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In this course you will explore diverse topics related to people’s lives within Classical Greece: democracy, family life, economics gender, slavery as well as religion, science and friendship.

In this course you will explore diverse topics related to people’s lives within Classical Greece: democracy, family life, economics gender, slavery as well as religion, science and friendship. Of course, you’ll be able to discover the origin stories of other cultures or the origin stories that were earlier in our own traditions of culture however, they seem to be blending less and less well with the modern world. We will study and discuss old texts from around the time of the 4th century BCE such as histories and court speeches, as well as guides to how-to, and philosophical works to find out for yourself what transpired and how people lived their lives. In the history classes, you can also study the stories of tribal origins of specific nations, however they are only applicable to specific communities. This course will examine the past of Rome that grew from an old village of the 8th century to become the largest force in the Mediterranean through civil war, and death of Julius Caesar in 44 BCE. We lack an universal story of origin that is relevant in our globalized society. While there is a particular focus on Roman power in the way its distribution, altered and claimed by individuals, warlords and demagogues, we’ll also explore social networks as well as sub-elites, families, women Polytheism, rituals and polytheism as well as the growth that the cities became a place for performances by the civic as well as the dynamics of culture interaction within the ancient Mediterranean.

This means that educators instruct and students are not able to learn with the vast structures of organising as well as the feeling of essay direction that a story of origin can give. Students will be focusing on the evidence that is primary (written as well as archaeological) along with the methods that historians utilize material and literary documents to explore diverse perspectives about and the Roman past. Without these structures, knowledge is a blur, and often students graduate from university and school with a sense of insignificance or wandering which French sociologist Emile Durkheim described as "anomie".

This course will be focused on the story of Rome under the emperors, starting around in the 1940s B.C.E. through the demise of the western empire in the 5th century C.E. The inability to teach the modern origin story is a bit puzzling since such a tale is in the midst of modern science and is just waiting to be revealed. The focus will be on the deterioration of the western Empire in the fifth century C to notions of power and the way they manifest in society, the spectacle of politics to the demise of gender norms, urban structures and art and the practices of religion that were prevalent during the time of the empire. The story of the modern origins is vast and complex and includes many elements, pieces of nuclear physics, a bit cosmic stories, tales about the power and imagination in DNA or awe-inspiring variety of evolving organisms, or the bizarre story of our own fascinating species.

Students will utilize the main evidence sources, both the ancient texts as well as archaeological evidence to improve their understanding of the earlier Romans and to develop a greater knowledge of the techniques used by the historian in their analysis and communication. It is possible to connect the pieces and bits together to create a cohesive solid, scientific and evidence-based tale which is built on very best of contemporary scientific research. "Big History" is a course that I’ve taught for over twenty years attempts to accomplish that. Europe between the 14th-16th centuries with the focus on Italy as the center for the Renaissance. It is a story about this universe as well as our place within it, using the very most recent research in the sciences and humanities. The subjects include the city states, humanismand the Church in an era that was characterized by Schism as well as the secularization of Renaissance arts, New Monarchies and European exploration and imperialism. It starts with the big explosion, 13.7 billion years ago.

The Reformation in both thought and action in both the context of its religious roots as well as of the social and political circumstances. It explains the story of how planets and stars created, as well as the process of how life arose and developed on earth. An analysis of the effects of the Reformation on the 16th century of Europe as well as the spreading of Protestant reformation and its allied movement Counter-reformation. The last part tells the thrilling tale of our own bizarre and deadly species. The fall and rise of European empires since the time of Rome up to the present time the process of integrating Europeans as well as the non-European world and its inhabitants is still shaping the world’s events. Big History brings together the sciences and humanities into an encapsulated narrative of how the world has become what they are.

Cultural, political, and socio-economic historical background of Russia and its transformation into an empire starting from the 10th century up to 1917. When we first started teaching Big History, we soon realized that our students weren’t satisfied with the story that ended today. This course examines the women’s story throughout Europe through the time of the Roman Empire until the present time, looking at women’s role in the family and social work and family systems, as well as in religious, political and social life.

They wanted to know what the next chapter was. We will look at how women were simultaneously involved in and dealt with the historical process including the evolution of religion and political structures, commercialization and industrialization, as well as the development of state structures. Can the growth continue?

Could there be a sluggishness when we degrade the ecological foundations of the modern world? Do we have a ecologically sustainable relationship with our surroundings? We will study the most important areas of human activity, such as economic social, political, cultural spiritual, and social and intellectual and so on, to examine how they formed and were determined by women’s actions and the experiences of women. Therefore we have a Big History course also takes us into the future, asking what are we required to do?

We will explore what this means regarding women’s autonomy, choice and the power they wield. It is evident that the modern origin story as with all other stories are filled with ethical implications and raises a lot of questions about what we ought to do as humans. This course examines the origins of anarchism and growth as well as its development in different parts of Europe in the 19th and 20th centuries. There are currently fifty Big History courses in universities and colleges. This course will examine the growth and evolution of the Spanish Empire with special concentration on Latin America, under the supervision of the newly formed Spanish house of dynasty that is the Bourbons. The majority of them are offered in the USA however there are courses in Australia as well as in Korea and within Korea, in the Netherlands as well as Russia. It will examine the restructuring of Spanish politics in the old and the emerging world.

In 2010 , the International Big History Association was established and held its first conference in August of 2012. Furthermore, Spain’s socioeconomic and cultural progress will be addressed. For a long time I was convinced I believed that Big History courses should also be taught in High Schools However, I was unsure of where to start. The primary focus for this program is transition from Spain from a remote world empire to an enlightened European nation-state. The year 2008 was when Bill Gates came across the concept that of Big History and felt such classes should be taught in high schools.

The course will look at the various social, political and cultural transformations which have changed Spain from a country that was in decline into one of the most powerful nations of the European Community. He reached out to me and we set up up The Big History Project, which is working on an online course for Big History for high school students. This course explores the various ways of how events and narratives taken from the past of the Mediterranean were portrayed in films, focusing on topics such as the significance of archaeologists in connecting to the past from the beginning as well as the representation of Egypt as a symbol of mythological (and lost!) power, as well as the depiction of Roman spectacle as a symbol of imperial ruthlessness. The Online syllabus is expected to be made free accessible to all schools and independent students from all over the world.

Information exchange in scholarly fields and/or secondary research typically in a small-group setting. Slowly, it appears that we are revealing our own modern-day origin story, the one that is a part of our world population with seven billion inhabitants. Instruction usually includes lectures given that are delivered by a variety of individuals.

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