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High School US History for Homeschoolers (FLEX) - Part 1 of 5
In this 9-week flex class, students will learn about Native American civilizations pre-European contact, English colonization, and the American Revolution through video lessons/discussions, dynamic activities, creative projects, and more.
Victoria Atkinson, M.A.
97 total reviews for this teacher
There are no upcoming classes.
No live meetings
Over 9 weeks
learners per class
per learner - per week
How does a "Flex" course work?
No scheduled live video chats
Discussions via classroom forum and private messages with the teacher
Great if your learner prefers independent pacing or is uncomfortable with live video chat
There are no open spots for this class.
You can request another time or scroll down to find more classes like this.
COURSE DESCRIPTION Students will examine and learn about the beginning stages of US History - pre-European contact and Spanish exploration/colonization of the Americas, English colonization in North America, and the American (US) Revolution - through interactive video lessons/discussions, dynamic learning activities, and creative projects. They will not only learn about the who, what, when, where, and how of historical events in US History, but most importantly, the why. Students will develop...
Students will be able to do the following by the end of this course: - Explain the context for European encounters in the Americas from 1491 to 1607. - Explain how and why various native populations in the period before European contact interacted with the natural environment in North America. - Explain the causes of exploration and conquest of North America by various European nations. - Explain the causes of the Columbian Exchange and its effect on Europe and the Americas during the period after 1492. - Explain how the growth of the Spanish Empire in North America shaped the development of social and economic structures over time. - Explain how and why European and Native American perspectives of others developed and changed in the period. - Explain the effects of the development of transatlantic voyages from 1491 to 1607. - Explain the context of English colonization of North America from 1607 to 1754. - Explain how and why various European colonies developed and expanded from 1607 to 1754. - Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754. - Explain the causes and effects of transatlantic trade over time. - Explain how and why interactions between various European nations and Eastern Native American Nations changed over time. - Explain the causes and effects of slavery in the various British colonial regions. - Explain how enslaved people responded to slavery. - Explain how and why the movement of a variety of people and ideas across the Atlantic contributed to the development of American culture over time. - Explain how and why the different goals and interests of European leaders and colonists affected how they viewed themselves and their relationship with Britain. - Compare the effects of the development of colonial society in the various regions of North America. - Explain the context in which America gained independence and developed a sense of national identity. - Explain the causes and effects of the French and Indian War. - Explain how British colonial policies regarding North America led to the Revolutionary War. - Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution. - Explain how various factors contributed to the American victory in the Revolution. - Explain the various ways the American Revolution affected society. - Describe the global impact of the American Revolution.
My bachelor’s degree is in Social Studies Education, so I was not only taught history but was also taught how to respectfully teach historical events in a non-biased manner. In addition to this, my history course load was made up of US history courses such as the traditional freshmen-level US history courses, American Women’s History, The New South, etc. I also took Africa and the Slave Trade as my required non-western civilization course. Lastly, I have been approved by the College Board to teach this course at the Advanced Placement (AP) level and taught it for 3 years at my previous school before I started teaching on Outschool.
Since each week's assignments are completed asynchronously each week, there will not be any homework. Essentially classwork and homework are one and the same.
Students will need to be able to have access to Google Slides/PowerPoint and Google Docs/Microsoft Word each week. Students may also want to use computer paper and colored pencils or markers for the review one-pagers.
Students will be assessed informally through discussions and their responses on classwork assignments. Students will have the option of completing 3 separate multiple-choice and short-answer tests, as well as an optional short essay, at the end of each unit.
No live meetings, and an estimated 2 - 4 hours per week outside of class.
With the nature of the class, discussions of the genocide and mistreatment of Native Americans by European settlers and African chattel slavery will come up. Students and families should understand that the things that make us uncomfortable about history are the things that will help us become empathetic citizens who learn to respect and appreciate those around them. And hopefully, it will help us to avoid repeating the same mistakes made in the past.
We will use resources for this class: - Learning for Justice, formerly known as Teaching Tolerance - My former textbook, American Pageant, the 13th edition, a college-level, research-backed, peer-reviewed textbook - A People's History of the United States - American Firsthand, 8th edition, an anthology of writings and voices from people throughout US History - Living History America: The History of the United States in Documents, Essays, Letters, Songs, and Poems edited by Erik Bruun and Jay Crosby. Lastly, it is a goal of mine to bring in the actual voices of Native Americans and enslaved Africans from primary sources so we can directly read about their experiences. One such primary source will be Iroquois Chief Cannassatego's speech, "We are not well used" where he "makes clear [that] European terms were less than adequate and respect for treaties were scanty" (Living History America, edited by Erik Bruun and Jay Crosby). Another will Native American primary source will be "A Nahua Account of the [Spanish] Conquest of Mexico." As a last example, this time of a formerly-enslaved African, will be an excerpt from Olaudah Equiano's "The Interesting Narrative of the Life of Olaudah Equiano, or Gustavas Vassa, the African, Written by Himself."
Victoria Atkinson, M.A.
Passionate, Relationship-Focused English & Social Studies Teacher
🇺🇸Lives in the United States
97 total reviews
178 completed classes
✨PREGNANCY ANNOUNCEMENT✨ I am pregnant with baby #3 and am due in January 2023! I tentatively plan to go on maternity leave from January 18th through February 17th. Afterward, I will return to live teaching on an adjusted schedule to accommodate...