World History: Ancient & Classical Civilizations || Full-Curriculum
Step into history with engaging simulations & creative projects! Learners become prehistoric tribal leaders, Egyptian pharaohs & Roman senators, exploring prehistory & civilizations including Mesopotamia, China, Greece, Rome & more.
Janelle Hopkins M.Ed - World History
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4.9
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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 think ancient history is boring? This course could change everything. Or do they already have a passion for the past? This is the perfect answer. Here, they’re not just learners—they’re tribal leaders, pharaohs, and adventurers! Each action-packed week, learners won’t just study history—they’ll experience it. In the Ancient world, learners will step into the role of a tribal leader, guiding early humans through survival challenges as they (hopefully) evolve into a thriving civilization like Mesopotamia. They’ll become pharaohs of Egypt, navigating the grandeur of the Old, Middle, and New Kingdoms while exploring their interactions with Nubia and Kush. Learners will also become cruise vacationers, exploring the breathtaking ruins of Aegean civilizations like the Minoans and Mycenaeans. In ancient China, they’ll judge rulers through the Mandate of Heaven, experiencing the principles of dynastic rule firsthand. In the Classical world, learners will step into history’s most dynamic roles, such as Athenian citizens, Spartan warriors, Alexander the Great, and Roman senators. Together, we’ll uncover how these civilizations shaped governance, culture, and trade across the world. Through engaging simulations and interactive activities, learners will: -Fight alongside Greek city-states in the Greco-Persian Wars. -Lead conquests across Asia as Alexander the Great. -Govern Rome as senators or emperors, navigating power, innovation, and politics. -Unify kingdoms and spread Buddhism as Ashoka the Great. -Establish critical trade routes as Zhang Qian, the pioneer of the Silk Road. By the end, your learner will not only understand history’s impact on the modern world—they might even love it! This isn’t just a history class—it’s a journey of creativity, problem-solving, and connection. By the end, learners won’t just know the past; they’ll see how it shapes their present and future. ************************************************************ 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. ************************************************************ Each week, learners will find all required materials 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. Although I aim to provide enough in-class time for activities, given time limits, several brief assignments will require independent completion. Understanding our learners' busy lives, I provide ample time, at least one week, for the completion of each task and extended notice for projects. **Ancient Civilizations Theme Park Project To showcase their comprehension of classical civilizations, learners will undertake the exciting task of designing an Ancient Civilizations Theme Park. Each learner will create a section of their theme park dedicated to four of the civilizations: Mesopotamia, Indus Valley, Egyptian, Chinese, Israel, Phoenicia, Minoan or Mycenaean. Learners will creatively craft rides, restaurants, attractions, and concession stands that authentically capture the spirit and essence of the respective civilization. **Zombie Apocalypse: Constructing a Civilization with Classical Elements In this unique and engaging project, learners will confront the challenge of surviving a post-apocalyptic world overrun by zombies, using the best elements from classical civilizations. Drawing on their studies of the Greeks, Romans, Persians, Islamic Caliphates, Indian Empires, and Dynasties of China, learners will creatively select the most effective aspects of these societies to design a resilient and thriving civilization. Please note: The specific requirements and guidelines for both projects will be provided in class. *********2025 Thursdays (8:15 AM Central) Tentative Schedule********* Prehistory & Early Civilizations Feb 20: Paleolithic Societies: Early Humans Feb 27: Neolithic Societies: Tribes to Villages Mar 6: Villages to City-States to Mesopotamian Civilizations Mar 13: Ancient Egypt: Nile River & Geography Mar 20: Ancient Egypt: Kingdoms & Mythology Mar 27: Ancient Egypt, Nubia & Kush April 3: Indus Valley Civilizations & Geography April 17: Indus Valley Civilizations: Harappan & Mohenjo-Daro April 24: Ancient China & Geography May 1: Ancient China May 8: Mediterranean Civilizations: Ancient Phoenicia & Israel May 15: Aegean Civilizations: Minoans & Mycenaeans May 22: Submission & Presentation Ancient Civilizations Theme Park Project** *********2025 Wednesdays (12:15 PM Central) Tentative Schedule********* Classical World Jan 8: Greece: Dark Ages to Democracy & Geography Jan 15: Greco-Persian Wars & Greek Mythology Jan 22: Greece: Greco-Persian & Peloponnesian Wars Jan 29: Greece: Alexander of Macedon & Greek Achievements Feb 5: Persian Empire: Governance & Achievements *Feb 12: No Class Feb 19: Rome: Founding & Early Roman Republic Feb 26: Rome: Republic to Empire Mar 5: Rome: Victory, Vengeance & Peace Mar 12: Rome: Collapse & Legacy Mar 19: Islamic Civilizations: Origins & Early Caliphates Mar 26: Qin & Han China: Dynasties & the Silk Road April 2: Qin & Han China: Achievements, Defense & Trade April 9: Mauryan India: Origins & Impact April 16: India: Ashoka's Legacy & Gupta Golden Age April 23: Zombie Apocalypse Project Planning & Design April 30: Submission & Presentation Zombie Apocalypse Project** *********2025 Thursdays (12:30pm Central) Tentative Schedule********* Classical World Jan 9: Greece: Dark Ages to Democracy & Geography Jan 16: Greco-Persian Wars & Greek Mythology Jan 23: Greece: Greco-Persian & Peloponnesian Wars Jan 30: Greece: Alexander of Macedon & Greek Achievements Feb 6: Persian Empire: Governance & Achievements *Feb 13: No Class Feb 20: Rome: Founding & Early Roman Republic Feb 27: Rome: Republic to Empire Mar 6: Rome: Victory, Vengeance & Peace Mar 13: Rome: Collapse & Legacy Mar 20: Islamic Civilizations: Origins & Early Caliphates Mar 27: Qin & Han China: Dynasties & the Silk Road April 3: Qin & Han China: Achievements, Defense & Trade April 17: Mauryan India: Origins & Impact April 24: India: Ashoka's Legacy & Gupta Golden Age May 1: Zombie Apocalypse Project Planning & Design May 8: Submission & Presentation Zombie Apocalypse Project** ************************************************************* 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
Investigate early human tool creation, societal evolution, and the impacts of the agricultural revolution.Explore Mesopotamia's geography, civilizations, and the GRAPES framework.
Investigate Sumerian, Akkadian, and Babylonian achievements, and Mesopotamian legal systems.
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. 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
Marr, Andrew. A History of the World.
Boum, Aomar and Arthur Goldschmidt, Jr. A Concise history of the Middle East, 11th ed.
Khaldûn, Ibn Ibn. The Muqaddimah: An Introduction to History - Abridged Edition.
Lewis, Bernard. The Middle East: A Brief History of the Last 2000 Years.
Richardson, Hazel. Life in the Ancient Indus River Valley (Peoples of the Ancient World).
Bauer, Susan. The History of the Ancient World: From the Earliest Accounts to the Fall of Rome.
Frankopan, Peter. The Silk Roads: A New History of the World
Captivating History. Ancient Civilizations: A Captivating Guide to Mayan History, the Aztecs, and Inca Empire
Gomez, Michael. African Dominion: A New History of Empire in Early and Medieval West Africa
Souyri, Pierre François and Käthe Roth. The World Turned Upside Down: Medieval Japanese Society (Asia Perspectives: History, Society, and Culture)
Wickham, Chris. Medieval Europe
Primary and secondary texts, writings and works of various early religious and significant scholars.
Joined June, 2020
4.9
364reviews
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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 53 learners
Live video meetings
Ages: 11-14
4-9 learners per class
