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The Khans – The Mongol Empire
$160.00
Meets once a week for 8 weeks
4 – 9 learners, ages 13-18
With an unmatched level of strategic genius, Chinggis Khan would move against both Northern China and the Eastern Islamic world. Leaving both civilizations stunned and millions slaughtered. In one of the most violent outbursts in history, a little-known tribe of Eurasian nomads would break upon the great societies of the Old World like a tsunami. It may have ushered in the modern era, but at what cost?
Description
COURSE OVERVIEW
Born to a mother who was kidnapped from her village to be a bride, Temüjin was said to have been born with a blood clot in his hand, a sign indicative of a great leader. Temüjin’s father, Yesügei, was the chief of his tribe, but died at the hands of his enemies when Temüjin was still a young boy. As a result, the tribe abandoned Temüjin and his family, leaving them vulnerable, unprotected, and with very low status.
Temüjin would rise from these humble beginnings to establish the largest land empire in history and would be known to the world as Chinggis Khan “Universal Ruler”.
With an unmatched level of strategic genius, Chinggis Khan would move against both Northern China and the Eastern Islamic world. Leaving both civilizations stunned and millions slaughtered. In one of the most violent outbursts in history, a little-known tribe of Eurasian nomads would break upon the great societies of the Old World like a tsunami. It may have ushered in the modern era, but at what cost?
This course will introduce learners to the social, cultural and political history of Medieval Central Eurasia, paying special attention to the quite regular, occasionally turbulent, but never dull interactions of pastoral-nomadic and sedentary peoples. Additionally, students will develop their critical thinking skills as they engage a wide variety of primary sources that offer valuable insights into Central Asian history.
COURSE OBJECTIVES
This course will help learners develop knowledge of how past events influence today’s society and help them:
1. Acquire a perspective on history and an understanding of the factors that shape human activity;
2. Critically discuss the strengths and weaknesses of the Mongol World Empire’s military strategies and governmental systems;
3. Discuss in detail and with nuance the causes and effects of Mongol governance;
4. Engage others with diverse interpretations of past events in discussions about the nature of the Mongol World Empire; and
5. Relate in what ways the Mongol system validly anticipates modern political problems.
OUR APPROACH TO TEACHING
Polyhistoria classes emphasize critical thinking, analyzing, evaluating, and creating. We believe that students learn history best by doing what professional historians do.
(Read more about our approach to history.)
Our approach to academics helps learners view traditional disciplines in unconventional ways. With immersive classes that cross disciplines, learners stretch themselves both within and beyond conventional academic pathways, while small classes encourage close collaboration between learners and instructors. Today, Polyhistoria is the only comprehensive online learning platform teaching in-depth, cutting-edge social science scholarship to teenagers.
(Read more about our teaching philosophy.)
CLASS PARTICIPATION
Learning is not a spectator sport. Interaction and intellectual exchanges involving all students and the instructor enrich learning for all. Studying history involves an accumulation of knowledge about the past. But it also requires that we communicate that knowledge to others. You must be ready to share your views in class. A worthwhile course depends upon active participation by all students in class discussions.
The goal here is to advance an intelligent conversation from which we all learn. The most obvious way to do that is to say smart things and say them clearly. But that is not the only meaningful way to participate. Asking a question, connecting something already on the table to another thing, clarifying something that someone else has said, and offering evidence from the text under discussion are also all valuable. Bonus points are awarded for contributions that draw on what others have said. Other things to keep in mind: aim for clarity, keep in mind the value of an amicable classroom environment, and try not to monopolize the conversation.
ENROLLMENT REQUIREMENTS
1) Students’ cameras and microphones must be turned on during the class.
2) This class requires the continuous use of logical thinking & hypothetical reasoning skills to critically and creatively analyze the topics covered in the class. These cognitive functions are generally not sufficiently developed until a student is 13+ years old. Students must have the ability to think critically and logically to analyze the topics covered in the class.
CLASS FORMAT
This class is taught with cliffhanger storytelling techniques designed to develop critical thinking skills and initiate lots of learner interaction.
WEEKLY HOMEWORK
Assignments will be posted on the classroom wall each week for learners who are interested in exploring the topic further and may include reading, researching, and watching videos. It will also include participation in the threaded discussions on the classroom wall.
LEARNER TIME
1 hour per week in class, and an estimated 0 – 1 hour per week outside of class.
Meets once a week for 8 weeks
4 – 9 learners, ages 13-18
