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Thematic U.S. History: Exploring History by Asking Big Questions, Part 1 Of 2
Class Experience
US Grade 9 - 12
Intermediate Level
Follows Teacher-Created Curriculum
Studying history thematically means considering patterns and forces that shape history over time. It is different than studying traditional chronological history, and it provides students with the connections and relevance needed to make history meaningful. Truthfully, anyone can google a timeline or a definition. But making those connections between past and present, between time periods, or between ideas is where the meaning comes in. Rather than seeing history as a series of events...
30 lessons//15 Weeks
Week 1Lesson 1Welcome & Introductions; Modern issues that involve federal vs state powerOverview of the creation of the federal system of power in the US, and a look at modern political issues involving state versus federal powerLesson 2The Articles of Confederation: not enough federal powerOverview of the timeline of the creation of the Articles of Confederation, how they worked (and didn't) and the realization that they needed to be fixedWeek 2Lesson 3The Whiskey Rebellion: what do you mean the federal government can tax whiskey?!Does the federal government have the power to create a national bank? What about the right to tax whiskey, or to put down a rebellion amongst its people? Hamilton and Jefferson disagree!Lesson 4Federal Power, State Power, and Native Tribes: who is in charge here?The history of the relationship between Native Tribes and the US government in the early republic; disagreement between the state of Georgia and the Supreme Court in the case of Worcester v Georgia.Week 3Lesson 5The Hayne-Webster Debate and the South Carolina Nullification CrisisWhat happens when a state doesn't agree with a federal law? Does it have to follow it anyway, or can states pick and choose?Lesson 6The Road to Civil War is Paved With Disagreements Over PowerCovers the growing sectional crisis and the series of disagreements over power and slavery that lead to secession.Week 4Lesson 7Post Civil War and Reconstruction: how and why power disagreements continueOverview of the timeline of Reconstruction, what state and federal government were expected to do, and why reconstruction did not iron out all the issuesLesson 8The Gilded Age: how do the wealthy view the power of government?Andrew Carnegie and the Gospel of Wealth in a time of social, political and economic upheavalWeek 5Lesson 9Brown vs Topeka Board, Little Rock, and EisenhowerThe Supreme Court ruled in the Brown v Topeka Board case that separate but equal was not constitutional. But what happens when a state refuses to comply? We will examine the letters and speeches of the governor of Arkansas and President Eisenhower during the desegregation crisis in Little Rock, Arkansas.Lesson 10Analysing the First Big Theme & Introducing the Second Big ThemeReflection activity on the evolving viewpoints on federal versus state power, and then an introduction to foreign policy and how modern presidents view the role of the US in the world.Week 6Lesson 11A New Country Needs Foreign Policy BoundariesOverview of the Neutrality Act, US concerns about the Napoleonic Wars, and George Washington's farewell speech.Lesson 12The War of 1812 & the Monroe Doctrine: we will protect our territoryCauses of the War of 1812, and the rhetoric of the Monroe Doctrine as the bedrock fo US foreign policy until 1900.Week 7Lesson 13Manifest Destiny & the Mexican American War: we will expand our territoryOverview of the concept of "manifest destiny" including reading from the original text, and a discussion of how the ideology of spreading across the country fueled the Mexican American war.Lesson 14Spanish American War: pushing our ideas and territory beyond our bordersDiscussion of the differing viewpoints at the turn of the century about America's role in the world, and an exploration of political cartoons at the time to illustrate those viewpoints.Week 8Lesson 15World War I and the League of Nations: how involved do we want to be?Overview of the timeline leading to the war, why the US joined, and an analysis of the opposing viewpoints surrouding America's involvement in the League of Nations.Lesson 16World War II: balancing divergent viewpointsOverview of the timeline leading to the war, and a comparison of the differing ideas found in the America First Committee, the German-American Bund, and FDR's Four Freedoms SpeechWeek 9Lesson 17The Truman Doctrine and Containment: the US as world policemanOverview of the concept of containment and how it related to US involvement in Korea, Vietnam, and GuatemalaLesson 18The US in the Middle EastOverview of changing US policy in the middle east from Iran through Afghanistan, and the political, social and economic forces that impact the policy.Week 10Lesson 19Wrapping Up The Second Big ThemeReflection activity that integrates the changes in US foreign policy over time.Lesson 20American Citizenship: what does that encompass?Discussion of the modern questions about what citizenship in America includes, including the idea of privacy. Overview of how the Supreme Court has become a major force in defining the rights of citizens.Week 11Lesson 21Roger Sherman and the 3/5 Compromise: who gets counted and how?Early questions about citizenship were focused on representation, and delegates to the Constitutional Convention had to decide who would be counted, and how. But if you were counted for the purposes of representation and taxation, did that make you a citizen?Lesson 22Dred Scott v Sanford: The Supreme Court weighs in on citizenshipThe Dred Scott case is one of the most famous pre-Civil War cases, and directly lays out who can be considered a citizenship. Overview of the facts of the case, and discussion of the majority and dissenting opinions.Week 12Lesson 23Birthright Citizenship: if women are citizens can they vote?Discussion of the women's rights movement after the ratification of the 14th Amendment, including the Supreme Court case of Minor v Happersett.Lesson 24Chinese Immigrants, Birthright Citizenship, and Wong Kim Ark v USAs Chinese immigrants became a focus of anti-immigrant rhetoric, Wong Kim Ark took birthright citizenship case to the Supreme Court.Week 13Lesson 25Native Tribes and US Citizenship: the evolving treatment of Native AmericansOverview of the changing relationship between the US and Native Tribes, and how some Native Tribes today are working to reclaim identities and land taken from them by the US governmentLesson 26The Rebirth of the KKK: using exclusion to define citizenshipAn examination of the cause of the rebirth of the KKK in the 1920s, and how the KKK leadership defined who could be a citizen in the US.Week 14Lesson 271964 Voting Rights Act: voting as a right of citizenshipDiscussion of the lead up to the passage of the Voting Rights Act of 1964, and an analysis of Johnson's speech to Congress about the need for voting rights to ensure all other rights of citizenshipLesson 28Return to Today: Stonewall, Obergefell, and citizenshipA discussion of how the Supreme Court has defined the rights of US citizenship since 1965, and how individual states are continuing to define state citizenship rights. Wrap-up of the third theme.Week 15Lesson 29Historical Noodling: analyze, question, discussGroup discussion activity that works on historical analysis skills using the topics covered in classLesson 30More Historical Noodling, and Final Project PresentationsFurther discussion of analysis done as homework, and time to present projects for those who choose to present
This class is taught in English.
- Students will establish an awareness of the timeline of US history, from the Revolution to the present day.
- Students will write analytically about major questions and themes in US history.
- Students will practice critical thinking skills, and establish habits related to historical thinking.
- Students will take in a variety of information sources, and be encouraged to analyze each appropriately.
- Students will be encouraged to ask big questions, and make historical connections based on their own investigation.
- Class discussion provides students with public speaking skills, and experience with people who espouse other viewpoints.
- Students will develop awareness of trends in US history, and the concept of cause and effect in history.
I have a BA in Political Science, History, and Secondary Education and a MA in American Studies. I have over 10 years of experience teaching high school and college students social studies and critical thinking skills, and have been developing curriculum for homeschooled students for the last 7 years. I am currently serving as a Teacher Ambassador for Retro Report and was honored to serve as an Education Ambassador for the Council on Foreign Relations for 3 years. I am in the process of writing much of the social studies curriculum for an online high school for students who communicate best through non-speaking means. My expertise in teaching is in helping students see the many ways that history, geography, politics, and economics intersect.
2 - 4 hours per week outside of class
Homework
Frequency: 1-2 per weekFeedback: as neededDetails: Each week, students will prepare for class meetings though reading, watching assigned videos, and responding to a journal prompt. Homework will take 1-3 hours weekly, and serves to prepare students for class discussion and activities.Projects
Frequency: 1-2 throughout the classFeedback: as neededDetails: Students taking the class for a grade will be required to complete a final project. Students will be given several options to choose from for the project, and will have the opportunity to present their project to the class on the last day.Assessment
Frequency: includedDetails:Letter Grade
Frequency: includedDetails: Students choosing to take the class for a grade will be assessed based on class participation (35%), journal responses (35%), and final project (30%).Certificate of Completion
Frequency: 1 after class completionDetails: All students will receive a summary of topics covered and skills introduced at the end of the course.Grading
Frequency: 7 or more throughout the classDetails: Students will receive a response to journal entries each week.
Reading assignments may be accessed using traditional eye-reading, or using a text-to-voice reader. Whenever possible, transcripts are provided for video-based assignments. Most reading assignments include guiding questions.
It is helpful, though not necessary for students to have a basic understanding of the timeline of US history.
The study of human history is full of potential controversy. In my classes, I welcome civil, informed discussion. This class will cover the reality of the history of the United States, including topics that some students and their families may find uncomfortable. As most historians will tell you, studying history should make you uncomfortable.
Some Of The Sources That Will Be Used To Inform This Class: “History Lessons.” Stanford History Education Group, sheg.stanford.edu/history-lessons. JSTOR Daily. JSTOR Daily. daily.jstor.org. Lepore, Jill. These Truths: A History of the United States. United States of America, Norton, 2019. Metro, Rosalie. Teaching U.S. History Thematically: Document-Based Lessons for the Secondary Classroom. Kindle ed., Teachers College Press, 2017. Meyer, Raoul, and John Green. “Crash Course - USHistory.” YouTube, uploaded by The Crash Course, https://thecrashcourse.com/topic/ushistory/. “The American Yawp.” Stanford University Press, www.americanyawp.com. The Gilder-Lehrman Institute of American History, www.gilderlehrman.org.
Teacher expertise and credentials
3 Degrees
Master's Degree in American Studies from The University of Alabama
Bachelor's Degree in Political Science and Government from Birmingham-Southern College
Bachelor's Degree in History from Birmingham-Southern College
Hello! I am a longtime teacher and a lifelong learner. I am passionate about helping middle and high school students find meaningful connections within the social studies. I strongly believe that learning happens more easily when students see how...
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Group Class
$35
weekly or $525 for 30 classes2x per week, 15 weeks
55 min
Completed by 29 learners
Live video meetings
Ages: 14-18
3-10 learners per class