High School US History: WWII, Cold War & Globalization || Semester 2

Learners will engage in an extensive examination of United States history from around 1940 to the present day. Their journey will traverse the significant events of World War II, probe into the ideological confrontations of the Cold War, and reflect on the social upheavals and legislative landmarks of the Civil Rights movement. The course will also scrutinize the intricate ramifications of modern presidential policies, dissect the national and global aftermath of the September 11, 2001 attacks, and consider the multifaceted challenges and opportunities presented during the era of globalization.

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-REFUND POLICY: I understand the appeal of booking in advance to secure a spot in classes, but I also acknowledge that circumstances may change. If you need to withdraw your learner for any reason up to ten days before the class's start date, I will gladly issue a full refund. Please don't hesitate to contact me in such cases. For inquiries regarding sibling discounts, please reach out for further assistance.

-In this class, active participation plays a crucial role in fostering meaningful engagement and learning. Learners are strongly encouraged to actively contribute to discussions, share their perspectives, and ask questions. Additionally, to promote critical thinking and facilitate in-class interactions, it's important to use the chat feature sparingly. While the chat is suitable for quick questions or clarifications, lengthy answers or discussions are best reserved for our face-to-face interactions.
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Each week, learners will find all required materials posted in the classroom, with most being digital-friendly and a select few requiring printing.  For those who prefer not to print, PDFs will be available to view on your device. Although I aim to provide enough in-class time for activities, given time limits, several brief assignments will require independent completion. Understanding our learners' busy lives, I provide ample time, at least one week, for the completion of each task and extended notice for projects.

**The Presidential Hall of Shame Project
In this project, learners will engage in a structured, research-based investigation of modern US presidents (from Eisenhower onward), critically analyzing their domestic and foreign policies. While the name adds a fun, engaging twist, the project itself emphasizes thoughtful analysis over surface-level judgment. Students will explore the historical context behind each administration’s decisions, assess their short- and long-term consequences, and form evidence-based arguments about which president had the most negative impact on the nation.

This activity is designed to foster critical thinking, historical reasoning, and respectful debate. Learners will be encouraged to consider multiple perspectives, acknowledge nuance, and support their conclusions with credible sources.

Please note: Clear expectations, approved sources, and project guidelines will be provided in class to ensure academic rigor and respectful discourse.
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While my courses can be taken in any order based on individual preferences and needs, I would highly recommend taking them in chronological order. This sequencing allows for a comprehensive understanding of the subject matter and enhances the learning experience. Therefore, I suggest following this chronological order for optimal learning:

US History: Gilded Age, Roaring 20s & Depression  
US History: WWII, Cold War & Globalization  

By following this chronological order, learners can gradually build upon their knowledge and develop a well-rounded understanding of the subject matter. They can trace the evolution of ideas, events, and societies over time, which fosters a more coherent and interconnected understanding of the subject.

However, I understand that individual circumstances and preferences may influence the order in which courses are taken. Ultimately, it is important to choose the sequencing that aligns best with your learning goals and interests.
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***Note on Teaching Style and Learner Participation:
This class thrives on active student interaction and participation. The teaching methods, including simulations and critical thinking activities, are designed to engage and inspire. However, the success of these interactive sessions largely depends on learner involvement. Should active participation prove challenging, we may transition to a lecture format to ensure all essential material is thoroughly covered. I encourage all learners to join in, share their thoughts, and contribute to a dynamic learning environment, making the educational journey enriching for everyone.