This course will trace the social, economic, and political development of world civilizations and the growth of important ideas from the middle of the seventeenth century, through recent times. While class time will be focused on European developments, students will have plenty of exposure to non-Western historical developments.
Students master a lot of historical content. But they also have plenty of opportunity to think critically about what they are learning as well. I build of our time together around questions that I pepper our live sessions with. So, when we are discussing the French Revolution, I ask: “are there certain things a society needs to already have in place for democracy to thrive there?” When we are talking about political upheaval at the turn of the 20th century, I ask: “When a group of people are feeling resentful about changes around them, how might political leaders try to win those people to their side?” When we’re talking about the aftermath of WWII, I ask: “are there any ways that leaders can try to increase the likelihood of peace in a region after a war is over?” Student contributions get woven in meaningful ways into the class material.
My aim is to make my course as interactive and thought-provoking as possible. But I’m also interested in all of us having a good time together while we learn history. From the feedback I’ve received over the years from parents and students, I am confident that I’ve been able to create a class environment where we have a lot of fun while exploring the past and improving critical thinking skills.
Weekly course work involves learning material from textbooks, presentations, primary documents, and literature. A parent who feels that his/her student needs a different level of difficulty than the typical course expectations require can contact me and we can design something that meets the needs of your particular child. I understand that the needs of homeschooled students and their families vary, and I am happy to make adjustments that help you with your educational goals.
The course is built on a pattern of eight Units, each containing four weeks: Week A, B, C, and D. Certain assignment types fall dependably on particular weeks. So, for example, textbook-based homework always shows up on Weeks A and C. Quizzes show up on Weeks B and D. Primary document assignments show up on predictable weeks, etc. Students can expect to spend between 4-6 hours on this course per week. Parents can contact me to adjust the expectations higher or lower, depending on the needs of the student.
Who should enroll?
This course is primarily for 9th-12th graders, although parents of advanced 8th graders can contact me about the possibility of their son/daughter joining.
- High speed, broadband Internet
- Sound card and microphone (for live sessions)
- Streaming video capabilities to watch recorded lectures
Evaluation and Feedback
This is not a writing-intensive course. Optional additional writing-focused assignments can be added to a student’s workload if requested. Homework prioritizes content mastery and exposure, although some assignments, notably the ‘primary document assignments’ allow the students to practice higher-level thinking and writing skills.
Parents do not need to contact me before registering for this class, unless they have a younger student. Communication with parents and students happens on a regular basis, either individually or as a group, via our Canvas website. More information can be found at my website, www.questcourses.com.