$35
weeklyor $490 for 28 classes
World History Through a Thematic Lens: Part 2 Of 2
Completed by 31 learners
Ages 14-18
Live Group Course
Live video meetings
2x per week, 14 weeks
3-14 learners per class
55 min
What's included
28 live meetings
25 hrs 40 mins in-class hoursHomework
2-4 hours per week. Each week, students will prepare for class meetings though reading, watching assigned videos, and writing. Homework will take 2-3 hours weekly, and serves to prepare students for class discussion and activities.Projects
Students who choose to take the class for a grade are required to complete a final project. Students are given several project formats to choose from and a grading rubric is provided. On the last day of class, students who would like to present their project are given the chance to do that (though it is not required).Assessment
A written assessment of progress is available on request.Letter Grade
Students can choose to take the class for a letter grade. Grades are based on class participation (35%), journal responses (35%), and final project (30%).Certificate of Completion
All students will be provided with a summary of topics and skills covered in class.Class Experience
US Grade 9 - 12
Intermediate Level
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 Read excerpts of historical documents, learn the context of those documents, and apply what you have learned to better understand the scope of human history.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 1 include the following: - Government Systems - what is the relationship between the rulers and the ruled? - Civilization: Who defines who is civilized and who is not? - Confrontation and engagement: What is worth fighting for? 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.
Learning Goals
Students will develop skills of historical interpretation and critical thinking, and a deeper understanding of why it is important to study the history of human interaction in the world.
Class discussion promotes good communication skills, and encourages mutual respect for people with different opinions.
Syllabus
Curriculum
Follows Teacher-Created Curriculum28 Lessons
over 14 WeeksLesson 1:
Welcome and Introduction To The First Theme: Gender-Based Assumptions
Overview of the semester, and an introduction to the idea of gender-based assumptions in the modern world (women in power, etc)
55 mins online live lesson
Lesson 2:
Women in the Ancient World
What was expected of women in terms of behavior and attitudes in the ancient world? Discussion of examples, and exploration of the Roman woman Hortensia, who spoke to the Roman Senate followed by an examination of the writing of Ibn Rushd of the Almohod Caliphate.
55 mins online live lesson
Lesson 3:
Queen Elizabeth I
Queen Elizabeth I was supposed to be a boy, so the stories go. However, she rose to power anyway, and worked with and defied gender expectations of the age. We explore how she was portrayed in art, as an example of the different expectations set during her lifetime.
55 mins online live lesson
Lesson 4:
Queen Ana Nzinga-Mbunda
Queen Nzinga-Mbunda is one of several powerful African queens we explore to learn about gender expectations among some African groups, and how the women guided and protected their people.
55 mins online live lesson
Other Details
Learning Needs
Reading assignments may be accessed using traditional eye-reading, or using a text-to-voice reader. Whenever possible, transcripts are provided for video-based assignments. Most reading assignments include guiding questions.
Parental Guidance
The study of human history is full of potential controversy. In my classes, I welcome civil, informed discussion. This class will cover the reality of the history of the United States, including topics that some students and their families may find uncomfortable. As most historians will tell you, studying history should make you uncomfortable.
Pre-Requisites
It is helpful for students to take part 1 of this course before taking part 2.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Some Of The Sources That Will Be Used To Inform This Class:
Frankopan, Peter. The Silk Roads: A New History of the World. Reprint, Vintage, 2017.
“History Lessons.” Stanford History Education Group, sheg.stanford.edu/history-lessons. Accessed 28 Mar. 2021.
Metro, Rosalie. Teaching World History Thematically: Essential Questions and Document-Based Lessons to Connect Past and Present. Teachers College Press, 2020.
Meyer, Raoul, and John Green. “Crash Course - World History.” YouTube, uploaded by The Crash Course, www.thecrashcourse.com/courses/worldhistory1.
Meyer, Raoul, and John Green. “Crash Course - World History 2.” YouTube, uploaded by The Crash Course, www.thecrashcourse.com/courses/worldhistory2.
Tignor, Robert, et al. Worlds Together, Worlds Apart. Fifth, W. W. Norton & Company, 2017.
World Digital Library. “TIMELINE: World History.” World Digital Library, www.wdl.org/en/sets/world-history/timeline/#0.
Meet the teacher
Teacher expertise and credentials
3 Degrees
Master's Degree in American Studies from The University of Alabama
Bachelor's Degree in Political Science and Government from Birmingham-Southern College
Bachelor's Degree in History from Birmingham-Southern College
I have a BA in Political Science, History, and Secondary Education and a MA in American Studies. I have over 10 years of experience teaching high school and college students social studies and critical thinking skills, and have been developing curriculum for homeschooled students for the last 7 years. I am currently serving as a Teacher Ambassador for Retro Report and was honored to serve as an Education Ambassador for the Council on Foreign Relations for 3 years. I am in the process of writing much of the social studies curriculum for an online high school for students who communicate best through non-speaking means. My expertise in teaching is in helping students see the many ways that history, geography, politics, and economics intersect.
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