By completing all LIVE and FLEX HYBRID classes, assignments, discussions and group activities learners will be able to: 

Civics
D2.Civ.1.9-12. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
D2.Civ.2.9-12. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.
D2.Civ.3.9-12. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.
D2.Civ.4.9-12. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
D2.Civ.6.9-12. Critique relationships among governments, civil societies, and economic markets.
D2.Civ.7.9-12. Apply civic virtues and democratic principles when working with others.
D2.Civ.8.9-12. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.
D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings.
D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
D2.Civ.11.9-12. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.
D2.Civ.12.9-12. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences
D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

Geography
D2.Geo.1.9-12. Use geospatial and related technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics.
D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.
D2.Geo.3.9-12. Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales.
D2.Geo.4.9-12. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.
D2.Geo.5.9-12. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.
D2.Geo.7.9-12. Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.
D2.Geo.8.9-12. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.
D2.Geo.9.9-12. Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.
D2.Geo.10.9-12. Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.
D2.Geo.11.9-12. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries
D2.Geo.12.9-12. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.

History
D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.2.9-12. Analyze change and continuity in historical eras.
D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced.
D2.His.7.9-12. Explain how the perspectives of people in the present shape interpretations of the past.
D2.His.8.9-12. Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.
D2.His.9.9-12. Analyze the relationship between historical sources and the secondary interpretations made from them.
D2.His.10.9-12. Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.
D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.
D2.His.12.9-12. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.
D2.His.13.9-12. Critique the appropriateness of the historical sources used in a secondary interpretation.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.
D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
D2.His.17.9-12. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy

As a National Geographic Certified Educator, Professional Youth Worker and project-based educator by training and experience, as well as an experienced Outschool Educator since 2019 this class is perfect for my skills and interests in bringing these topics alive for your learner. I have over 15 years experience bringing complex (and frankly sometimes boring) topics to life for learners ages 11-18. 

I have a Master’s of Arts in Youth Work and Community Development from DeMontfort University in Leicester, England. Courses covered included Theory and Practice of Youth Work (how to work effectively with teens and tweens), Theory and Practice of Community Development (how to empower community members to achieve their goals), Social Disaffection and Exclusion in Youth Work (how young people, and other marginalized groups, are excluded in society), Research Methods (ethical research standards) and Anti-Oppressive Practice (understanding the internalization of oppression at the personal, cultural and social levels in society). My degree also included practical field work in youth work and community development and a dissertation.

In addition to having my Master’s degree I have a personal interest in Geography and History and working with marginalized groups, including underserved youth in the UK, Rwandan refugees and the youth in public housing communities in the US. I have travelled extensively worldwide and lived in different cultures taking my Geographical understanding beyond the textbook. I have the research skills from my Master’s to do ethical and complete research to go beyond the “classic history” to find out the real story by using texts that include BIPOC authors. I have the experience and knowledge to handle questions and these subjects in an age appropriate, historically accurate and sensitive way.

I'm excited about the opportunity to share my love of cultures and geography with learners. I'm an enthusiastic teacher and plan my classes to include practical educational experiences. 

For one time and multi-week classes I provide a 10% discount (please contact me for discount) for:
Returning students from my previous classes
Outschool teacher's children
Siblings who both register for the same class

Homework Offered
During our practical application Live classes learners will work together in pairs or groups to ask and answer questions and explore current events as they relate to the geography and history presented in class. 

Learners are expected to watch the Flex video lectures and activities provided on Thursdays before the following Tuesday's class as they will be referenced and will often provide the theoretical underpinning needed for the practical application classes. There will be 3 questions or a short activity provided for each Flex video that students will be expected to complete and submit by the following Monday at 8pm Eastern to show they have completed the Flex video lecture or activity.

They will have a final geography and travel-related project to complete outside of class time and submit by the last class of the course. 
1 - 2 hours per week outside of class
Assessments Offered
Learner progress will be evaluated according to the US Common Core Standards and National Standards of Social Studies for Geography adopted by most states. 

Feedback will be provided in an ungraded learner report or graded report card within 1-2 weeks after class ends. All learners will be provided with a non-graded learner report showing participation and completion of lessons and assignments - graded report cards available upon request.
Grades Offered

As a National Geographic Certified Educator, I am using the Social Studies standards of the C3 Framework by the National Council of Social Studies to underpin my course. As an anti-racist educator, I'm using the principles of anti-racist thoughts, actions and policy in creating this course as outlined in Ibrahim X. Kendi's book "How to Be an Anti-Racist."

This course is being drawn from a variety of sources including but not limited to: 
1. National Geographic World Cultures and Geography (Western Hemisphere and Europe/ Eastern Hemisphere) textbooks (older editions just to use as an outline for the content and journey through the topics - while being aware of possible updated views and information available now to expand the perspective of the original curriculum)
2. Reputable news and historical information websites including but not limited to the BBC, National Geographic Education, National Geographic, the Smithsonian Magazine, The Zinn Education Project and American Battlefield Trust.
3. Facts learned onsite at various museums and historical locations during my own travels internationally to Indonesia, Thailand, Australia, New Zealand, Mauritius, South Africa, Rwanda, Jamaica, England, Ireland, France and Egypt. In the US, particularly for the US History portion of the course, it includes facts learned onsite at locations including but not limited to The National Civil Rights Museum (TN), The Mississippi Civil Rights Museum (MS), The Blacks in Wax Museum (MD), The Reginald F. Lewis Museum (MD), The Wright Museum of African American History (MI), The Ford Museum of Innovation (MI), The History Museum of New Mexico (NM), Chaco Culture National Historical Site (NM), Los Alamos History Museum (NM), Bandelier National Monument (NM), The National Museum of African American History and Culture (DC), Vicksburg/Gettysburg/Antietam/Fort Sumter National Parks and Battlefields (MS, PA, MD, SC), Ford's Theater (DC), Monticello and Mount Vernon (VA), Women's Rights National Historic Park (NY), and many more that have been covered in my virtual field trip classes since 2019 on my 7 year, 50-state road trip. 
4. Facts from my own additional reading and studies including but not limited to the works of Dr. Heather Cox Richardson (daily letters, video lessons and podcast with Dr. Joanne Freeman), Ron Chernow (Alexander Hamilton), David Zucchino (Wilmington's Lie) and Roxanne Dunbar-Ortiz (Indigenous People's History of the United States.)