Our learning goal should be to create classroom culture and community. We should be developing our critical thinking skills while honing our reading and writing abilities. These skills will be essential for all learners to one day go on to college, the military, and or the work force.  

I have 5 + years teaching experience. I have a lifelong membership with the National Society of Collegiate Scholars. At the associate’s level at Southern Maine Community College, I studied Criminal Justice and Psychology. I have a bachelor's degree in Educational Studies from Grand Canyon University, and a masters degree in history also from Grand Canyon University. My masters degree program included training for history education and field work as a professional historian.  

Homework Offered
Homework will be assigned each week. Most homework assignments will be to watch video resources on Wednesdays and to read chapters of the assigned books or complete research assignments the other days of the week. 
1 - 2 hours per week outside of class
Assessments Offered
I will provide grades as needed to satisfy homeschool requirements. Any grades provided will be formal letter grades such as A,B,C,D or F. Just as in public school an A is the highest passing grade, and an F is the lowest failing grade. 

Final evaluations of learning units will be project based rather than depending on written tests, this allows more creative freedom for learners to demonstrate skill mastery using a hands-on approach. 

All learners are required to participate in classroom discussions and activities. All learners must be respectful to each other and the teacher.
Grades Offered

We will utilize a variety of primary sources to offer multiple perspectives throughout this course. These primary sources are available for free on the Library of Congress website, all of these sources are in the public domain. We will also utilize Native Knowledge 360° website, the Center for Racial Justice website, Learning for Justice, and the 1619 Project website.

During our Early Republic unit:

We will examine the philosophies of the presidents who assumed the role after George Washington’s retirement.

We will map the United States territories before and after westward expansion.

We will examine technical advances which influenced the American lifestyle.

During our Westward Expansion Unit:

We will create maps of the expanding American nation; learners will be responsible for finding blank maps from a Google search.

We will read primary sources from famous leaders such as Meriwether Lewis and William Clark who paved the way for later pioneers.

We will read primary sources from commoners who decided to settle west.

We will read primary sources from female pioneers.

We will read primary sources from enslaved Africans and Indigenous Tribes whose experiences may have differed during Westward Expansion During this unit specifically we will read from the work of Frederick Douglass.

Much of the traditional "Westward Expansion" narrative does not include Indigenous perspectives and perpetuates several historical inaccuracies. To properly tell an inclusive and accurate historical narrative secondary sources from Indigenous historians and authors will be included alongside the sources from the pioneer perspective. During westward expansion Indigenous tribes were forcefully removed from their land. A combination of primary and secondary sources from Indigenous historians and authors have been included within the Library of Congress website and from Native Knowledge 360°. These sources are intended to demonstrate how westward expansion might have harmed or marginalized certain groups. These sources are not intended to glorify violence or reinforce any harmful stereotypes. These sources are intended to provide unbiased and accurate information to the fullest possible extent.


During our Civil War Unit:

We will read from primary sources detailing battles from both the perspectives of the Union and the Confederacy. 

We will examine primary sources such as diaries or written letters from African Americans who were directly impacted by the Civil War and even took up arms to fight for their own freedoms.

We will read from primary sources including letters and diaries from Indigenous Tribes who participated in the Civil War.

We will examine technical advancements made during the Civil War.

We will examine the political reasons for southern secession and the incentives or consequences felt by both north and south, these reasons will be interpreted by primary sources from the Library of Congress website.

All learners should also bring paper and pencil to class.