WE TEACH PROJECT BASED, INNOVATIVE, INSTRUCTIVE, AND INTERACTIVE
'WHOLE LEARNING' WHILE HAVING FUN!
Travel through the ages to EVERYWHERE with...
Classical Living History for Kids!
We are a home schooling family committed to multidimensional integrated learning, community building, and academic excellence through fun, applied, and engaging courses. Each class involves language skills, mathematics, practical physics, writing, art, and history combined into projects designed to emphasize the synthesis of all these disciplines. Our aim is to challenge the intellect through 'living history' classes creating a context for this modern world.
"Carpe Diem!"
Seize the day (Horace)
'WHOLE LEARNING' WHILE HAVING FUN!
Travel through the ages to EVERYWHERE with...
Classical Living History for Kids!
We are a home schooling family committed to multidimensional integrated learning, community building, and academic excellence through fun, applied, and engaging courses. Each class involves language skills, mathematics, practical physics, writing, art, and history combined into projects designed to emphasize the synthesis of all these disciplines. Our aim is to challenge the intellect through 'living history' classes creating a context for this modern world.
"Carpe Diem!"
Seize the day (Horace)
“Simon is amazing. His storytelling engages his audience, and his passion is contagious. He weaves expert classroom control and deep knowledge to create a compelling learning experience.”
"My kids have taken Simon's history classes for the past 5 years, and it's been the best part of their homeschooling experience. Simon is a passionate and engaging teacher. He is able to connect with each student personally and make history come alive for them. He has instilled in my kids a lifelong love of history, and of learning in general. He encourages his students to always be curious, stay informed and do their part to make the world a better place. Simon has been so much more than just a history teacher - he has been a great role model to my kids!"
2019/2020- Course of Study
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World Religions with Comparative Government and Politics
Semester One: September 6th- December 13th
Semester Two: January 10th- May 15th
Days: Friday afternoons
When: 4:15 PM to 5:30 PM
Where: Palo Alto
Target Ages: High School
Questions?: bryautumn@gmail.com
Semester One: September 6th- December 13th
Semester Two: January 10th- May 15th
Days: Friday afternoons
When: 4:15 PM to 5:30 PM
Where: Palo Alto
Target Ages: High School
Questions?: bryautumn@gmail.com
AP Preparation Study Group
Comparative Government and Politics
This study group will help prepare your student for the AP exam in May. It is to be taken with the Comparative Government and Politics course. We will make this study group available for Zoom students.
Study group dates: March: 7, 14, 21, 28. April: 4, 11, 18, 25th. May 2, and 9th.
Days: Saturday afternoons
When: 4:00 PM to 5:15 PM
* Registration for this study group will be available in mid-October.
Comparative Government and Politics
This study group will help prepare your student for the AP exam in May. It is to be taken with the Comparative Government and Politics course. We will make this study group available for Zoom students.
Study group dates: March: 7, 14, 21, 28. April: 4, 11, 18, 25th. May 2, and 9th.
Days: Saturday afternoons
When: 4:00 PM to 5:15 PM
* Registration for this study group will be available in mid-October.
Semester one- a-g World Religions- This semester-long course is an in-depth introduction and investigation into the World's religions. A-g World Religions will investigate: Indigenous religions, Early religions of India, religions of Central/Eastern Asia, Abrahamic religions, Sikhism and Modern religions. We will learn about the fundamental concepts that underpin the World's Religions and discuss the purposes religions have served historically and in the people’s lives today. Students will examine a number of the World's religions in detail. We will study the experiences/philosophies of practitioners who practice the different world religions. We will look at primary sources and the original religious texts to study key language and concepts. We will end the semester by looking at issues that relate to the practice of religion in the 21st Century( politics, social issues, and materialism).
After the winters break we will segway into...
Semester two- AP Comparative Politics and Governments- This semester-long course can be taken as an AP Prep course or an a-g course. During semester two we will study AP Comparative Politics and Governments. The students will further build their analytical skills, polish essay writing techniques, master compare and contrast strategies by looking at World Governments politics, and how these different approaches influence the world we live in today. We will study and examine content through a historical lense. For students who wish to prepare and study hard for the AP World Government and Politics Exam in May 2020, this course will fully help prepare them for the Exam.
After the winters break we will segway into...
Semester two- AP Comparative Politics and Governments- This semester-long course can be taken as an AP Prep course or an a-g course. During semester two we will study AP Comparative Politics and Governments. The students will further build their analytical skills, polish essay writing techniques, master compare and contrast strategies by looking at World Governments politics, and how these different approaches influence the world we live in today. We will study and examine content through a historical lense. For students who wish to prepare and study hard for the AP World Government and Politics Exam in May 2020, this course will fully help prepare them for the Exam.
"Classes with Classical Living History have been the cornerstone of Josh's education over the past several years. Simon's seminar classes have deepened Josh's interest history/art/economics, inspired him to take on extensive self-study (resulting in national and international awards in History competitions), and both encouraged and prepared him to take advanced study courses."
-"On the rare chance they actually talk about history in school- I already learned it in Simon's class"
-Steven-
-"On the rare chance they actually talk about history in school- I already learned it in Simon's class"
-Steven-
--Simon's classes are always full of information, engaging and never dull. I feel so fortunate my kids have had the opportunity to be taught by him. He's a natural teacher.--
"Now in public HS - My current history teacher is often impressed with my knowledge of history"
-Olivia
"Now in public HS - My current history teacher is often impressed with my knowledge of history"
-Olivia
Classes from the past
Honors- a-g United States History
Academic Year 2018/2019
September 7th to May 17th, 2019.
Academic Year 2018/2019
September 7th to May 17th, 2019.
In this course of study, the students will earn honors a-g U.S. History high school credit. However, the students do not have to take this for honors a-g credit. please email for the details of the non a-g credit path.
The 2018/19 U.S. history course will continue to feature critical thinking exercises, debates, discussions, and in class activities. The textbook and Key Assignments will be both fun and rigorous. We will use the textbook listed below for the weekly reading.
The students will begin the year by studying the founding of this nation, philosophy of government, and the Declaration of Independence. They will end the year by analyzing the difficult issues facing Americans in the early 21st century.
The 2018/19 U.S. history course will continue to feature critical thinking exercises, debates, discussions, and in class activities. The textbook and Key Assignments will be both fun and rigorous. We will use the textbook listed below for the weekly reading.
The students will begin the year by studying the founding of this nation, philosophy of government, and the Declaration of Independence. They will end the year by analyzing the difficult issues facing Americans in the early 21st century.
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Honors a-g World History with an AP World History option In this course of study, the students will earn honors a-g high school credit. However, the students do not have to take this for honors a-g credit. World History will continue to feature critical thinking exercises, debates, discussions, and in class activities. The textbook and Key Assignments will be both fun and rigorous. We will use the textbook listed below for the a-g World History. If your student/s enroll in the AP prep option they will need to purchase the World History AP textbook as well. |
Contemporary World History and Global Politics
This course will study the last 90 years and we will focus on specific countries and regions to understand the political, social, and economic complexity of the world we live in today.
A demo using the Voicethread platform is available. Please email for a sample.
For each of this years units, the children will read primary sources, watch selected news footage, listen to music, and generally immerse themselves into the period they will study. We would like to encourage parents to get involved in the class debates whenever possible and also guide the children as they begin to write more and further develop their critical thinking skills.
1914 – 1939
We will study the Great War in detail, examine the demise of the Central Powers and the failure of the League of Nations. Lectures will also focus on India and China in the 1920s and 1930s, the rise of Fascism in Italy and Germany, the Japanese Empire, the boom and bust of Western economies, and the events that led up to WW II.
1939 – 1970
The children will study WW II and its aftermath, the Korean War, and the decline of Colonial Empires in Asia and Africa. We will study the growth of western economies in the 1950s, 60s, and into the 70s before inflation and economic decline began to cripple the West. We will study nationalism in the Middle East, Africa, and Asia as well as the chaotic politics of South and Central America.
We will study the Great War in detail, examine the demise of the Central Powers and the failure of the League of Nations. Lectures will also focus on India and China in the 1920s and 1930s, the rise of Fascism in Italy and Germany, the Japanese Empire, the boom and bust of Western economies, and the events that led up to WW II.
1939 – 1970
The children will study WW II and its aftermath, the Korean War, and the decline of Colonial Empires in Asia and Africa. We will study the growth of western economies in the 1950s, 60s, and into the 70s before inflation and economic decline began to cripple the West. We will study nationalism in the Middle East, Africa, and Asia as well as the chaotic politics of South and Central America.
1970 – 1990
In this unit the children will study the slow decline of Communism in Europe, the economic struggles of the 1970s and 80s, and the rise of Asian economies. We will also focus on the Middle East and Africa seeking to understand the complex history of mistrust, religious intolerance, and nationalist rhetoric behind the current instability in these regions.
1990 – Present
We will look at the rise of China, the decline and resurgence of Russia, and the continuing primacy of the USA as economic and military leader of the West. We will also focus on global terrorism and seek to understand the context and motivations for Al Qaeda, ISIS, Boko Haram and other terror groups.
In this unit the children will study the slow decline of Communism in Europe, the economic struggles of the 1970s and 80s, and the rise of Asian economies. We will also focus on the Middle East and Africa seeking to understand the complex history of mistrust, religious intolerance, and nationalist rhetoric behind the current instability in these regions.
1990 – Present
We will look at the rise of China, the decline and resurgence of Russia, and the continuing primacy of the USA as economic and military leader of the West. We will also focus on global terrorism and seek to understand the context and motivations for Al Qaeda, ISIS, Boko Haram and other terror groups.
American Government and Economics
Target Ages: Middle School through High School
Students will be able to earn a-g high school credit. The children do not have to take this for a-g credit, however, the projects and textbooks will support the a-g path. Please do note, the textbook and projects are both fun and rigorous. The class will continue to feature critical thinking exercises, debates, discussions and activities in class. We will use a textbook for each semester to help the students deepen their knowledge at home. The texts are United States Government, Principles in Practice, Holt McDougal, 2012. Economics: Principles and Practices, Gary Clayton,Glencoe 2012.
We continue to hold project based, hands on classes!! Never give in to book work only!
Target Ages: Middle School through High School
Students will be able to earn a-g high school credit. The children do not have to take this for a-g credit, however, the projects and textbooks will support the a-g path. Please do note, the textbook and projects are both fun and rigorous. The class will continue to feature critical thinking exercises, debates, discussions and activities in class. We will use a textbook for each semester to help the students deepen their knowledge at home. The texts are United States Government, Principles in Practice, Holt McDougal, 2012. Economics: Principles and Practices, Gary Clayton,Glencoe 2012.
We continue to hold project based, hands on classes!! Never give in to book work only!
American Government:
The students will study major historical developments leading to our constitutional democracy. This will include the major political theorists prior to 1787. These primary sources will enable the student to see how the US Constitution was a ‘logical’ result of several hundred years of thinking. We will study The Federalist Papers and also look at the position of the Antifederalists (these arguments still dominate our political landscape today!). We will study the Constitution, Article by Article, and assess the powers given to each branch of government. The children will delve into the Bill of Rights and understand exactly why this is the most important guarantee of our freedoms. We will examine the powers given to the States and the Federal Government and study the history of the Supreme Court. The children will debate changing interpretations of the Constitution, the Bill of Rights, and the current balance of power of the Legislative, Executive, and Judicial branches of government. Factors affecting foreign policy, State, and local government structure and practice will also be considered.
The students will study major historical developments leading to our constitutional democracy. This will include the major political theorists prior to 1787. These primary sources will enable the student to see how the US Constitution was a ‘logical’ result of several hundred years of thinking. We will study The Federalist Papers and also look at the position of the Antifederalists (these arguments still dominate our political landscape today!). We will study the Constitution, Article by Article, and assess the powers given to each branch of government. The children will delve into the Bill of Rights and understand exactly why this is the most important guarantee of our freedoms. We will examine the powers given to the States and the Federal Government and study the history of the Supreme Court. The children will debate changing interpretations of the Constitution, the Bill of Rights, and the current balance of power of the Legislative, Executive, and Judicial branches of government. Factors affecting foreign policy, State, and local government structure and practice will also be considered.
Economics Course.
Students will gain an understanding of key concepts in the study of economics. They will develop an understanding of supply and demand, cost-benefit, incentives, and the general working of a market economy. They will investigate key economic theorists and their theories; we will read Smith, Keynes, Friedman, Marx, and others to understand how each of their theories has influenced how economists perceive the role of government and other regulatory bodies. Students will understand factors that affect market prices, both nationally and internationally, as well as how scarcity, unions, price controls, the minimum wage, and other factors may influence pricing and economic viability. Students will become familiar with the metrics used to assess economic performance, including the measurement of gross domestic product and other indices used to track growth or decline on a national scale. They will also analyze how measures of unemployment and job growth are determined. Students will study the development and changing regulations on international trade, the foreign exchange rate, and other economic forces that affect the global monetary system. Finally, they will identify factors that influence savings, investments, and the stock market.
Students will gain an understanding of key concepts in the study of economics. They will develop an understanding of supply and demand, cost-benefit, incentives, and the general working of a market economy. They will investigate key economic theorists and their theories; we will read Smith, Keynes, Friedman, Marx, and others to understand how each of their theories has influenced how economists perceive the role of government and other regulatory bodies. Students will understand factors that affect market prices, both nationally and internationally, as well as how scarcity, unions, price controls, the minimum wage, and other factors may influence pricing and economic viability. Students will become familiar with the metrics used to assess economic performance, including the measurement of gross domestic product and other indices used to track growth or decline on a national scale. They will also analyze how measures of unemployment and job growth are determined. Students will study the development and changing regulations on international trade, the foreign exchange rate, and other economic forces that affect the global monetary system. Finally, they will identify factors that influence savings, investments, and the stock market.
UNIT TWO
Unit two covers 1776 – 1900. We will delve into the Declaration of Independence, the Constitution, and the early struggle to balance the competing demands of states with very different economies and cultures. The children will study the wars of expansion, the Civil War and its aftermath, and the westward expansion and industrial development of the post-war years.
Unit two covers 1776 – 1900. We will delve into the Declaration of Independence, the Constitution, and the early struggle to balance the competing demands of states with very different economies and cultures. The children will study the wars of expansion, the Civil War and its aftermath, and the westward expansion and industrial development of the post-war years.
UNIT ONE
Unit one covers the period c. 1490s – 1776. The children will study the initial “voyages of discovery” and the arrival of Europeans in the Caribbean and along the Eastern Seaboard. They will study the earliest colonies and the gradual development of an ‘American’ character. We will also consider the impact that European colonization had on the Native American cultures along the Eastern Seaboard, looking at their early interactions with the Europeans.
Unit one covers the period c. 1490s – 1776. The children will study the initial “voyages of discovery” and the arrival of Europeans in the Caribbean and along the Eastern Seaboard. They will study the earliest colonies and the gradual development of an ‘American’ character. We will also consider the impact that European colonization had on the Native American cultures along the Eastern Seaboard, looking at their early interactions with the Europeans.
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UNIT THREE
This unit covers 1900 - 2015. We will study the social, economic, and cultural developments that have shaped the last 115 years of American history. The children will study history, economics, technological innovation, civil rights, and the changing social landscape. |
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This unit covers 1900 - 2015 and will finish this academic school year. We will study the social, economic, and cultural developments that have shaped the last 115 years of American history. The children will study history, economics, technological innovation, civil rights, and the changing social landscape.
UNIT ONE:
1914 – 1939
We will study the Great War in detail, examine the demise of the Central Powers and the failure of the League of Nations. Lectures will also focus on India and China in the 1920s and 1930s, the rise of Fascism in Italy and Germany, the Japanese Empire, the boom and bust of Western economies, and the events that led up to WW II.
1914 – 1939
We will study the Great War in detail, examine the demise of the Central Powers and the failure of the League of Nations. Lectures will also focus on India and China in the 1920s and 1930s, the rise of Fascism in Italy and Germany, the Japanese Empire, the boom and bust of Western economies, and the events that led up to WW II.
UNIT TWO:
The children will study WW II and its aftermath, the Korean War, and the decline of Colonial Empires in Asia and Africa. We will study the growth of western economies in the 1950s, 60s, and into the 70s before inflation and economic decline began to cripple the West. We will study nationalism in the Middle East, Africa, and Asia as well as the chaotic politics of South and Central America.
The children will study WW II and its aftermath, the Korean War, and the decline of Colonial Empires in Asia and Africa. We will study the growth of western economies in the 1950s, 60s, and into the 70s before inflation and economic decline began to cripple the West. We will study nationalism in the Middle East, Africa, and Asia as well as the chaotic politics of South and Central America.
UNIT THREE:
In this unit the children will study the slow decline of Communism in Europe, the economic struggles of the 1970s and 80s, and the rise of Asian economies. We will also focus on the Middle East and Africa seeking to understand the complex history of mistrust, religious intolerance, and nationalist rhetoric behind the current instability in these regions.
In this unit the children will study the slow decline of Communism in Europe, the economic struggles of the 1970s and 80s, and the rise of Asian economies. We will also focus on the Middle East and Africa seeking to understand the complex history of mistrust, religious intolerance, and nationalist rhetoric behind the current instability in these regions.
UNIT FOUR:
We will look at the rise of China, the decline and resurgence of Russia, and the continuing primacy of the USA as economic and military leader of the West. We will also focus on global terrorism and seek to understand the context and motivations for Al Qaeda, ISIS, Boko Haram and other terror groups.
We will look at the rise of China, the decline and resurgence of Russia, and the continuing primacy of the USA as economic and military leader of the West. We will also focus on global terrorism and seek to understand the context and motivations for Al Qaeda, ISIS, Boko Haram and other terror groups.
Tribal Cultures:
We will study traditional tribal cultures in Australia, New Zealand, Papua New Guinea, Micronesia, and North America. We will examine the art and customs of these varied parts of the globe and also look at consistent ways of seeing and doing. Importantly, we will also discuss what we can learn from these ancient cultures.
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Middle East and Africa:
An overview of the traditional cultures of Africa and the Middle East: we will emphasize West African and Sub-Saharan cultures and look at how art plays such an important role in these regions. We will also look at the impact of Colonialism on the history of Africa. The children will also study the development and spread of Islam across the Middle East and North Africa. |
Asia: India, China, Japan, Korea & South East Asia
In this course we will expose the student to the religious and philosophical traditions of these great civilizations. We will examine the art, history, politics and religions of these countries from the perspective of Daoist, Shinto, Buddhist, Confucian, and Hindu beliefs.
In this course we will expose the student to the religious and philosophical traditions of these great civilizations. We will examine the art, history, politics and religions of these countries from the perspective of Daoist, Shinto, Buddhist, Confucian, and Hindu beliefs.
Russia and Scandinavia:
We will study the history of Russia from the development of the earliest kingdoms (Kiev, etc.) to the
Communist Revolution. In addition the children will examine Viking culture and the political development of Scandinavia
into the twentieth century. We will look at the history and art of these very important cultures.
We will study the history of Russia from the development of the earliest kingdoms (Kiev, etc.) to the
Communist Revolution. In addition the children will examine Viking culture and the political development of Scandinavia
into the twentieth century. We will look at the history and art of these very important cultures.
Units Seven through Nine:
Unit Seven: The Romantic Spirit
We will study the music, poetry, literature, philosophy and visual arts of the Romantic era from the late eighteenth century to the middle of the nineteenth century. This is particularly important as the Romantics were responding to an era of serious science with an equally heartfelt effort to keep emotion, feeling, and the natural order in the broader discussion.
Mary Shelley, Shelley, Wordsworth, Poe, Keats, Blake, Hugo, Austin, and music by Beethoven, Chopin, and Liszt
Unit Eight: The Moderns
The children will be introduced to the early twentieth century looking at the science of Einstein, psychology, medicine, and modern art (Cubism, etc.), film, and political changes that all shaped the culture we live in today.
Einstein, Freud, Jung (obviously, only what is appropriate for the children), Futurist and Dada music and poetry, the films of Chaplin, Ragtime Music
Unit Nine: The Jazz Age and the Harlem Renaissance
We will look at the art, music, poetry, literature, and political commentary of the Harlem Renaissance and seek to understand how this brief period of American history paved the way for the Civil Rights Movement, modern music, and began to reframe African American identity.
Jazz and Blues music, Duke Ellington, Langston Hughes, Jelly Roll Morton, W.E.B. Du Bois, James Van Der Zee
Unit Seven: The Romantic Spirit
We will study the music, poetry, literature, philosophy and visual arts of the Romantic era from the late eighteenth century to the middle of the nineteenth century. This is particularly important as the Romantics were responding to an era of serious science with an equally heartfelt effort to keep emotion, feeling, and the natural order in the broader discussion.
Mary Shelley, Shelley, Wordsworth, Poe, Keats, Blake, Hugo, Austin, and music by Beethoven, Chopin, and Liszt
Unit Eight: The Moderns
The children will be introduced to the early twentieth century looking at the science of Einstein, psychology, medicine, and modern art (Cubism, etc.), film, and political changes that all shaped the culture we live in today.
Einstein, Freud, Jung (obviously, only what is appropriate for the children), Futurist and Dada music and poetry, the films of Chaplin, Ragtime Music
Unit Nine: The Jazz Age and the Harlem Renaissance
We will look at the art, music, poetry, literature, and political commentary of the Harlem Renaissance and seek to understand how this brief period of American history paved the way for the Civil Rights Movement, modern music, and began to reframe African American identity.
Jazz and Blues music, Duke Ellington, Langston Hughes, Jelly Roll Morton, W.E.B. Du Bois, James Van Der Zee
GREECE AND GREEK MYTHOLOGY
Greek Mythology and Ancient Greece
This is our scale (114 cm x 51 cm) model of the Parthenon. The students made the Doric columns, painted the pediments and entablature with scenes from Greek mythology, and fabricated clay statues of the various gods and goddesses of ancient Greece. The interior is lit and features a massive clay 'statue' of Athena Parthenos painted in gold and ivory to emulate the original sculpted by Phideas.
During the ten week class students took a voyage through Greek mythology and culture. They learnt Greek suffixes and prefixes, word roots in modern English, ancient Greek history and culture, Greek mathematics, built a large scale model of the Parthenon and populated it with their own clay gods and goddesses, wrote about the myths, and painted their favorite characters from the myths. The students proudly displayed their Parthenon at the Ocean Grove library.
This is our scale (114 cm x 51 cm) model of the Parthenon. The students made the Doric columns, painted the pediments and entablature with scenes from Greek mythology, and fabricated clay statues of the various gods and goddesses of ancient Greece. The interior is lit and features a massive clay 'statue' of Athena Parthenos painted in gold and ivory to emulate the original sculpted by Phideas.
During the ten week class students took a voyage through Greek mythology and culture. They learnt Greek suffixes and prefixes, word roots in modern English, ancient Greek history and culture, Greek mathematics, built a large scale model of the Parthenon and populated it with their own clay gods and goddesses, wrote about the myths, and painted their favorite characters from the myths. The students proudly displayed their Parthenon at the Ocean Grove library.
ROME
We all enjoyed The Living History class of Ancient Rome tremendously, as you can see from the slide show above! The students all had great fun listening to the lectures about the Roman Empire, society, culture, politics, and its art. We are creating our 'Living Museum' while making maps, adopting Roman names, and creating Gen Standards. We made make Ancient Roman Concrete, talked about Roman architecture, politics and culture. The students do receive weekly homework that relates to the week's class and topic from the lecture. The Roman food is always fun to prepare and watch the students and parents enjoy (or at least try). This is the feast to celebrate all we have learned, a game show style quiz, and their very own Living Museum (while in Roman costume)!
We ended the course with a field trip to a local museum.
We ended the course with a field trip to a local museum.
The Early Modern World
Living History to The Early Modern World, Europe & North America (1600-1850)- April 2012
Ancient Egypt
We will study the achievements of ancient Egyptian civilization: Egyptian science and mathematics, architecture, art, religion, culture and food. They will study Egyptian history from the Pre-Dynastic to the Ptolemaic periods with lectures, art projects, map-making, games, and scientific experiments.
*Focus on different aspects of Egyptian history, culture, and geography.
*Build Egyptian Temples
*Make a map of the Nile valley
*Learn 10 Egyptian Myths
*Participate in Ancient Egyptian Games
*Learn how to paint ‘like an Egyptian’
*Make Egyptian hieroglyphs in clay
*Sample the foods of Ancient Egypt with our daily snacks
*Focus on different aspects of Egyptian history, culture, and geography.
*Build Egyptian Temples
*Make a map of the Nile valley
*Learn 10 Egyptian Myths
*Participate in Ancient Egyptian Games
*Learn how to paint ‘like an Egyptian’
*Make Egyptian hieroglyphs in clay
*Sample the foods of Ancient Egypt with our daily snacks
Modern History: 1850 to the Present
Modern History: 1850 to the Present
The kids will study the art, culture, and history of Europe and the United States in the Modern era.
The kids will study the art, culture, and history of Europe and the United States in the Modern era.
Asia: India, China, and Japan
Asia: India, China, and Japan
The course will expose the student to the religious and philosophical traditions
of these great civilizations. We will examine the art, history, and culture of these
countries from the perspective of Daoist, Shinto, Buddhist, Confucian, and Hindubeliefs.
The course will expose the student to the religious and philosophical traditions
of these great civilizations. We will examine the art, history, and culture of these
countries from the perspective of Daoist, Shinto, Buddhist, Confucian, and Hindubeliefs.
Africa
An overview of the traditional cultures of Africa: we will emphasize West African
and Sub-Saharan cultures and look at how art plays such an important role in these regions. We will also look at the impact of Colonialism on the history of Africa.
and Sub-Saharan cultures and look at how art plays such an important role in these regions. We will also look at the impact of Colonialism on the history of Africa.
The Middle Ages
We will study and be immersed in the color and pageantry of the Middle Ages from 600–1300. In each of five phases, players learn about different aspects of medieval life, becoming lords and ladies, monks, knights, crusaders, serfs, and craftspeople.
• Sample tasks: make an Illuminated Manuscript page, build a medieval castle, participate daily (at the nearby park) in fun ancient medieval fitness games, learn to use masons’ tools & the geometry used to build the great cathedrals, make a suit of Armor & participate in a medieval feast.
• Sample tasks: make an Illuminated Manuscript page, build a medieval castle, participate daily (at the nearby park) in fun ancient medieval fitness games, learn to use masons’ tools & the geometry used to build the great cathedrals, make a suit of Armor & participate in a medieval feast.
Tribal Cultures
We will study traditional tribal cultures in Australia, New Zealand, Papua New Guinea, Micronesia, and North America. We will examine the art and customs of these varied parts of the globe and also look at consistent ways of seeing and doing. Importantly, we will also discuss what we can learn from these very ancient cultures.
The Early Modern Era
The Living History 1550 – 1850. This Living History course will take the students from the Reformation and Counter Reformation to the height of the Industrial Revolution. We will study the shifting balance of power in the West and discuss the emergence of Spain, France, and Britain as dominant nation-states. The students will also study the major cultural and scientific developments of this period, including the Enlightenment and the American and French revolutions. In the arts, we will study the Baroque, Rococo, Neo-Classical, and Romantic movements as well as important examples of literature and music. Activities and an appropriate snack will accompany each lecture as usual.
The Living History 1550 – 1850. This Living History course will take the students from the Reformation and Counter Reformation to the height of the Industrial Revolution. We will study the shifting balance of power in the West and discuss the emergence of Spain, France, and Britain as dominant nation-states. The students will also study the major cultural and scientific developments of this period, including the Enlightenment and the American and French revolutions. In the arts, we will study the Baroque, Rococo, Neo-Classical, and Romantic movements as well as important examples of literature and music. Activities and an appropriate snack will accompany each lecture as usual.
The Renaissance
We will study the intellectual, economic, and artistic development of western Europe from the 14th to the 16th centuries. The children will study innovations in mathematics and optics, the changing political, social, and economic landscape of Europe, and the creation of new art and architecture appropriate for this time of dramatic change.
North America to 1776
The Living History North America to 1776 class will start with the first European settlements on the North American continent and follow the development of the French, English, and Spanish areas of influence in the sixteenth and seventeenth centuries. We will study the early colonies on the East coast and look at daily life in the 13 colonies. The children will also study the growth of slavery in the New World. Finally, we will go from the Seven Years War (French and Indian War) to the Declaration of Independence in 1776 examining the political, economic, and social factors that lead to this epochal moment. We will also study the art of colonial America and the children will visit a local museum to enjoy colonial era art.
The Living History North America to 1776 class will start with the first European settlements on the North American continent and follow the development of the French, English, and Spanish areas of influence in the sixteenth and seventeenth centuries. We will study the early colonies on the East coast and look at daily life in the 13 colonies. The children will also study the growth of slavery in the New World. Finally, we will go from the Seven Years War (French and Indian War) to the Declaration of Independence in 1776 examining the political, economic, and social factors that lead to this epochal moment. We will also study the art of colonial America and the children will visit a local museum to enjoy colonial era art.
The Ancient Near East-
The Ancient Near East
We will study the ancient Sumerian, Babylonian, Assyrian, Jewish, and Persian cultures.
We will:
Write in cuneiform (the ancient script of this region)
Build a ziggurat
Study the Epic of Gilgamesh
Make sculpted relief panels from clay
Assess the necessities of ‘civilized living’
Compare different economies (hunter-gatherer versus agricultural)
All snacks will be ‘ancient food’, so that the students can really experience what it would be like to live 4000 years ago.
The Fertile Crescent
The Tigris and Euphrates Rivers form a vast watershed that stretches from
what is now Turkey through Syria and Iraq to the Persian Gulf. In ancient times the Greeks called this area Mesopotamia (the land between the two rivers). Mesopotamia is also part of the Fertile Crescent, a swathe of fertile land that arced from modern Israel to Syria and back down to the Persian Gulf. Throughout Mesopotamia, native cereal grains provided food for tribes of nomadic hunter-gatherers. The nomads became farmers living in settled villages. Eventually, ample food supplies led to the development of larger communities. People developed technologies and organized social structures. The ancient farmers of southern Iraq (Old Sumer) developed the first civilization. As you explore the rise and fall of these civilizations you will learn about human nature. You will find that ancient human history and modern human experiences have much in common.
We will study the ancient Sumerian, Babylonian, Assyrian, Jewish, and Persian cultures.
We will:
Write in cuneiform (the ancient script of this region)
Build a ziggurat
Study the Epic of Gilgamesh
Make sculpted relief panels from clay
Assess the necessities of ‘civilized living’
Compare different economies (hunter-gatherer versus agricultural)
All snacks will be ‘ancient food’, so that the students can really experience what it would be like to live 4000 years ago.
The Fertile Crescent
The Tigris and Euphrates Rivers form a vast watershed that stretches from
what is now Turkey through Syria and Iraq to the Persian Gulf. In ancient times the Greeks called this area Mesopotamia (the land between the two rivers). Mesopotamia is also part of the Fertile Crescent, a swathe of fertile land that arced from modern Israel to Syria and back down to the Persian Gulf. Throughout Mesopotamia, native cereal grains provided food for tribes of nomadic hunter-gatherers. The nomads became farmers living in settled villages. Eventually, ample food supplies led to the development of larger communities. People developed technologies and organized social structures. The ancient farmers of southern Iraq (Old Sumer) developed the first civilization. As you explore the rise and fall of these civilizations you will learn about human nature. You will find that ancient human history and modern human experiences have much in common.
All Living History courses are designed to expose the
students to a broad spectrum of art and culture. As always, each class
session starts with lecture content outlining the main concepts covered
each week. This is followed by an activity that supports the learning for
the class; this could be art, map making, journal writing, experiments
with relevant technologies, etc.
