World History Program
History is almost by definition the all-encompassing subject. It has no real boundaries; every human sphere of investigation or endeavor has, just by virtue of continuing through time, acquired a dimension that is historical. Even the most up-to-date things are, insofar as we can talk about them, historical. We can only analyze, interpret, or understand what we’ve already seen or experienced.
History is also probably the subject about which there is the most potential disagreement. Two people can look at the same actions and events, and come away with radically different conclusions — first, about what happened, but then also about what it meant, and what its continuing significance is or should be. One hears a lot these days about the narrative that governs different perspectives on the world, on politics, and just about everything else. This is a valid concern: how we form a narrative to encompass the various things we understand or think we understand will shape our ability to form intelligent judgments. This is as timely a concern as any we will encounter: in today’s tendentious and embittered political arena, the ability to move beyond our own suppositions, and to understand where someone else is coming from, without bile or anger, is very important.
All in all, the challenges of history make for a fantastically rich broth — one so complex that students and teachers do one of two things with it: either they boggle at its extent and ambiguity, and so throw up their hands, or they reduce it to some one-dimensional representation of reality that becomes, as it goes along, a vanishingly useful look at a trivial slice of human experience. Either way, it winds up being perceived as irrelevant, crotchety, and not useful for the problems of tomorrow. Arguably it’s not even a very good analysis of the problems of yesterday.
Our history program was given its present shape by Mr. Paul Christiansen and me. We team-taught World History for several years together, and it was a bracing experience. Mr. Christiansen and I disagreed (and still do) about a lot of things, but we respected each other very highly (and still do). We do agree on a few basic things. We enthusiastically agree that history is and should be seen as the immediate and real expression of the totality of human experience. History is first and foremost about telling our story: no matter how rarefied it may become, it always centers on looking at events and making sense out of them; analysis and narrative converge to create meaning and understanding. For more on that point, see this page at the World History I website. HIstory by nature addresses every problem humanity has ever encountered over the centuries (at least insofar as we can remember them). It confronts us with the successes, failures, and split decisions (mostly those) about how we as people dealt with the problems we faced in the past, and for that very reason it is our only real guide to the problems we confront today, and can expect to confront tomorrow. Disagreement and dialogue about those things is not merely useful; it’s organic to how the discipline works, and how people working together can come together to achieve consensus and a way forward. For a bit more about that point, see this page at the World History I site.
Over several years we taught the course as a kind of ongoing dialogue between the two of us, representing our often (though not always) divergent opinions and trying to model, for an age that really doesn’t see much of it, respectful disagreement and resolution of contradictions. That’s been fun for both of us, and I think various of our students benefitted as well. You can read about it in this blog article.> If nothing else, it has (we hope) broken down some of the monolithic and oracular status of the teacher. Sure, we both have history degrees and our students don’t, but the degree itself doesn’t confer understanding, and those without the degree still can have a lot of things to say. Human history is our birthright and our burden as human beings. We can deny it if we will, but it will be to our cost.
Lest the whole matter degenerate into mere chaos, however, we’ve imposed a fairly regular structure on the course. The book allows us to devote four discussion sessions to each unit of the book, meeting twice a week. During the first unit of World History I, we lay out the main underpinnings of three large areas of discourse that surface in every age and in every society: resources of all kinds, covering both physical and natural resources and the cumulative heritage of a culture as it progresses; the ongoing and necessarily dynamic relationship between the individual and the community, and finally power — its types, exercise, how it can be achieved and lost, and its relation to consent. (The links here take you to our starting discussions of those issues.) For every subsequent unit, we cycle through those topics, leaving for the fourth section a selection of questions having to do with the things peculiar to the particular society in question.
We believe this is a unique and grounded approach to this newest and oldest subject of human inquiry; at least neither of us nor anyone we’ve talked to about it has encountered the like. We think it is producing a uniquely focused grasp of the big questions that we all continue to face today — and bringing a lively engagement with the past into our lives right now.
Mr. Christiansen has left Scholars Online to pursue somewhat more regular teaching in another venue, and I wish him the best, with profound thanks for the time and effort he put in with me to create this structure and many of the questions that supported our discussion. His insight and his rigor have left a lasting mark on the course. Since then, however, I have not wanted to abandon the multiple-viewpoint approach to the course, so Dr Christe McMenomy (to whom I am married, yes, but with whom I still don’t always agree; shocking, I know) has taken up the place Mr. Christiansen filled. She probably agrees with my political and theological views somewhat more than Mr. Christiansen did; at the same time, she brings a widely divergent background in other kinds of materials, inasmuch as her Ph.D. is in the History of Science. We have, I think, managed to create a course that is challenging and that provokes serious thinking, while still not claiming for either of us the status of an oracle — which would be neither deserved nor appropriate for other reasons. What we want students to do is to make their own decisions about how to prioritize the many features that make up our historical perspectives — and hence the narratives with which they understand everything else in their lives as well.
Dr . Bruce McMenomy
American History and Government
Individual courses
Students are encouraged to take World History I and II first, and it is recommended but not required that American History be taken prior to enrolling in American Government. None of these courses has an absolute prerequisite, however.
If you would like to see a course not yet listed, please use the EMAIL US link below to contact Scholars Online Administration with your course request.
Students who were enrolled in courses from previous years will find the teacher, text, and course description information available from the student's unofficial transcript, which can be reached from the parent's Account Management Center, or from an alumni's own Account Management Center.
Government
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American Government • Offering for 2018 • Grade 11 or above
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Primary Instructor
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Sections [Enrolled students will be notified if teacher schedules change between course posting at the time enrollment opens and the scheduled start of classes. Please see Tuition and Fees for refund policy.]
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| - Section 1 Instructor: Holli Manzo
- Classes meet from September 4, 2018 to June 7, 2019
- Monday 3:00 PM to 5:00 PM ET • Thursday 6:30 PM to 7:30 PM ET
- Enrollment Policy: Full Year Only
- Tuition: $450.00
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Website
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Description
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| This course will examine the system of government as outlined by the United States Constitution and compare and contrast that ideal structure to the form of government functioning in the United States today. The latter will be accomplished by required reading of some daily news source individually chosen by each student. In addition to specific study of the traditional three branches of government and the Amendments, we will consider various schools of constitutional interpretation, the implications of each, and the impact of the media, lobbyists, the military apparatus, and other extra-Constitutional entities on the modern American government. This is not a course designed to instruct students in one single political mindset; instead, it is intended to encourage the students to develop their political understanding and better be able to discuss, analyze, and argue their personal opinions.
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Meetings
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| This course meets 2 times per week for discussion and review of assigned homework.
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Homework
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| Reading will be light and limited, and primarily consist of reading assigned sections of the Constitution, occasional supplemental materials, and a daily news source. Students must submit journal entries with reading reflections and daily commentary on some piece of news through the class Moodle at the end of each week. There will not be any tests, but each unit will have a short essay (required of all students) and a unit research paper or project. Students do not need to do every unit project, but may choose any three of the first five; the final unit project is required of all students.
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Prerequisites
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| A good working knowledge of the history of the United States is required. This could be fulfilled through US AP History or through our own US History course. If a student has taken neither of these courses, other arrangements might be possible, depending on the student's level of study in the field.
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Recommended background
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Textbooks and Materials
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Constitution of the United States of America. (Edition: 1) James Madison et al.
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| This text is required. ISBN: None Publisher's website: Constitution of the United States of America. Best sources: Online Other information: Obviously this text is widely available, including many full-text online versions, one of which is linked here. Any version will serve, so long as the student can refer to it easily. Annotated versions, in any form, are welcome but not required.
See course description for further details on course materials.
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Government of the United States • Next taught in 2019 • Grade 11 or above
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Primary Instructor
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Sections [Enrolled students will be notified if teacher schedules change between course posting at the time enrollment opens and the scheduled start of classes. Please see Tuition and Fees for refund policy.]
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| - Section 1 Instructor: Holli Manzo
- Classes meet from September 4, 2019 to June 4, 2020
- Monday 1:30 PM to 3:00 PM ET • Wednesday 1:30 PM to 3:00 PM ET
- Enrollment Policy: Full Year Only
- Tuition: $500.00
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Website
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Description
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| This course explores what it means for a government action, policy, or bill to follow the guidelines and strictures of the United States’ Constitution. Beginning with a study of the philosophies and documents that influenced the creation of the Constitution, we then compare different methods of Constitutional interpretation and how they affect action and policy development. This introductory unit lays a foundation for our explorations of the three branches of government, the Bill of Rights and subsequent amendments, the interactions between federal and state governments, and the role the public plays in our democratic republic; in each, we return to our inciting question and assess how these features of modern government fit -- or do not fit -- with the vision of the Constitution. As we progress, we highlight the interactions between branches and how the system of checks and balances works in practice. We also apply our growing knowledge to a weekly discussion of current events (focusing on federal activities, foreign affairs, policy in action, and prominent public debates) and how they reflect the purpose and workings of the government. This is not a course designed to instruct students in one single political mindset; instead, it is intended to encourage the students to develop their political understanding and better be able to discuss, analyze, and argue their personal opinions.
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Meetings
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| This course meets 2 times per week for discussion and review of assigned homework.
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Homework
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| Weekly homework will consist of assigned limited reading paired with reflected journal entries, submitted via the Moodle. Each unit, students will be expected to complete a Unit Project; project research and planning will be spread out over the whole unit. Finally, students will be asked to regularly read a news source of their choice and submit brief responses.
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Prerequisites
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| A good working knowledge of the history of the United States is required. This could be fulfilled through US AP History or through some other US History course. If a student has taken neither of these courses, other arrangements might be possible, depending on the student's level of study in the field.
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Recommended background
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Instructor's Notes
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| A Note on the AP Government and Politics Exam: This is not an AP certified course, and we are not specifically preparing for the AP Government and Politics Exam. However, we will cover a great majority of the information on that test, and will practice analysing and synthesizing that information -- two key skills tested on AP exams. Students who plan on taking the AP test should supplement with an AP preparation book, course, or set of videos to make sure they have sufficient exposure to the variety of questions that could be asked. I have found many free online supplements for the AP Government and Politics course that could fit this role, including materials from College Board, the National Constitution Center, Khan Academy, and several YouTube playlists (such as CrashCourse - Government and Politics). I am certain there are many more out there. I am also available for AP Gov-focused tutorials. As this course continues into early June, AP students may wish to “look ahead” at information covered in the last two units, so that they are fully prepared for the exam.
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Textbooks and Materials
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Constitution of the United States of America. (Edition: 1) James Madison et al.
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| This text is required. ISBN: None Publisher's website: Constitution of the United States of America. Best sources: Online Other information: Obviously this text is widely available, including many full-text online versions, one of which is linked here. Any version will serve, so long as the student can refer to it easily. Annotated versions, in any form, are welcome but not required.
See course description for further details on course materials.
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AP Government and Politics Tutorial • Next taught in 2019 • Grade 11 or above
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Primary Instructor
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Sections [Enrolled students will be notified if teacher schedules change between course posting at the time enrollment opens and the scheduled start of classes. Please see Tuition and Fees for refund policy.]
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| - Section 1 Instructor: Holli Manzo
- Dates and times to be arranged with enrolled students.
dd>Enrollment Policy: Rolling- Tuition: $25.00
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Website
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| There is currently no teacher website for this course.
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Description
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| A tutorial to support students who are preparing to take the AP Government and Politics exam. In addition to reviewing the material, we will practice test taking strategies, discuss essay questions and structure, and go over practice tests.
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Meetings
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| This course meets once a week for discussion and review of assigned homework.
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Homework
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| Students will complete assigned practice multiple choice questions and essays, or portions of practice exams, prior to each meeting.
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Prerequisites
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| The student should have previously taken or be concurrently enrolled in a US Government course. It does not have to have been an AP specific course. Concurrent enrollment in the government course offered by Scholars Online would satisfy.
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Recommended background
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| Familiarity with US History and basic knowledge of the US government.
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Instructor's Notes
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| Time and date to be determined with the student and their family. An AP Government and Politics test prep will also be chosen in coordination with the student.
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Textbooks and Materials
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There are no textbook or materials currently required for this course.
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| Check instructor's notes above for additional information, or contact the instructor.
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History
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World History I • 2017 listing - for reference only • Grade 9 or above • History Sequence
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Primary Instructor
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Sections [Enrolled students will be notified if teacher schedules change between course posting at the time enrollment opens and the scheduled start of classes. Please see Tuition and Fees for refund policy.]
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| - Section 1 Instructor: Bruce McMenomy
- Classes meet from September 5, 2017 to June 1, 2018
- Monday 3:00 PM to 4:30 PM ET • Wednesday 3:00 PM to 4:30 PM ET
- Enrollment Policy: Full Year Only
- Tuition: $450.00
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Website
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| Please review more extensive materials at the teacher's World History I website.
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Description
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| Year one of this two-year World History covers political, social, and economic developments in all parts of the world, beginning with the prehistorical development of tools and agriculture, and examining in turn the ancient cultures of Mesopotamia, India, and China before looking at the classical world of Greece and Rome, the rise of Islam and Byzantium, and pre-Columbian cultures in the Americas. Later chapters look at African kingdoms and cultures, the medieval dynasties of Japan and China, and the rise of Mongol tribes in Asia before returning to medieval and Renaissance Europe, the age of European exploration, and the establishment of absolute and constitutional monarchies.
Lectures and readings provide students with a solid grounding in the key names, dates, civilizations, and movements of world history, while seminar-type live chat discussions help students develop the tools of historiography and explore unifying thems on use of resources, the establishment of communities, and the expression of power across time periods and geographical boundaries.
Dr. Christe McMenomy and Dr. Bruce McMenomy provide different interpretations of key movements and events, helping students develop their own interpretations of history.
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Meetings
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| This course meets 2 times per week for discussion and review of assigned homework.
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Homework
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| There are weekly reading assignments from the textbook, or from material provided on the website (see course page for details). Brief quizzes cover this material. There will also be written assignments, giving students the opportunity to learn to think and write about history in ways that require more than memorizing historical facts.
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Prerequisites
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Recommended background
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| No special background required.
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Instructor's Notes
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| This course is now taught by Mr. Christiansen, with frequent guest-teaching appearances from Dr. McMenomy.
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Textbooks and Materials
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A History of World Societies (Edition: 9) John P. McKay, Bennett D. Hill, John Buckler, Patricia Buckley Ebrey, Roger B. Beck, Clare Haru Crowston, Merry E. Wiesner-Hanks
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| This text is required. ISBN: 0312666918 Publisher's website: A History of World Societies Best sources: Scholars Online Bookstore Other information: No earlier editions, please. Used versions of the current (ninth) edition are entirely acceptable, however, and are available at a substantial reduction in price. Renting the book from Amazon.com or purchasing it as an e-book is also possible. The volume linked is the combined volume, for the whole two years of the course.
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World History I • Offering for 2018 • Grade 9 or above • History Sequence
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Primary Instructor
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Sections [Enrolled students will be notified if teacher schedules change between course posting at the time enrollment opens and the scheduled start of classes. Please see Tuition and Fees for refund policy.]
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| - Section 1 Instructor: Bruce McMenomy
- Classes meet from September 4, 2018 to June 7, 2019
- Monday 4:00 PM to 5:30 PM ET • Wednesday 4:00 PM to 5:30 PM ET
- Enrollment Policy: Full Year Only
- Tuition: $550.00
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Website
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| Please review more extensive materials at the teacher's World History I website.
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Description
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| Year one of this two-year World History covers political, social, and economic developments in all parts of the world, beginning with the prehistorical development of tools and agriculture, and examining in turn the ancient cultures of Mesopotamia, India, and China before looking at the classical world of Greece and Rome, the rise of Islam and Byzantium, and pre-Columbian cultures in the Americas. Later chapters look at African kingdoms and cultures, the medieval dynasties of Japan and China, and the rise of Mongol tribes in Asia before returning to medieval and Renaissance Europe, the age of European exploration, and the establishment of absolute and constitutional monarchies.
Lectures and readings provide students with a solid grounding in the key names, dates, civilizations, and movements of world history, while seminar-type live chat discussions help students develop the tools of historiography and explore unifying thems on use of resources, the establishment of communities, and the expression of power across time periods and geographical boundaries.
Dr. Christe McMenomy and Dr. Bruce McMenomy provide different interpretations of key movements and events, helping students develop their own interpretations of history.
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Meetings
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| This course meets 2 times per week for discussion and review of assigned homework.
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Homework
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| There are weekly reading assignments from the textbook, or from material provided on the website (see course page for details). Brief quizzes cover this material. There will also be written assignments, giving students the opportunity to learn to think and write about history in ways that require more than memorizing historical facts.
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Prerequisites
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Recommended background
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| No special background required.
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Instructor's Notes
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| This course is now taught by Mr. Christiansen, with frequent guest-teaching appearances from Dr. McMenomy.
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Textbooks and Materials
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A History of World Societies (Edition: 9) John P. McKay, Bennett D. Hill, John Buckler, Patricia Buckley Ebrey, Roger B. Beck, Clare Haru Crowston, Merry E. Wiesner-Hanks
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| This text is required. ISBN: 0312666918 Publisher's website: A History of World Societies Best sources: Scholars Online Bookstore Other information: No earlier editions, please. Used versions of the current (ninth) edition are entirely acceptable, however, and are available at a substantial reduction in price. Renting the book from Amazon.com or purchasing it as an e-book is also possible. The volume linked is the combined volume, for the whole two years of the course.
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World History II • Offering for 2018 • Grade 9 or above • History Sequence
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Primary Instructor
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Sections [Enrolled students will be notified if teacher schedules change between course posting at the time enrollment opens and the scheduled start of classes. Please see Tuition and Fees for refund policy.]
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| - Section 1 Instructor: Bruce McMenomy
- Classes meet from September 4, 2018 to June 7, 2019
- Monday 6:00 PM to 7:30 PM ET • Wednesday 6:00 PM to 7:30 PM ET
- Enrollment Policy: Full Year Only
- Tuition: $550.00
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Website
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| Please review more extensive materials at the teacher's World History II website.
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Description
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| Year two of this two-year World History continues the overview of political, social, and economic developments in all parts of the world, beginning with the Scientific Revolution and Enlightenment, then continuing with the colonization of Africa, the rise of the Ottoman Empire in Asia, the continuity of dynastic rule in China and the development of the shogunate order in Japan. Focus then shifts to the revolutions in America and Europe and the Industrial Revolution, the rapidly changing economics and power struggles of imperialism, and the struggle for national identity in the wake of World War I. Most of the later part of the course focusses on developments in the twentieth century, including the rise and fall of superpowers and the stuggle over globalization.
Lectures and readings provide students with a solid grounding in the key names, dates, civilizations, and movements of world history, while seminar-type live chat discussions help students develop the tools of historiography and explore unifying thems on use of resources, the establishment of communities, and the expression of power across time periods and geographical boundaries.
Dr. Christe McMenomy and Dr. Bruce McMenomy provide different interpretations of key movements and events, helping students develop their own interpretations of history.
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Meetings
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| This course meets 2 times per week for discussion and review of assigned homework.
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Homework
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| There are weekly reading assignments from the textbook, or from material provided on the website (see course page for details). Brief quizzes cover this material, and students are required to write short one-paragraph essays about the reading material before each class, as an aid to discussion. There will also be larger written assignments from time to time, giving students the opportunity to learn to think and write about history in ways that require more than memorizing historical facts.
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Prerequisites
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Recommended background
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| World History I is a helpful precursor, but not required.
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Instructor's Notes
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| Note 1: a class website is under construction and will be available soon. Check back for further details.
Note 2: in a departure from prior years, this course will be taught by Mr. Christiansen, with Dr. McMenomy as an occasional guest teacher.
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Textbooks and Materials
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A History of World Societies (Edition: 9) John P. McKay, Bennett D. Hill, John Buckler, Patricia Buckley Ebrey, Roger B. Beck, Clare Haru Crowston, Merry E. Wiesner-Hanks
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| This text is required. ISBN: 0312666918 Publisher's website: A History of World Societies Best sources: Scholars Online Bookstore Other information: No earlier editions, please. Used versions of the current (ninth) edition are entirely acceptable, however, and are available at a substantial reduction in price. Renting the book from Amazon.com or purchasing it as an e-book is also possible. The volume linked is the combined volume, for the whole two years of the course.
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World History II • Next taught in 2019 • Grade 9 or above • History Sequence
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Primary Instructor
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Sections [Enrolled students will be notified if teacher schedules change between course posting at the time enrollment opens and the scheduled start of classes. Please see Tuition and Fees for refund policy.]
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| - Section 1 Instructor: Bruce McMenomy
- Classes meet from September 3, 2019 to June 8, 2019
- Monday 6:00 PM to 7:30 PM ET • Wednesday 6:00 PM to 7:30 PM ET
- Enrollment Policy: Full Year Only
- Tuition: $550.00
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Website
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| Please review more extensive materials at the teacher's World History II website.
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Description
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| Year two of this two-year World History continues the overview of political, social, and economic developments in all parts of the world, beginning with the Scientific Revolution and Enlightenment, then continuing with the colonization of Africa, the rise of the Ottoman Empire in Asia, the continuity of dynastic rule in China and the development of the shogunate order in Japan. Focus then shifts to the revolutions in America and Europe and the Industrial Revolution, the rapidly changing economics and power struggles of imperialism, and the struggle for national identity in the wake of World War I. Most of the later part of the course focusses on developments in the twentieth century, including the rise and fall of superpowers and the stuggle over globalization.
Lectures and readings provide students with a solid grounding in the key names, dates, civilizations, and movements of world history, while seminar-type live chat discussions help students develop the tools of historiography and explore unifying thems on use of resources, the establishment of communities, and the expression of power across time periods and geographical boundaries.
Dr. Christe McMenomy and Dr. Bruce McMenomy provide different interpretations of key movements and events, helping students develop their own interpretations of history.
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Meetings
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| This course meets 2 times per week for discussion and review of assigned homework.
|
|
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Homework
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| There are weekly reading assignments from the textbook, or from material provided on the website (see course page for details). Brief quizzes cover this material, and students are required to write short one-paragraph essays about the reading material before each class, as an aid to discussion. There will also be larger written assignments from time to time, giving students the opportunity to learn to think and write about history in ways that require more than memorizing historical facts.
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Prerequisites
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Recommended background
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| World History I is a helpful precursor, but not required.
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Instructor's Notes
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| Note 1: a class website is under construction and will be available soon. Check back for further details.
Note 2: in a departure from prior years, this course will be taught by Mr. Christiansen, with Dr. McMenomy as an occasional guest teacher.
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Textbooks and Materials
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|
A History of World Societies (Edition: 9) John P. McKay, Bennett D. Hill, John Buckler, Patricia Buckley Ebrey, Roger B. Beck, Clare Haru Crowston, Merry E. Wiesner-Hanks
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| This text is required. ISBN: 0312666918 Publisher's website: A History of World Societies Best sources: Scholars Online Bookstore Other information: No earlier editions, please. Used versions of the current (ninth) edition are entirely acceptable, however, and are available at a substantial reduction in price. Renting the book from Amazon.com or purchasing it as an e-book is also possible. The volume linked is the combined volume, for the whole two years of the course.
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To enroll in any of the courses listed above, log into your Scholars Online Account Management Center using the login link at the bottom of any page and select the member you wish to enroll. If you do not have an account, you may create one using the Becoming a Member link under Enrollment in the Navigation bar at the top of this page.
Scholars Online was accredited by AdvancED and the Northwest Accreditation Commission from 2009-2016 and was accepted March 2018 with Candidate Status as a member of MSA-CESS.