包含什麼
10 預錄課程
每段影片平均 14 分鐘10 週
教師的支持2 小時 23 分鐘
影片總學習時數1 年訪問權
到內容作業
每週 2-4 小時. As learners are exploring the various key events in the early modern world, homework will be assigned that is specific to the topic that was covered in class. Learners can generally expect to spend about an hour or two a week on homework (in addition to watching the videos and completing optional activities), some assignments will require less of the learner. Some learners may be eager to spend more than that on their 'Create A Civilization' Project but it is not required or expected. All assignments and activities are focused on supplementing the learner's understanding of the various events and are broken down into specific, manageable tasks. It's important to note that students have varying speeds and styles of learning, and this may reflect in the time taken to complete tasks.評估
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.等級
包括進度報告
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課堂經歷
英語程度 - 未知
美國 7 - 10 年級
Does your learner think ancient history is dull? This course can change their perspective. Or do they already have a passion for the past? Either way, this is the perfect adventure. Here, they’re not just learners—they’re tribal leaders, pharaohs, and explorers! Over fourteen action-packed weeks, they’ll go beyond studying history to truly experiencing it. From guiding early humans through survival challenges to ruling Egypt’s Three Kingdoms and exploring the ruins of Minoan and Mycenaean civilizations, learners will step into history through dynamic simulations. They’ll uncover the cultural legacies of ancient China, India, Israel, and beyond, forging connections between the past and today. Through engaging videos, hands-on activities, critical-thinking simulations, and dynamic challenges, learners will navigate the transformative agricultural revolution, write their way through Mesopotamian city-states, and walk the sacred paths of ancient China, India, and the Aegean. They'll even dive into the cultural legacies of Kush, Nubia, and Phoenicia, uncovering how these civilizations influenced the rise of Classical Greece. Each week brings new opportunities to solve historical mysteries, engage with feedback, and apply creativity in projects like designing their own ancient world-inspired creations. Whether they’re analyzing Mesopotamia’s legal systems, crafting the story of the Nile, or connecting ancient legacies to today’s world, this course inspires a deeper appreciation for how the past shapes the future. History isn’t just about learning dates—it’s about understanding the stories that define us. Let’s make those stories come alive! **Ancient Civilizations Theme Park Project To showcase their comprehension of classical civilizations, learners will undertake the exciting task of designing an Ancient Civilizations Theme Park. Each learner will create a section of their theme park dedicated to four of the civilizations: Mesopotamia, Indus Valley, Egyptian, Chinese, Israel, Phoenicia, Minoan or Mycenaean. Learners will creatively craft rides, restaurants, attractions, and concession stands that authentically capture the spirit and essence of the respective civilization. Please note: The specific requirements and guidelines for both projects will be provided in class. ************************************************************ This class is also offered as a live class, you can view that class here: https://outschool.com/classes/homeschool-middle-school-ancient-world-history-4tPHY1F7 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: (Self-Paced) Homeschool Ancient World History (Self-Paced) Homeschool Classical Era: Greece, Rome & Beyond (Self-Paced) Homeschool Medieval World History (Self-Paced) Homeschool Early Modern World History (Self-Paced) Homeschool Modern World History (Self-Paced) Homeschool Cold War Era & 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.
學習目標
Investigate early human tool creation, societal evolution, and the impacts of the agricultural revolution.
Chart early human migrations and adaptations, outlining the geographical origins of early humans.
Explore Mesopotamia's geography, civilizations, and the GRAPES framework.
Investigate Sumerian, Akkadian, and Babylonian achievements, and Mesopotamian legal systems.
教學大綱
課程
遵循 Teacher-Created 課程標準
與 State-Specific Standards對齊10 課程
超過 10 週課 1:
Paleolithic Societies: Early Humans
Interpret timelines, identify key dates and events, and analyze the sequence and duration of historical periods using both 'BCE/CE' and 'BC/AD' dating systems.
Describe the cultural evolution of early humans, including the creation and impact of early tools on societal development and investigate how these tools facilitated significant changes in lifestyle and social structures.
Chart the initial migrations of early humans, their environmental adaptations, and global dispersal.
2 作業
10 分鐘的影片課程
課 2:
Neolithic Societies: Tribes to Villages
Compare and contrast characteristics of early humans during the Paleolithic and Neolithic Eras.
Understand the concept of civilization and its defining characteristics.
Introduce the GRAPES framework, which incorporates geography, religion, achievements, politics, economics and society as key components of ancient civilizations.
2 作業
21 分鐘的影片課程
課 3:
Mesopotamian Civilizations: Villages to Civilizations
Investigate the GRAPES framework, which incorporates geography, religion, achievements, politics, economics and society as key components of ancient Mesopotamian civilizations.
Analyze the geography of Mesopotamia, including cities, civilizations, and geographic features.
Investigate and outline Sumerian, Akkadian and Babylonian achievements.
Examine the purpose of laws in Mesopotamia and compare them to modern-day legal systems.
2 作業
8 分鐘的影片課程
課 4:
Ancient Egypt
Examine the geography of ancient Egypt, focusing on the Nile River's influence on Egyptian civilization, and assess how this geography facilitated interactions and trade with the Kush kingdom.
Investigate the GRAPES framework, which incorporates geography, religion, achievements, politics, economics and society as key components of every ancient Egypt.
26 分鐘的影片課程
其他詳情
父母的引導和規範
The study of world history deals with some sensitive topics in history such as war, slavery, racism, religion and genocide.
Religion will only be discussed in a historical context. Learners will be introduced to multiple perspectives using peer-reviewed and scholarly sources. Learners will be encouraged to engage in critical and reflective thinking on matters pertaining to the history of ancient conflicts, security issues, religion and economics. Discussion posts will be moderated, encouraged and closely monitored by the teacher from an unbiased and secular standpoint.
When applicable, viewpoints from marginalized groups will be explored.
I take great care to present the content in an age appropriate manner.
供應清單
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 digital worksheets, please refer to the 'Materials' section, which contains a list of third-party websites where they can be accessed. Additionally, for the Zombie Apocalypse Project, you MAY need the following supplies: Learners should use their lesson handouts from class, the internet and print sources to research their chosen classical civilizations. For the project, you can use poster board, construction paper, art materials, printed pictures, colored pencils and markers, scissors and glue. 3D & digital presentations are also allowed. For digital worksheets, please refer to the 'Materials' section where a list of recommended third-party websites will be provided. Make sure to have these supplies ready to fully participate in the course activities and projects.
1 註冊後即可取得文件
外部資源
除了 Outschool 教室外,本課程也使用:
來源
Marr, Andrew. A History of the World
Boum, Aomar and Arthur Goldschmidt, Jr. A Concise history of the Middle East, 11th ed.
Khaldûn, Ibn Ibn. The Muqaddimah: An Introduction to History - Abridged Edition.
Lewis, Bernard. The Middle East: A Brief History of the Last 2000 Years.
Richardson, Hazel. Life in the Ancient Indus River Valley (Peoples of the Ancient World).
Bauer, Susan. The History of the Ancient World: From the Earliest Accounts to the Fall of Rome.
Primary and secondary texts, writings and works of various early religious scholars.
教師專業知識和證書
阿拉巴馬州 教學證書 在 社會研究/歷史
碩士 在 教育 從 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; 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.