Outschool
Abrir configuración de moneda, zona horaria e idioma
Iniciar sesión

Historia del mundo: Edad Media y principios de la Edad Moderna || Plan de estudios completo

Sumérgete en la historia medieval y moderna con simulaciones dinámicas. Explora los vikingos, el feudalismo, las cruzadas, la peste negra, los mongoles, la China y el Japón medievales, la Reforma, el Renacimiento y la Revolución francesa. ¡Ideal para estudiantes activos!
Janelle Hopkins, M.Ed - Hopped Up History | World
Puntuación media:
4.9
Número de reseñas:
(353)
Educador estrella
Popular
Clase

Qué está incluido

1 reunión en vivo
1 horas de clase por semana
Tarea
1 hora por semana. 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.
Evaluación
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.
Letra de calificación
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.
Informe de progreso
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.

Experiencia de clase

Nivel de inglés: desconocido
Grado de EE. UU. 6 - 8
Learners will embark on a comprehensive journey through the medieval world (approx. 476 CE - 1500 CE), exploring the complexities of European feudalism, the brilliance of the Islamic Golden Age, and the disciplined societies of Japanese samurai. The course will delve into the transformative Chinese dynasties from the Sui to the Ming, which introduced significant advancements in bureaucracy, culture, and technology. We'll also explore the far-reaching impacts of the Mongol Empire, whose unprecedented expansion under leaders like Genghis Khan connected and influenced diverse regions across Eurasia. The curriculum will highlight the Vikings' extensive voyages and societal contributions, extending from the North Atlantic to the heart of medieval Europe.

****************************************************************
-In this class, active participation plays a crucial role in fostering meaningful engagement and learning. Learners are strongly encouraged to actively contribute to discussions, share their perspectives, and ask questions. Additionally, to promote critical thinking and facilitate in-class interactions, it's important to use the chat feature sparingly. While the chat is suitable for quick questions or clarifications, lengthy answers or discussions are best reserved for our face-to-face interactions.

-It is crucial for learners to be punctual and arrive on time for this class. While late arrivals will be allowed to join and participate from the moment they arrive, it is important to note that due to time constraints, we will not be able to restart simulations or catch up on activities for latecomers. To ensure the smooth progression of the class and maximize the learning experience for all participants, punctuality is strongly encouraged.
****************************************************************

We'll trace Europe's progression from feudal turmoil to nation-state formation, delving into power struggles that defined political and religious realms. Learners will investigate pivotal events like the Reconquista, the Hundred Years' War, and the War of the Roses for their remarkable influence on cultural and national identities.

The narrative unfolds further with the Crusades and the Black Plague's ramifications, alongside the sophisticated societies of Mesoamerica and the majestic West African empires, to appreciate humanity's resourcefulness.

Transitioning to the Early Modern period, spanning from approximately 1450 CE to 1815 CE, learners will dive into a transformative era marked by groundbreaking events and ideas. The journey begins with the Renaissance, where artists like Leonardo da Vinci and Michelangelo, alongside thinkers such as Machiavelli, sparked a cultural and intellectual revival across Europe, laying the foundation for modern Western thought. We will also explore the Mughal and Ottoman empires, contrasting these vibrant cultural powerhouses with their European contemporaries, showcasing their unique contributions to art, architecture, and governance.

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.

Participants may join the course at any time, as we will offer a quick summary of relevant information from previous sessions to ensure all learner understanding.

*********2025 Tuesday (8:30 AM Central) Schedule*********
Medieval World History
Week of Jan 13: Invasions From Every Corner, Charlemagne & the Franks
Week of Jan 20: Vikings, Norse Mythology & the Roman Catholic Church
Week of Jan 27: William the Conqueror, Battle of Hastings & the Birth of Feudalism
Week of Feb 3: Vikings, William the Conqueror & the Battle of Hastings
*Week of 2/10/2025: No Class
Week of Feb 17: Medieval Life & the Golden Age of Islam
Week of Feb 24: Medieval Life & the Crusades
Week of Mar 3: West African Empires, the Reconquista & Spanish Inquisition
Week of Mar 10: Byzantine Empire & Kievan Rus/Early Russia
Week of Mar 17: King John, Hundred Years' War & Emergence of Nation-States
Week of Mar 24: Black Death & It's Effects
Week of Mar 31: Wars of the Roses & Feudal Japan
Week of April 7: Wars of the Roses & Medieval China
Week of April 14: Mesoamerican Civilizations & the Mongols 
Week of April 21: Mesoamerican Civilizations: Aztec, Inca & Maya
Week of April 28: TBD
Week of May 7: Submission & presentation of Medieval Moments Projects**


*********2025 Tuesday (9:45 AM Central) Schedule*********
Medieval World History
Week of 12/16: Black Plague
*December 23 - January 3: No Classes
Week of Jan 6: Wars of the Roses
Week of Jan 13: Wars of the Roses
Week of Jan 20: Mesoamerican Civilizations - Aztecs, Maya & Inca
Week of Jan 27: Mesoamerican Civilizations - Aztecs, Maya & Inca
Week of Feb 3: Presentation of Medieval Moments Projects
*Week of 2/10/2025: No Class

Early Modern World History
Week of Feb 17: European Renaissance
Week of Feb 24: European Renaissance
Week of Mar 3: European Reformation
Week of Mar 10: English Reformation
Week of Mar 17: The Ottoman Empire
Week of Mar 24: The Ottoman & Mughal Empires
Week of Mar 31: Absolutism Introduction, Age of Expansion and Isolation
Week of April 7: Age of Expansion and Isolation
Week of April 14: Submission & presentation of Absolute Monarch Projects**
Week of April 21: Enlightenment and Scientific Revolution
Week of April 28: American & French Revolution
Week of May 7: Reign of Terror & Napoleon

*********2025 Wednesday (11:00 AM Central) Schedule*********
*December 16 - January 3: No Classes
Early Modern World History
Week of Jan 6: Mesoamerican Civilizations - Aztecs, Maya & Inca
Week of Jan 13: Mesoamerican Civilizations - Aztecs, Maya & Inca
Week of Jan 20: European Renaissance
Week of Jan 27: European Renaissance
Week of Feb 3: European Reformation
*Week of Feb 10: No Class
Week of Feb 17: English Reformation
Week of Feb 24: The Ottoman Empire
Week of Mar 3: The Ottoman & Mughal Empires
Week of Mar 10: Absolutism Introduction
Week of Mar 17: Age of Expansion and Isolation
Week of Mar 24: Age of Expansion and Isolation
Week of Mar 31: Submission & presentation of Absolute Monarch Projects**
Week of April 7: Enlightenment and Scientific Revolution
Week of April 14: American Revolution
Week of April 21: French Revolution
Week of April 28: Reign of Terror & Nationalist Revolutions
Week of May 7: Napoleon & The Congress of Vienna

**Medieval Moments Project:
To showcase their understanding of Medieval Europe, Japan & China, the civilizations of Mesoamerica, and/or the empires of West Africa, learners will embark on a creative experience by crafting a short story, graphic novel, comic strip, or a series of memes that vividly depict life in their chosen culture.

**'Who's the Worst?' Absolute Monarch Project:
In this distinctive activity, learners will engage in a friendly competition to determine the most notorious absolute ruler in the early modern era. Equipped with resources provided by the teacher and, with adult approval, the option to conduct further research, learners will be tasked with creating an engaging presentation that showcases their chosen or assigned monarch. The presentation can take various forms, such as Google Slides, a video, a skit, a play, or even a puppet show. It should encompass a brief biography of the ruler and emphasize the specific aspects that justify their selection as the worst i.e. 'the most absolute ruler.'

Please note: The specific requirements and guidelines all both projects will be provided in class.
*************************************************************************************************

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.
Metas de aprendizaje
Explore the decline of the Western Roman Empire, Charlemagne's influence, the Viking Age, feudalism, the medieval Church, and key historical events in England, France, Spain, and Russia.
Analyze the Magna Carta, Hundred Years' War, Crusades, Reconquista, Black Plague, and War of the Roses.
objetivo de aprendizaje

Otros detalles

Orientación para padres
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.
Lista de útiles escolares
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 the Renaissance STEM Activity: tape, three feet of string, 20 pieces of uncooked spaghetti and one marshmallow (not minis). 

Having these materials readily available will ensure a smooth and engaging learning experience throughout the course.
Recursos externos
Además del aula de Outschool, esta clase utiliza:
Fuentes
A History of the World by Andrew Marr The Men Who Lost America: British Leadership, the American Revolution, and the Fate of the Empire (The Lewis Walpole Series in Eighteenth-Century Culture and History) by Andrew Jackson O'Shaughnessy Iron Tears: America's Battle for Freedom, Britain's Quagmire: 1775-1783 by Stanley Weintraub The Last Ottoman Generation and the Making of the Modern Middle East by Michael Provence The Middle East: A Brief History of the Last 2,000 Years by Bernard Lewis The French Revolution and Napoleon: Crucible of the Modern World by Lynn Hunt and Jack R. Censer The Age of Religious Wars: 1559-1715 by Richard Dunn Eighteenth-Century Europe: Tradition and Progress: 1715-1789 by Isser Woloch and Gregory Brown The Twentieth Century: A People's History by Howard Zinn A Failed Empire: The Soviet Union in the Cold War from Stalin to Gorbachev by Vladimir Zubok Five Rising Democracies: And the Fate of the International Liberal Order by Ted Piccone Making India Great: The Promise of a Reluctant Global Power by Aparna Pande The Party and the People: Chinese Politics in the 21st Century by Bruce Dickson A History of Modern Africa: 1800 to the Present by Richard J. Reid Primary and secondary texts, writings and works of various early religious scholars.
4.9
353reseñas
Educador estrella
Popular
Perfil
Experiencia y certificaciones del docente
Alabama Certificado de Docencia en Estudios Sociales/Historia
Maestría en Educación desde 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. For more than four years, I have been 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.

Reseñas

Clase grupal
Compartir

19 US$

semanalmente
1x por semana
60 min

Completado por 17 alumnos
Videoconferencias en vivo
Edades: 11-14
3-8 alumnos por clase

Acerca de
Apoyo
SeguridadPrivacidadPrivacidad de CAPrivacidad del alumnoAdministrar preferencias de datosTérminos
Obtener la aplicación
Descargar en la App StoreDescargar en Google Play
© 2024 Outschool