Many of your lessons below have an internet link for you to click on. Welcome to your first day of school! I wanted to give you one important reminder before you begin. Lesson 1** (Note that an asterisk * indicates that there is a worksheet on this lesson) Reading List: Champion, Chaucer, Rudyard Kipling, Wilfred Owen, Anne Frank, Ruth Carlson For grading essays: 5 points for the introduction paragraph (needs a thesis sentence) 5 points for the conclusion paragraph (needs to restate the thesis and tell us the “why?” and the “so what?”) 10 points for each middle paragraph (see above on paragraphs).For grading paragraphs: 2 points for form: intro-main idea, body, conclusion 2 points for clarity/flow-not just a list of facts, but connected thoughts 6 points for content/details included.For grading sentence answers: 1 point for answering in a complete sentence that restates the question 1 point for content.Use the grading guidelines below for the course. □ You can search for online resources if you don’t know what these things are: main idea, topic sentence, thesis sentence, introduction, body, conclusion. If you lose points on your essays or paragraphs, edit and resubmit. Follow the directions and form proper sentences, paragraphs and essays. It’s great practice for you, especially to restate the question in the beginning of your answer. This course requires a lot of writing.(e.g., “What do you think is the greatest invention of x time period? Justify your answer.”) There are no answer sheets because a lot of the assignments are answering questions straight off websites or are opinion-type questions.(If you really don’t want to print, students can make their own notes based off of the course notes.) There is a lot of printing for this course.Students will give oral presentations, which includes a final presentation of a student-created timeline. This course is writing intensive, and tests are not utilized. Students will learn to evaluate information and become independent thinkers. Students will learn through online video lectures, readings and maps, and be able to respond to questions with written work. The student will learn about the time frame of civilization as we know it, beginning from the first civilizations of Mesopotamia through the Middle Ages, Renaissance, and Enlightenment, onward past the World Wars to modern times. The crossword puzzles, and question and answer and matching activities, were recreated by our team from what was in that original course (sometimes edited). The notes and key terms are from that course. Those wishing to test for CLEP or AP levels are strongly encouraged to visit those websites for further study.Ĭourse Description: This course is based on the Georgia Virtual World History curriculum which was taken down. Various tests, such as CLEP and AP tests, may ask questions based on a non-biblical stance on the age of the earth and evolutionary topics. This terminology included the concepts of commanded wars, discretionary (permitted) wars, and obligatory wars.Test Prep: AP World History This is a broad survey course you will need to do additional study to take these exams: Western Civilization I, Western Civilization II (each is the equivalent of one year in high school). However, Judaism used different principles, thoughts, and terminology to describe its wars. Note that the Holy War terminology, which was the original position taken by the peoples and religions of Mesopotamia and Egypt, preceded yet overlapped for a time with Judaism. Christianity as a religion essentially changed from a religion of individual Salvation, to include group conversion, to a religion which served the State as both Church and State became more intertwined.Christian attitudes towards war largely developed from Jewish thought, but did so in an almost mirror image over time, ending with the Holy War (and arguably its apex of the Crusade).Christian attitudes towards war and the State-sanctioned taking of human life are both linked to the State position regarding capital punishment.The following is a unique interpretation of the development of Christian Just War theory, and other Christian attitudes towards war and killing, which holds the following points:
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