CrashCourse offers many YouTube videos that support various historical topics, such as sociology, world history, and much more!
Beginning Mondays in March, we are bringing you Crash Course Sociology. Host Nicole Sweeney will walk you through questions big and small about how we both shape societies and are shaped by them. We hope you'll join us.
We’ve talked about deviance more broadly, but today we’re focusing on crime, specifically in the US. We’ll start with legal definitions of crime and use FBI data to get an idea of the amount and kinds of crime committed in the US. We’ll also use that date to paint a demographic picture of who gets arrested, and explain why that’s not necessarily a full look of who commits crime. We’ll also discuss society’s response to crime in the criminal justice system, and how that response has resulted in mass incarceration.
In which John Green teaches you about the Crusades embarked upon by European Christians in the 12th and 13th centuries. Our traditional perception of the Crusades as European Colonization thinly veiled in religion isn't quite right. John covers the First through the Fourth Crusades, telling you which were successful, which were well-intentioned yet ultimately destructive, and which were just plain crazy. Before you ask, no, he doesn't cover the Children's Crusade, in which children were provoked to gather for a Crusade, and then promptly sold into slavery by the organizers of said Crusade. While this story is charming, it turns out to be complete and utter hooey.
What is culture? How do we define it and how does it change? We’ll explore different categories of culture, like low culture, high culture, and sub-cultures. We'll also revisit our founding theories to consider both a structural functionalist and a conflict theory perspective on what cultures mean for society.
John Green teaches you about the so-called Dark Ages, which it turns out weren't as uniformly dark as you may have been led to believe. While Europe was indeed having some issues, many other parts of the world were thriving and relatively enlightened. John covers European Feudalism, the cultural blossoming of the Islamic world, and the scientific and artistic advances in China, all during these "Dark Ages." Along the way, John will raise questions about the validity of Europe's status as a continent, reveal the best and worst years of his life, and frankly state that science and religion were once able to coexist.
In which John Green teaches you about the post-World War II breakup of most of the European empires. As you'll remember from previous installments of Crash Course, Europeans spent several centuries sailing around the world creating empires, despite the fact that most of the places they conquered were perfectly happy to carry on alone. After World War II, most of these empires collapsed. This is the story of those collapses. In most places, the end of empire was not orderly, and violence often ensued. While India was a (sort of) shining example of non-violent change, in places like The Congo, Egypt, Rwanda, Vietnam, Cambodia, and Laos, things didn't go smoothly at all. John brings you all this, plus pictures of Sea Monkeys. Sadly, they don't look anything like those awesome commercials in the comic books.
In which John Green teaches you about the end of World History, and the end of the world as we know it, kind of. For the last hundred years or so, it seemed that one important ingredient for running an economically successful country was a western-style democratic government. All evidence pointed to the idea that capitalist representative democracies made for the best economic outcomes. It turns out that isn't the only way to succeed. In the last 40 years or so, authoritarian capitalism as it's practiced in places like China and Singapore has been working really, really well. John is going to look at these systems and talk about why they work, and he's even going to make a few predictions about the future. Also, thanks for watching this series. It has been amazingly fun to create, and we appreciate all of you.
ŇThatŐs my position and IŐm sticking to it!Ó After reading about the Korean War, students will take a position in response to an open-ended question, support their position, and evaluate that support.
What is social deviance? Who defines what is deviant and how to people come to behave that way? Today we’re going to explore biological and psychological approaches to explaining deviance, including what each perspective can bring to the table, and their inherent limitations. From there, we’ll explain the sociological perspective and the social foundations of deviance.
In which John Green teaches you about disease, and the effects that disease has had in human history. Disease has been with man since the beginning, and it has shaped the way humans operate in a lot of ways. John will teach you about the Black Death, the Great Dying, and the modern medical revolution that has changed the world.
In which John Green teaches you a little bit about drought, which is a natural weather phenomenon, and famine, which is almost always the result of human activity. Throughout human history, when food shortages strike humanity, there was food around. There was just a failure to connect those people with the food that would keep them alive. There are a lot of reasons that food distribution breaks down, and John is going to teach you about them in the context of the late-19th century famines that struck British India.
We’re continuing our exploration of conflict theories with W.E.B. Dubois, who is one of the founders of sociological thought more broadly and the founder of race-conflict theory. We’ll discuss shifting ideas about race, Dubois’ idea of ‘double-consciousness’, and the modern day field of racial identity. We’ll explore the idea racial formation and discuss Dubois’ survey of African Americans in Philadelphia to look at how economic, political, and social structures affect how we perceive different races – and vice versa. We’ll also discuss the activist side of Dubois’ life as co-founder of the NAACP and editor of the Crisis, and how modern day sociologists study racial politics and racial resistance.
This site offers educational for kids in lots of topics, including: history, science, biographies, geography, games and fun.
This week we’ll see how economies can be broken down into the primary, secondary, and tertiary sectors. We’ll look at the three stages of economic revolution that brought us to the modern post-industrial era. We’ll also explore two types of economic models: capitalism and socialism.
Explore the vast library of humanities lesson plans and teacher guides by subject, theme, and grade level. Find lessons on American Heroes, Art and Culture, History and Social Studies, Literature and Language Arts.
Grade Range K-12.
Today we’ll explore the history of education as a social institution, with a specific focus on how the US organizes its educational system. We’ll look at education through the lenses of some sociological paradigms: structural functionalist approaches (including some of the manifest and latent functions associated with education), and a symbolic interactionist approach to education that shows us how self-fulfilling prophecies in educational settings contribute to differences in academic outcomes for students.
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In which John Green teaches you about the Bronze Age civilization in what we today call the middle east, and how the vast, interconnected civilization that encompassed Egypt, The Levant, and Mesopotamia came to an end. What's that you say? There was no such civilization? Your word against ours. John will argue that through a complex network of trade and alliances, there was a loosely confederated and relatively continuous civilization in the region. Why it all fell apart was a mystery. Was it the invasion of the Sea People? An earthquake storm? Or just a general collapse, to which complex systems are prone? We'll look into a few of these possibilities. As usual with Crash Course, we may not come up with a definitive answer, but it sure is a lot of fun to think about.
In small groups, students closely examine one sentence from the Gettysburg Address and create a multigenre project communicating what they have discovered about the meaning and significance of the text.