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Pods: Full High School Curriculum- US History, ELA, Physics, Algebra II & Financial Literacy (Reserve Your Spot for Fall!)

Build community and learn a full high school curriculum of US History, ELA, Physics, Algebra II & Financial Literacy with the Integrated Approach to Education Teaching Team this semester! Reserving your spot in month 1 of this Pod will serve as a deposit for your Fall 2022 registration. Pre-register by June 1st for access to exclusive summer events and activities on Outschool!
Outschool Pods
90 total reviews for this teacher
New class
  There are no upcoming classes.
Class
195 minutes
per class
3x per week
over 4 weeks
13-16
year olds
4-12
learners per class
per learner - per class

How does a "Multi-Day" course work?

Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries

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Description

Class Experience

Financial Literacy with Melissa:
Students will gain confidence about managing finances.
Students will learn how to write and cash a check.
Students will gain understanding about credit.
Students will learn about taxes
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US History by Melissa
Students will be able to analyze the European Enlightenment climate that led to the creation of the Constitution and Declaration of Independence. 
Students will be able to elaborate on the causes and effects of the three main wars during this time period; The American Revolution, The War of 1812, and The Civil War. 
Students will be able to discuss non-dominant view points during the beginning of America, including that of African slaves, Freed African Americans, Native American Indians, and women. 
Students will be able to demonstrate understanding through the written word of the United States Constitution and its implications. 
Students will be able to compare and contrast the United States Constitution, and thus synthesize the concepts of Federalism and States Rights. 
Students will be able to describe the ideals of Reconstruction, and analyze the realities. 
Students will be able to explain who was migrating to the US and why, and create a representation of what their lives were like. 
Students will be able to analyze the impact of industrialization on migration, technology, society, and economic growth and policy. 
Students will be able to analyze the cultural divide that manifested itself during the 1920s.
Students will be able to describe the changes in popular culture over the course of the 1920s and 30s.
Students will be able to evaluate the relationships between politics and economics, and the lives of Americans. 
Students will be able to describe the events leading to the United States entrance into WWII.
Students will be able to understand the dominant view point as well as the view point of minorities during the WWII and immediately after.
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LORA DANLEY (SHE/HER):
I began formally teaching in college, and I have been teaching in some form or another ever since. I have a B.S. in Chemistry from MIT and an M.S. in Chemistry from UC Berkeley. I also have a B.F.A. In Computer Arts from the Academy of Art University. I have taught science, photography, writing, and improvisation to students of all ages and backgrounds. Along the way I have discovered that I have a natural ability to explain concepts and to engage students.

I want students to be able to think creatively and to be curious about a topic, but I also want them to find learning to be fun and exciting. I try to stoke a student’s natural curiosity with activities, demonstrations, and examples. I find that students in my classroom are often willing to join in the discussion or to ask questions, even when their parents tell me that they won't be. I strive to make sure everyone is included in the discussion, however, so

if a student is silent, I will engage them if necessary. Students often tell me that my passion for a subject is evident and contagious, and I am happy that I am able to help students to find the joy in learning.

I have a B.S. in Chemistry from MIT and an M.S. in Chemistry from the University of California at Berkeley.  I have taken math courses through Calculus II and Differential Equations and I have taught SAT Math Preparation through 3 different organizations.  Many of the questions on the SAT Math Test utilize concepts in Algebra 2.  I have also tutored Algebra 2 privately to high school students.

I have a B.S. in Chemistry from MIT and a M.S. in Chemistry from the University of California at Berkeley.  I have taken college level Physics 1 and 2.  I have taught physics at the college level as part of an interdisciplinary course for non-science majors, and I have tutored students with differentiated learning abilities in physics at the college level as well as at the high school level. 
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MELISSA QUIJANO (SHE/HER):
I teach classes focused on history and fashion. I believe that you can learn about history from a variety of lenses and vantage points, and fashion is one of them. Overall I'm a laid back teacher who likes to have fun with the content- that's why I have classes like "Meme History" where we study serious topics, like Imperialism and Communism, but with memes. I also have fun classes where we analyze Disney movies for their historical accuracy and where we sort historic figures into Hogwarts houses. My fashion design classes are built for students with interest levels from casual to passionate. If you just want to learn a new drawing skill all the way to looking at fashion as a career, I have you covered!

I have a Bachelor's of Fine Arts Degree in creative writing with a minor in history from Brooklyn College and a Master's in Secondary Education (adolescent social studies) from the College of Staten Island, both part of the City University of New York system. I have also taken classes at institutions such as the Fashion Institute of Technology and Parsons the New School for Design. I was raised in NYC, and I now live with my fiance and four cats (my students know them as my TAs) in New Jersey. My hobbies include playing the Sims 4, traveling, making my own clothes, and writing science fiction. I am currently writing a book about the history of fashion in the United States from 1900-2019.

I was trained specifically in teaching US History while in graduate school. This curriculum was rigorously evaluated by education professionals. I have been teaching history for 4 years. Much of my higher education has focused on colonialism and its impact on BIPOC.

I have a Master's Degree in Adolescent Social Studies Education. My inspiration and interest in this topic come from my 12th grade math class; unlike most math classes in high school, this class was solely dedicated to learning real life math. From there, I went on to teach financial literacy in elementary schools, and I am excited to teach this to young adults so they can feel confident about money. I have taught so many of my friends (and my husband- who has an engineering degree!) how to do simple things like write checks. I hope that with this class that will happen less often in the future!

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PATTY SAENZ (SHE/HER)
In my classes, I share my love of reading and writing with students. After 30 years as a reading and language arts educator in Texas public schools, I retired while I still loved what I did every day. Throughout those 30 years, I served as a classroom teacher, an instructional reading and writing coach, and an instructional specialist. While I enjoyed coaching teachers and developing engaging lessons, my most rewarding moments included creating success with students.  I am grateful for the amazing journey I had, and I am still passionate about teaching and learning. As I continue this next chapter of my teaching life, I embrace the opportunities that allow me to be forever a teacher.

 I strongly believe educators provide every learner the opportunity to succeed.  The key to providing that opportunity is recognizing that each learner is an individual with a unique learning style. A successful educator has a repertoire of teaching strategies that allow each student to reach his potential and succeed.  My passion for reading and writing fuels the students’ growth as learners. 

While I've called myself a teacher for over 30 years, I also call myself a wife and mom.  My two oldest sons are adults, but my youngest son is a high school student, so he keeps my husband and me feeling young.  Our rescue dog Kipper rounds out our family. 
Financial Literacy: 
Students must keep up with their register throughout the class. This includes integrating daily spending, like Starbucks runs. Students should submit their up to date register before each class.

Math:
Learners will be given optional homework sets each week.  Answers will be provided so that they may check their understanding.  Homework should take between 1-2 hours each week.  Learners may also want to review concepts with the e-book or with the class recording. 

Physics: 
Students will be provided with an e-book after the first class as well as optional homework problems and answers.  Should students choose to do the reading, it will be approximately 10-15 pages for each class.  Each homework assignment should take the student 1-3 hours. 

ELA:
Approximately 2 hours per week for reading and writing assignments.
This class will utilize Google Classroom to facilitate materials from teachers to students. Students should also hand work in via Google Classroom. For ELA: Stamped: Racism, Antiracism, and You: A Remix of the National Book Award-winning Stamped from the Beginning by Jason Reynolds and Ibram X Kendi (ISBN 13: 978-0316453691) Crossing Ebenezer Creek by Tonya Bolden (ISBN:978-1681196992) Uprising by Margaret Peterson Haddix (ISBN 13: 978-1416911722) All other reading selections are available in the public domain and will be provided to students. For Math: Students will be provided with an e-book for the class, worksheets with problems for in-class assignments, and optional homework problems (with answers) and assessments (with answers). Students should have a dedicated notebook for the class and come prepared for each class with a writing instrument and a calculator. A cell-phone calculator will work and students should also be able to find an acceptable calculator to use online. For US History: Students may choose to take notes in any way they choose. Excerpts of the Bill of Rights and Constitution will be provided. Students will receive a syllabus. For Financial Literacy: Students will receive faux checks to use as well as a check register. For Physics: Learners will need a calculator for working through certain problems in class. A cell phone calculator should suffice and learners should be able to find an appropriate free online calculator as well. Learners will be provided with an e-book as well as worksheets and optional homework problems with answers after the first class. Three times throughout the term learners will be provided with optional tests with answers to check their understanding of the topics.
9 hours 45 minutes per week in class, and maybe some time outside of class.
For US History: 
This class is a complete history of the United States. We will discuss the genocide of Native Americans, slavery of Black Americans, as well as sexism, and US imperialism.  
Sources:

Equiano, Olaudah. 1789. The Interesting Narrative of. Mary-le-bone: Dodo Press.

John Jay, Robert R. Livingston. 2014. "New York State Constitution." dos.nyc.gov. January 1. Accessed May 13, 2018. https://www.dos.ny.gov/info/constitution.htm.

Locke, John. 1689. Two Treatises of Government. London: Awnsham Churchill.

Mill, John Stuart. 1861. On Representative Government. London: Parker, Son, and Bourn.

Smith, Adam. 1776. The Wealth of Nations. Edinburgh: W. Strahan and T. Cadell, London.

Thomas Jefferson, Benjamin Franklin. 1776. "The Declaration of Independence." History.org. July 4. Accessed May 13, 2018. http://www.ushistory.org/declaration/document/.

Thomas Jefferson, James Madison. 1789. "The Constitution of the United States." Constitution US. September 17. Accessed May 13, 2018. http://constitutionus.com/.

Acts of the General Assembly of the State of South Carolina. (1865). After Slavery: Educator Resources; South Carolina's 'Black Code'. Retrieved from Lowcountry Digital History Initiative: http://ldhi.library.cofc.edu/exhibits/show/afterslaveryeducator/unitthreedocuments/document_eight

University of Minnesota . (n.d.). All Amendments to the United States Constitution. Retrieved from Human Rights Library: http://hrlibrary.umn.edu/education/allamendmentsusconst.htm#Amendments11-27

Axelrod, A. (2017). The Gilded Age.

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Lives in the United States
Build community and consistency through small group learning on Outschool!
90 total reviews
109 completed classes

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