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Middle School US History Semester Class Section 3 of 3 - Flexible Pay Available

Completed by 17 learners
Ages 12-14
Live Group Class
Welcome to the thrilling world of US History! In this full curriculum US History class we study American history in an engaging and interactive way. This class covers westward expansion, slavery, the Civil War, & Reconstruction
Average rating:
5.0
Number of reviews:
(176 reviews)

Live video meetings
2x per week, 10 weeks
3-7 learners per class
55 min

What's included

20 live meetings
18 hrs 20 mins in-class hours
Homework
1 hour per week. ⭐The full curriculum class spans the entire school year from September-May. It is split into three sections, which each have two units. ⭐This class is section three which covers units 5&6 (see above for class schedule). Each unit includes one project and four optional enrichment activities (2 projects and 8 enrichment activities total). I provide feedback for students on all projects and enrichment activities. Each class I provide a note template that students will fill out as we move through the lesson. Information from the notes will be included in the unit final that students will take at the end of each unit to assess their learning. I also provide a coloring page each class that students can print and color during class. Each unit has one reading assignment that I ask students to complete prior to class to facilitate a class discussion.
Assessment
We will have informal assessments in each class (such as class discussions, drawing a picture to display understanding, etc.) and one short quiz in each unit. At the end of each unit we will have a final multiple choice assessment that students will do on their own time. The final assessments range from 18-30 questions.
Grading
Students can turn assignments in on Google Classroom for a letter grade.

Class Experience

US Grade 6 - 8
Welcome, young historians, to a thrilling journey through the heart-pounding chapters of American history! Get set for an exhilarating dive into American history, where we'll explore the dramatic showdown of the Civil War. Picture cannons roaring, armies clashing, and a nation at a crossroads. We'll unravel the gripping tales of courageous abolitionists, explore the paths of the Underground Railroad, and witness the battles that shaped the destiny of our great land.

This class will not be just a dry lecture! All the lessons are taught on Nearpod to engage students and provide them with real-time feedback on their work. Nearpod is extremely easy (and free) to access. If technology makes you stressed, have no fear! I'll provide everything you need to easily access and incorporate Nearpod into our learning. Our lessons include interactive discussions, quiz games, drawing, and many other engaging activities that will keep students on their toes and help them truly connect with the material.

Students will leave this class with much more than memorized facts about US history...

Students leaving this class will:

✅ Recognize credible information and distinguish bias
✅ Convey opinions through evidence-based arguments
✅ Have gratitude for the rights enjoyed in the United States
✅ Know how to take action in their communities

Each class of this unit will focus on at least one of the following skills to help students achieve the above goals:

1. Source: analyzing the origin of an artifact
2. Summarize: synthesizing difficult reading passages
3. Determine Context: challenging and recognizing bias
4. Challenge Credibility: determining if a source is trustworthy
5. Argue: creating logical arguments and supporting them with evidence
6. Sequence: understanding the relationship of events

In a class about slavery, it is critical to look at history from all perspectives. One of the most important reasons to study history to avoid making the same mistakes that our forefathers did. Our course information and reading assignments primarily come from two history textbooks: 1) ‘A Young People’s History of the United States’ by Howard Zinn which takes a more critical look at the United States leaders and decisions and 2) 'An Outline of US History' by the United States Department of State, which takes a more supportive look at the Unites States leaders and decisions. Students will need to purchase the book ‘A Young People’s History of the United States’ by Howard Zinn (approximately $15). 'An Outline of US History' can be found online for free at https://archive.org/details/OutlineOfUSHistory/page/n65/mode/2up

⭐ The full curriculum class spans the entire school year from September-May. It is split into three sections, which each have two units. 
⭐ This class is section three which covers units 5 & 6 (see below for class schedule). 
⭐ Didn't take the previous section? Not a problem! Students can join at the beginning of any section, but I require that they take my Historical Thinking Skills class to get up to speed with the other students. It is available as a FLEX class or live class. Please message me for more details. https://outschool.com/classes/historical-thinking-skills-analyzing-sources-for-teenagers-lmJmEByh?usid=tu9PLRYP&signup=true&utm_campaign=share_activity_link

Following is the topics we will cover each class:

⭐SECTION 3: UNIT FIVE (WESTWARD EXPANSION) & UNIT SIX (THE CIVIL WAR AND RECONSTRUCTION)⭐

Class 1: Federalists vs. Anti-Federalists
- Essential discussion questions from class 1: What is the balance between national and state government power? What role should the government play in the economy?
- Discussion on precedents and warnings set by George Washington
- Discussion on creation and arguments between the Federalists and Anti-Federalists.

Class 2: Manifest Destiny
- Essential discussion questions from class 2: What reasons were there for Westward Expansion? Who do you think Manifest Destiny benefited? Who do you think Manifest Destiny hurt? What Indigenous Tribes were living in these areas? What were their cultures like?
- Discussion on how the United States acquired the Oregon Territory, California Territory, Texas, Gadsden Purchase, Louisiana Territory, and Florida.
- Primary source analysis of visual sources: George Caleb Beingham, Daniel Boone Escorting Settlers through the Cumberland Gap, 1852, Emanuel Leutz, Westward the course of Empire Takes its Way, 1861, John Gast, American Progress, 1872

Class 3: Louisiana Purchase & the Mexican American War
- Essential discussion questions from class 4: Did Thomas Jefferson overstep his powers as president in the Louisiana Purchase? Who benefitted from the Louisiana Purchase? Who suffered from the Louisiana Purchase?
- Why did people support or oppose the war?

Class 4: Lewis and Clark 
- Essential discussion questions from class 3: Did Lewis and Clark (and The United States) have the right to traverse and explore these lands? What was the response from Indigenous peoples? What were the results of the Lewis and Clark Expedition?
- Skill introduction: How to analyze political cartoons

Class 5: Andrew Jackson & Trail of Tears
- Essential discussion questions from class 6: What was the Indian Removal Act of 1830? What was the Trail of Tears? Should Andrew Jackson's picture remain on US currency? What was the culture of the Cherokee before the Trail of Tears? What was it like after?
- Skill practice: Analyzing primary sources (including correspondence between Chief Sharitarish to President James Monroe 1822, John G. Burnett’s account, Cherokee removal map, and John Ridge's account).

Class 6: Industrial Revolution - Economies of the North and South 
- Topics covered: New inventions and their significance, difference in industrialization in the North and South, how were different groups affected by the Industrial Revolution (including women, enslaved people, and children)?

Class 7: Industrial Revolution
- Topics covered: Industrial Revolution simulation: difference between craftsman and factory labor.

Class 8: END OF UNIT 5 Inventors of the Industrial Revolution

Class 9: UNIT 6 BEGINS: Slavery in the South & the Plantation Economy
- Essential discussion questions: How were cotton and slavery in the southern United States connected? What was the economy like in the South? What was life like as a slave on a plantation in the South?
- Primary source analysis: Plantation Management, De Bow's xiv (February 1853): 177-8

Class 10: Slavery and the Underground Railroad
- Essential discussion questions: What was life like as a slave in the South? 
- Visual primary source analysis: Photos of slavery in the United States. We'll analyze five pictures and make observations and inferences to learn more about what it was like for enslaved men, women, and children in the South.

Class 11: Abolitionists - Historical and Modern 
- Essential discussion questions: What motivated abolitionists in the Antebellum period? Are there abolitionists today? How can we fight against modern day slavery?
- Sources: Clip on modern day slavery https://www.cnn.com/videos/cnn10/2017/11/14/ten-1115.cnn 

Class 12: Slave States and Free States
- Topics covered: Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act
- Essential discussion questions: What were the consequences of the Antebellum compromises?

Class 13: Division Continues
- Essential discussion questions: Was Abraham Lincoln racist?

Class 14: North vs. South
- Topics covered: Furthering Divide Between the North and the South Continued
- Essential discussion questions: What advantages and disadvantages did the North and The South have?

Class 15: The Civil War Battles
- Essential discussion questions: What were the most significant battles in the Civil War?

Class 16: Emancipation Proclamation and The Gettysburg Address
- Essential discussion questions: Why did Lincoln issue the Emancipation Proclamation? What was the significance of the Gettysburg Address?

Class 17: The Civil War Ends
- Essential discussion questions: How did the Civil War end?

Class 18: The Assassination of Abraham Lincoln
- Essential discussion questions: Why did John Wilkes Booth shoot Abraham Lincoln? What was the response from the North and the South?

Class 19: Reconstruction Era
- Essential discussion questions: Do you think the South received adequate punishment? How would you have reincorporated the rebels? How should we memorialize controversial events and people?

Class 20: Reconstruction Era Continued
- Essential discussion questions: How did life changed for enslaved people? How did life change for people in the South? How did life change for people in the North? How did life change for immigrants?

So, what are you waiting for? Join us on this epic journey through time and discover the incredible history of the United States like never before!

Learning Goals

Students leaving this class will:

✅ Recognize credible information and distinguish bias
✅ Convey opinions through evidence-based arguments
✅ Have gratitude for the rights enjoyed in the United States
✅ Know how to take action in their communities

Each class of this unit will focus on at least one of the following skills to help students achieve the above goals:

1. Source: analyzing the origin of an artifact
2. Summarize: synthesizing difficult reading passages
3. Determine Context: challenging and recognizing bias
4. Challenge Credibility: determining if a source is trustworthy
5. Argue: creating logical arguments and supporting them with evidence
6. Sequence: understanding the relationship of events

Other Details

Parental Guidance
Some sensitive topics that will be covered in this unit include: Slavery in the United States, abuse of African Americans, modern day slavery, battles of the Civil War, assassination of Abraham Lincoln. Some of the sources that we study contain inaccurate content (for example: A Young People's History of the United States uses the term "Indians" instead of Indigenous Peoples). I will always point out these inaccuracies in class as part of our discussions. If you have concerns about a specific source, please contact me. More information on programs used in class: - Nearpod is a resource that allows students to interact with the lesson through drawing pictures, surveys, matching games, and answering questions. I will provide a link to our lesson each day prior to class. Students do not need an account. - I will provide resources for class on Google Classroom. Students will need to have a gmail account to access the resources. I will make announcements on Outschool. Google Classroom will just be used for distributing worksheets, homework, etc.
Supply List
Students will need to purchase the book ‘A Young People’s History of the United States’ by Howard Zinn (approximately $15). 'An Outline of US History' can be found online for free at https://archive.org/details/OutlineOfUSHistory/page/n65/mode/2up
 1 file available upon enrollment
External Resources
In addition to the Outschool classroom, this class uses:
Sources
Lessons are taught on Nearpod, an interactive learning platform that allows students to engage with the content through games, art, discussions, short answer questions and more. I believe students retain information best when they are active participants in the learning process, so I incorporate student participation as much as possible. Nearpod is free for students and does NOT require you to create an account. I provide more information on Nearpod once students enroll. This class is organized on Google Classroom. Once students enroll, I provide a link to the Google Classroom where they can access the Nearpod link for each class, find notes, and turn in assignments. My approach to US History is based on my belief that students should be taught history from multiple perspectives. Course information and reading assignments primarily come from three history textbooks: 1) ‘A Young People’s History of the United States’ by Howard Zinn which takes a more critical look at the United States leaders and decisions and 2) 'An Outline of US History' by the United States Department of State, which takes a more supportive look at the Unites States leaders and decisions. And 'Everything You Need to Ace American History In One Big Fat Notebook' by Philip Bigler, a teenage friendly US History textbook. Students will need to purchase the book ‘A Young People’s History of the United States’ by Howard Zinn (approximately $15). 'An Outline of US History' can be found online for free at https://archive.org/details/OutlineOfUSHistory/page/n65/mode/2up Other sources include: ‘Give Me Liberty! An American History’ Volume 1 by Eric Foner ‘Voices of Freedom: A Documentary History’ Volume 1 by Eric Foner

Meet the teacher

Joined February, 2021
5.0
176reviews
Profile
Teacher expertise and credentials
North Carolina Teaching Certificate in Social Studies/History
This year-long class will cover several sensitive topics including: the genocide of Indigenous Nations including the Aztec, Inca, Maya, and North American tribes from the Northeast Woodland, Southeast, Southwest, Plateau, California, and Northwest Coast regions by European colonizers, the immoral Atlantic Slave Trade and conditions that enslaved people experienced. 

I am an experienced Social Studies teacher in both Utah and North Carolina. In my training and experience teaching in the classroom and virtually I have found that the best way to approach these sensitive topics is to address them explicitly and have an open conversation with my students. We discuss the mindset of historical societies, the moral implications of their actions, how it affects us to today, and why it can be difficult to talk about these subjects at times. 

I make it clear to my students that they are always welcome to meet with me individually if they are bothered by any of these discussions. I also ask them, and the parents to contact me if they are concerned with my class content or delivery. These topics can be difficult to navigate and I am always trying to improve!

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