World History Through a Thematic Lens: Part 1 Of 2

Fulfill your world history requirement by asking big questions, analyzing themes in human behavior, and applying what you learn to the modern world.  Using primary and secondary source documents, films, lecture, discussion, and projects, we will look for how humans have answered some of mankind's most enduring questions like, “what are the responsibilities of the rulers and the ruled?” and “why do humans fight each other?”  Read excerpts of historical documents, learn the context of those documents, and apply what you have learned  to better understand the scope of human history. Discuss possible answers to the central question in each unit, and develop a solid understanding of both continuity and change throughout history. 

**If you are concerned about how to work this class into your student's transcript, or if you need assistance matching up what will be covered with charter school or state requirements, please message me. I may be able to help. **

Why choose to study world history thematically? How can it benefit a student?
World History is often taught as a series of events connected only by the time period in which they happened. While this works in some ways, it does not give students the chance to see history in its bigger context. Learning world history thematically allows students to see how a concept or problem (or solution) develops over time, and how different groups of people manage similar issues. Students can see their own life, and their own society, in the context of the scope of human history. Learning world history thematically also allows current events to be part of the conversation, which helps students apply their historic knowledge to what is going on around them. Learning world history from a thematic approach gives students the opportunity to practice critical thinking and drawing conclusions, often around issues presented from multiple viewpoints.

Themes covered in part 2 include the following:
 - How have gender roles been determined and enforced over time?
 - Invention and development: what have humans created to ensure their survival?
 - Pushing Back: how have humans brought about political and social change?

As in all of my social studies classes, I strive to help students find the answer to the "so what" question. Why does all of this matter? How does this puzzle piece fit with all of the other pieces I can already see and understand? I work to help students develop critical thinking skills including how to find the links between ideas and events, and how to identify errors or inconsistencies in thinking. I encourage learners to apply what we are learning to what they already know.

As a mom to two twice exceptional kids, I'm also well-versed in accommodating learning differences and guiding students to develop their passions. Because I appreciate that all learners are coming to a classroom with personal strengths and preferences, I work hard to make all students feel comfortable. While I ask that all students follow Outschool policy and have their camera on long enough for me to verify they are a student, I do not require that cameras stay on for the complete class. Additionally, I do not call on students without notice, though I encourage students to contribute in any way possible.