterns in world history (Week of 9/23/24)

Other Details

Parental Guidance
While history is filled with fascinating stories, there are events that can be upsetting for some learners. Teacher Jamie has years of classroom experience navigating these difficult subjects with compassion and objectivity. Learners can expect to share their own perspectives in a respectful, safe environment that is inclusive of all learners, regardless of their socio-economic status, race, ethnicity, sexuality and gender identity. Learners that engage in abusive or harmful behavior directed at other learners will immediately be removed from the discussion.
Supply List
- Something to draw with 
- Something to draw on
 1 file available upon enrollment
External Resources
In addition to the Outschool classroom, this class uses:
Sources
World Content History Standards: https://phi.history.ucla.edu/nchs/world-history-content-standards/ Many moments in history deal with the realities of discrimination based on race, sexuality, gender identity, and religion. Discussions of the topics follow the guidelines of the UCLA Public History Initiative and can be examined here: Historical Comprehension: https://phi.history.ucla.edu/nchs/historical-thinking-standards/2-historical-comprehension/ Historical Analysis and Interpretation: https://phi.history.ucla.edu/nchs/historical-thinking-standards/2-historical-comprehension/ Historical Issues: https://phi.history.ucla.edu/nchs/historical-thinking-standards/5-historical-issues/

Offered by

4.9
4599reviews
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Profile
Teacher expertise and credentials
Georgia Teaching Certificate in English/Language Arts
Jordan Kohanim
Non-US Teaching Certificate in Social Studies/History
Cameron Shaw
Georgia Teaching Certificate in Special Education
Maria Thorne
North Carolina Teaching Certificate in Secondary Education
Allie Baker
Doctoral Degree in Music or Theatre or Arts from University of Arts in Belgrade
Natalija Stojanovic
Master's Degree in Music or Theatre or Arts from University of Arts in Belgrade
Natalija Stojanovic
Master's Degree in Education from University of Georgia
Whitney Panetta
Master's Degree in Education from Georgia College and State University
Maria Thorne
Master's Degree in Education from Georgia State University
Benjamin Corey
Bachelor's Degree in English from Kennesaw State University
Jordan Kohanim
Bachelor's Degree in Environmental Science from Vassar College
Cameron Shaw
Bachelor's Degree in Education from Georgia Southern University
Maria Thorne
Bachelor's Degree in Communications from Ramapo College of New Jersey
Jessica Rinzuello
Bachelor's Degree in Music or Theatre or Arts from University of Georgia
Whitney Panetta
Bachelor's Degree in Education from UNCP
Allie Baker
Bachelor's Degree in Science from Oglethorpe University
Benjamin Corey
Bachelor's Degree in Science from Hampshire College
Peter Burke
Bachelor's Degree in History from Georgia State University
James Bostick
Teacher Jamie has a Bachelor of Arts in History from Georgia State University, and has been credentialed to teach social studies by the state of Georgia. He has over 5 years of experience teaching world history and geography to learners both abroad and in the public school systems of the USA. He has deep experience in diverse classrooms leading discussions of historical and political issues and ensuring that all voices are head and respected. 

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