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$25

weekly
or $375 for 15 classes
Class

World History to 1700; Part I

Completed by 73 learners
Ages 12-17
Live Group Class
World History to 1700 is an introductory course of human history around the globe.
Average rating:
5.0
Number of reviews:
(140 reviews)

Live video meetings
1x per week, 15 weeks
3-10 learners per class
50 min

What's included

15 live meetings
12 hrs 30 mins in-class hours
Homework
1 hour per week. Every third week students will read one primary document related to our topic that we will discuss in class. I will add additional material (books, articles, documentary films, etc.) that will be optional sources of information for the students. The class will be a combination of engaging lectures and facilitated Socratic seminar-style discussions.

Class Experience

US Grade 7 - 10
This introductory survey of world history focuses on the Ancient World (to 1000 BCE), the Classical World (1000 BCE - CE 500), and the Traditional World (500-1700). Topics will include the agricultural revolution, the creation of early civilizations in the Middle East, North Africa, South and East Asia, and the Americas (the Olmec, Maya, Inca, Aztec, and Mississippian civilizations ), the formation of Greek and Roman civilizations, the origins of religions such as Christianity, Islam, Buddhism, Hinduism, and others, the interaction among the centers of civilizations and other areas of the world, and the beginnings of Europe’s rise to a position of economic and political power. Furthermore, we will also pay attention to the ethics (i.e., values and morals) of world history that have shaped both individual and socially-held beliefs and the formal and informal systems of belief from multiple viewpoints, including historical viewpoints by marginalized groups of people such as the Aboriginal community in Australia.
We will focus our attention on the following questions during the course:

1.	Where did the first civilizations develop?
2.	How did agriculture influence the development of civilizations?
3.	What features characterized ancient Greek society?
4.	What role did trade play in the rise of large political entities?
5.	What role did the Roman Empire play in history?
6.	What are the differences and similarities among Christianity, Islam, Buddhism, and Hinduism?
7.	What was the dynastic cycle?   
8.	Why were the Mongols able to conquer such a vast empire?
9.	What role did women play in different societies?
10.	What are the main elements of Islamic, Indian, Chinese and other traditional civilizations?
11.	What role did the Byzantine Empire play in the history of Western Europe?
12.	What is a feudal society?
13.  What are the main prehistoric cultures of the Americas? 
14.  How did the geography and climate of the Americas affect the Native Americans? 
15.	What problems do scholars face in reconstructing the history of Native American civilizations?
16.	What were the motives for the European voyages of discovery?
17.	Why did Martin Luther break with the Roman Catholic Church?
18.	What was the importance of the African empires to world history?
19.	How did China, Japan, and Korea develop politically, economically, and culturally?

Learning Goals

The class has two main goals. One is to provide you with a basic factual understanding of the development of human civilizations from their earliest beginnings until 1700.  Just as important, however, is the ability to use this information productively.  Thus, this class will also stress the ability to integrate the mass of factual data into some basic understanding of how the “modern” world arose, and of the issues which concern policymakers today.  In addition, the examinations are designed to develop the ability to think critically.  Rote memorization is not as important as the ability to produce and evaluate arguments based on historical evidence.  Please do not forget that the most effective learning occurs when you are actively involved.

Syllabus

Curriculum
Follows Teacher-Created Curriculum
Standards
Aligned with International Baccalaureate (IB) Standards
15 Lessons
over 15 Weeks
Lesson 1:
The Agricultural Revolution and the Creation of Early Civilizations
 This lesson covers the agricultural revolution and the creation of early civilizations in the Middle East and Africa. 
50 mins online live lesson
Lesson 2:
Ancient India
 This lesson covers the first civilizations of the Indus Valley. 
50 mins online live lesson
Lesson 3:
Ancient China
 This lesson examines the early Chinese civilization during the Bronze Age and the Iron Age. 
50 mins online live lesson
Lesson 4:
The Formation of Greek Civilization
 This lesson explores the formation of Greek and Hellenistic civilization. 
50 mins online live lesson

Other Details

Parental Guidance
The study of world history deals with some sensitive topics in history such as slavery, racism, ethnic cleansing, and genocide. I take great care to present the content in an age-appropriate manner.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
There are many sources that are used for teaching the global past in this course. Dr. Brezina studied various primary and secondary sources (articles, book, dissertations, etc.) during his years as a teacher and professor of history that will allow him to interpret the world history objectively and address the full range of a variety of peoples' histories, including marginalized populations. For example, I will draw from two books, Patterns of World History by Peter von Sivers and Worlds of History Volume I: A Comparative Reader by Kevin Reilly, both of which are commonly used as objective and multi-cultural history textbooks in U.S. higher education. (However, Dr. Brezina does not require students to purchase or use these books.)

Meet the teacher

5.0
140reviews
Profile
Teacher expertise and credentials
Non-US Teaching Certificate in Social Studies/History
Doctoral Degree in History from Boston University
Dr. Brezina has taught world history at various university prep schools in Europe and the United States and as well as at several American colleges and universities.

Reviews

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