世界史：中世と近世 || フルカリキュラム
没入型シミュレーションとクリエイティブなプロジェクトで歴史の世界に足を踏み入れましょう。学習者はバイキングの侵略者、中世の王、オスマン帝国の顧問、フランス革命家になり、封建時代のヨーロッパ、イスラムの黄金時代、そしてそれ以降の時代を探索します。
Janelle Hopkins, M.Ed - Hopped Up History | World
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4.9
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含まれるもの
1 ライブミーティング
週あたりの授業時間数 1宿題：
週1時間. 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.テスト
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.文章の成績
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.進捗レポート
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.この文章は自動翻訳されています
このクラスで学べること
英語レベル - 不明
米国の学年 6 - 8
Does your learner think history is just a list of dates and events? Let them step into the story! In this engaging ongoing class, learners take on roles like Viking raiders, medieval kings, Ottoman advisors, and French revolutionaries, making history come alive through immersive simulations and creative projects. In the medieval portion of the course, learners will govern kingdoms as Justinian and Theodora, navigate the drama of the Wars of the Roses, and explore the vast Mongol Empire. They'll step into roles like Black Plague researchers, Ibn Battuta exploring West Africa, and kings navigating medieval Europe’s feudal systems. ************************************************************ 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. ************************************************************ Transitioning to the early modern era, learners will advise Henry VIII on religious and political dilemmas, sail the seas as early European explorers, and confront revolution as French citizens. They'll also step into the shoes of absolute monarchs, competing to determine who was the “absolute worst” in history. Through hands-on projects like Medieval Moments, where learners create expressive stories or comics, and Peep-Into History, where they craft dioramas of pivotal events using PEEPS candies, learners will deepen their connection to history. They’ll also 'dig up dirt' on infamous rulers in the Who’s the Worst? Absolute Monarch Project, competing to prove their chosen leader’s reign was the most notorious. From feudal Europe to the Napoleonic Wars, this class combines critical thinking, creativity, and engaging role-play. By the end, learners won’t just know history—they’ll love it! Join us on this unforgettable journey through the Medieval and Early Modern eras. 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 Jan 14: Invasions From Every Corner, Charlemagne & the Franks Jan 21: Vikings, Norse Mythology & the Roman Catholic Church Jan 28: William the Conqueror, Battle of Hastings & the Birth of Feudalism Feb 4: Vikings, William the Conqueror & the Battle of Hastings *Feb 11: No Class Feb 18: Medieval Life & the Golden Age of Islam Feb 25: Medieval Life & the Crusades Mar 4: West African Empires, the Reconquista & Spanish Inquisition Mar 11: Byzantine Empire & Kievan Rus/Early Russia Mar 18: King John, Hundred Years' War & Emergence of Nation-States Mar 25: Black Death & It's Effects Apr 1: Wars of the Roses & Feudal Japan Apr 8: Wars of the Roses & Medieval China Apr 15: Mesoamerican Civilizations & the Mongols Apr 22: Mesoamerican Civilizations: Aztec, Inca & Maya Apr 29: TBD May 8: Submission & presentation of Medieval Moments Projects** *********2025 Tuesday (9:45 AM Central) Schedule********* Medieval World History Dec 17: Black Plague *December 23 - January 3: No Classes Jan 7: Wars of the Roses Jan 14: Wars of the Roses Jan 21: Mesoamerican Civilizations - Aztecs, Maya & Inca Jan 27: Mesoamerican Civilizations - Aztecs, Maya & Inca Feb 3: Presentation of Medieval Moments Projects *Feb 10: No Class Early Modern World History Feb 18: European Renaissance Feb 25: European Renaissance Mar 4: European Reformation Mar 11: English Reformation Mar 18: The Ottoman Empire Mar 25: The Ottoman & Mughal Empires April 1: Absolutism Introduction, Age of Expansion and Isolation April 7: Age of Expansion and Isolation April 14: Submission & presentation of Absolute Monarch Projects** April 21: Enlightenment and Scientific Revolution April 28: American & French Revolution May 7: Reign of Terror & Napoleon *********2025 Wednesday (11:00 AM Central) Schedule********* *December 16 - January 3: No Classes Early Modern World History Jan 8: Mesoamerican Civilizations - Aztecs, Maya & Inca Jan 15: Mesoamerican Civilizations - Aztecs, Maya & Inca Jan 22: European Renaissance Jan 29: European Renaissance Feb 5: European Reformation *Feb 12: No Class Feb 19: English Reformation Feb 26: The Ottoman Empire Mar 5: The Ottoman & Mughal Empires Mar 12: Absolutism Introduction Mar 19: Age of Expansion and Isolation Mar 26: Age of Expansion and Isolation April 2: Submission & presentation of Absolute Monarch Projects** April 9: Enlightenment and Scientific Revolution April 16: American Revolution April 23: French Revolution April 30: Reign of Terror & Nationalist Revolutions 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.
学習到達目標
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.
その他の情報
保護者へのお知らせ
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.
受講に必要なもの
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.
外部リソース
このクラスでは、Outschool内のクラスルームに加えて、以下を使用します。
使用する教材
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.
参加しました June, 2020
4.9
356レビュー
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教師の専門知識と資格
アラバマ 教員免許 社会科・歴史で
修士号 University of Montevalloから 教育 へ
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.レビュー
ライブグループクラス
$19
毎週週に1回
60 分
17 人がクラスを受けました
オンラインライブ授業
年齢: 11-14
クラス人数： 3 人-8 人
