weekly
or for 16 classes
United States History Curriculum for High School Homeschool (Part 2: 1877-Today)
Completed by 8 learners
Ages 15-18
Live Group Course
Live video meetings
1x per week, 16 weeks
1-6 learners per class
45 min
What's included
16 live meetings
12 in-class hoursProjects
1-2 hours per week. To support students in their understanding of the topics taught throughout the course, students will be offered a total of 8 projects. These projects are assigned every other week to be completed outside of class. These projects do not require additional materials and can be easily adapted to whatever materials the student has readily available. Projects are optional for students who do not need a grade for the course or prefer the alternative assignment option (an in-class game assessment). Students are encouraged to follow the submission timeline for projects. However, students' need for additional time is honored and considered.Mastery Evaluation
To provide flexibility for learners with different interests and needs, students can choose a quiz game assessment to serve as their progress check grades instead of the assigned projects. However, students are always encouraged to participate in the class projects. Either option is available for learners to choose from.Letter Grade
If your learner will be taking the course for credit or a grade, it is strongly recommended that students actively participate in this course, be in attendance as much as possible, and complete projects/quizzes that are assigned every other week. Students are offered feedback on their mastery of history standards for students who submit projects/quizzes. Although there is a recommended timeline for assignment completion offered to students, learners' needs for additional time are considered and accommodated.Class Experience
US Grade 9 - 12
Beginner Level
Class Summary: Welcome Historian! In this semester-long U.S. History Class, we will study & interpret the historical narrative of people, events, and moments in history that shaped the United States. Join us and learn with projects, games, stories, & fun activities! This U.S. History class for High School students is a semester-long course which spans the years from 1877-Present. A first semester version of this course covers 1607-1877. Inspired by the Texas Essential Knowledge and Skills and National Social Studies standards, this engaging & fast-paced class will cover the History of the United States from Reconstruction to present day. Students will learn & participate in class through hands-on projects, games, activities & interactive lessons. Students are welcome to enroll at any time. However, since the course builds, it is typically challenging for students to catch up once the course has progressed past the first two meetings. This class is presented from an inclusive lens and will present a variety of perspectives for students to evaluate, particularly those of historically under-represented groups. Class Format: 1.Class Welcome 2. History Lesson for the day 3. In-Class Activity 4. Comprehension Check (mini-quiz/activity/or project)+ Assignment(s) for the week Students will be immersed in the historical narratives through video, slides, images, discussion with peers, and other engaging visuals to aid students in reading and historical comprehension. This class is perfect for visual/hands-on learners, who want to improve reading comprehension, thrive with a more moderate pace of instruction, or value flexibility in their learning experience. This class will meet once a week for 45 minutes, for 16 weeks. Learners do not need prior historical knowledge to enroll. -------------------------------------------------------------------------------------- CLASSROOM POLICIES: 1. Learners should be familiar with muting/unmuting themselves 2. Students are invited to immerse themselves in the class and participate. Please encourage students to be open to new experiences & perspectives. Also, to get the most out of the learning experience, I ask that students refrain from being engaged in other activities that take them away from participation whether that be eating, or their phone, or other such distractions. 3. Siblings are welcome but must be enrolled in the course. 4. To ensure safety, every student needs to have their camera on so I can verify the identity of the student. 5. Promptness is appreciated. Students running more than 10 minutes late should contact me about accessing course materials to catch up on instruction they might have missed. No partial refunds are available for missed class time. 6. I always have the BEST students🧡 and want every learner to have a FANTASTIC experience in class! Therefore I expect that all students conduct themselves in ways that are respectful and not disruptive to themselves, their instructor, or fellow learners.
Learning Goals
Students will practice analyzing and expressing their historical understanding through speaking and writing.
Students will practice invaluable social studies skills, such as supporting arguments and claims with evidence.
Students will learn new content vocabulary and apply this knowledge to improve reading comprehension.
Syllabus
Curriculum
Follows Teacher-Created CurriculumStandards
Aligned with State-Specific Standards16 Lessons
over 16 WeeksLesson 1:
Growth & Change in the West
This lesson discusses the political, social, economic and geographic changes that took place during and after Reconstruction.
45 mins online live lesson
Lesson 2:
Industrialization in the Gilded Age
This lesson discusses the rise of Industry during the Gilded Age.
45 mins online live lesson
Lesson 3:
Immigration in the Gilded Age
This lesson discusses the influx of immigrants that immigrated to the United States during the Gilded Age.
45 mins online live lesson
Lesson 4:
The Progressive Era
This lesson discusses the social, political, and economic problems brought to light by "Muckrakers" during the Gilded Age.
45 mins online live lesson
Other Details
Learning Needs
The accommodations provided in this class include, but are not limited to:
*Access to notes and course slides
*Alternative assignment options
*Visual support and cues
*Continuous practice through games
*Extra time
More upon request!
Parental Guidance
As this is a history course based on Historical sources, there may be mention of death, racism, gender, abuse, genocide, war, disease, religion, and other topics that may be sensitive to some learners. All topics will be taught in an age-appropriate manner, in a Historical context.
This course is inclusive and will focus on a more holistic historical narrative through the exploration of primary sources from a variety of perspectives. Students will be urged to interpret their own conclusions. Views presented in these primary sources are not my own, rather they are first-hand accounts and based on the perspective of the writer. Resources used to create context for this history course are listed below and may be periodically updated; therefore parents are urged to save this page and revisit.
This class is presented from an inclusive lens and will present a variety of perspectives for students to evaluate, particularly those of historically under-represented groups.
For this course, students may occasionally use the following tools, and they will be used as follows:
-Kahoot: used for trivia questions (no student account necessary. Students provided a game code to join)
-Nearpod: Used for class lessons (no student account necessary. Students are provided a code to join OR resource may simply be used on-screen as part of instruction without requiring students to access it)
-Quizlet: for trivia question team challenges (no student account necessary. Students provided a game code to join)
-Kami: Recommended*(optional) FREE chrome extension for writing on PDF documents for assignments.
If your learner will be taking the course for credit or a grade, it is strongly recommended that students actively participate in this course, be in attendance as much as possible, and complete projects/quizzes that are assigned. Students are offered feedback on their mastery of history standards for students who submit either projects or quizzes. Although there is a recommended timeline for assignment completion offered to students, learners' needs for additional time are considered and accommodated.
Supply List
Handouts for the next class meeting will be posted BEFORE the start of class; therefore learners are encouraged to check the Outschool Classroom before their next class meeting to either print or download their handouts. Assignments + Reminders for the week will be posted at the END of every class. Students are encouraged to check the Outschool Classroom at the end of the class meeting. For any project, a variety of options and modifications will be presented so that learners can work with whatever they have available and are most comfortable with.
External Resources
Sources
The book we will use as an overall reference for this course will be:
*THE AMERICAN YAWP
A Massively Collaborative Open U.S. History Textbook: https://www.americanyawp.com/
(book can be accessed for free)
Week 1-4:
Primary Sources:
*National Archives
*Library of Congress
The Daws Act, Homestead Act, Morrill Act
*Images of America in the late 1800s
*Excerpts from The Jungle by Upton Sinclair
*Political Cartoons
Secondary Sources:
*Native Knowledge 360
*An Indigenous People's History of the United States
*Britannica.com
*Texas Gateway for Online Resources
Week 5-8:
Primary Sources:
*Library of Congress & National Archives:
*Clips of WWI footage (Primary Sources)
*Music of the 1920s (Primary Source)
*Political Cartoons of the time (Primary Source)
*Newspaper Articles of the time (Primary Source)
*For the Record Vol. 2: A Documentary History of America by David E. Shi & Holly A. Mayer
*MIT Visualizing Cultures (Photos from the Spanish-American War/Philippine-American Conflict)
Secondary Sources:
*Stanford.edu
*FDR Presidential Library and Museum
*Smithsonian Magazine
*History.state.gov
Week 9-12:
Primary Sources:
*Library of Congress & National Archives:
*Clips of WW2 footage (Primary Sources)
*Music of the 1940s (Primary Source)
*Political Cartoons of the time (Primary Source)
*Newspaper Articles of the time (Primary Source)
*For the Record Vol. 2: A Documentary History of America by David E. Shi & Holly A. Mayer
*Interviews with veterans of WW2 (Allies & Axis)
*Holocaust stories excerpts
*A Vietnam War Reader: A Documentary History from American & Vietnamese Perspectives
Secondary Sources:
*Smithsonian Magazine
*JKF Library
*Oklahoma State University
Week 13-16:
Primary Sources:
*Civil Rights Museum. org
*National Archives
*Library of Congress
(Interviews, Footage, Images during the Civil Rights Movement)
*Newspaper Clippings 9-1-1(Primary Sources that I saved from the day of)
*White House. Gov
Secondary Sources:
*Britannica Encyclopedia
*University of Virginia Miller Center (Gulf War)
*National Geographic (Hurricane Katrina)
Meet the teacher
Teacher expertise and credentials
Texas Teaching Certificate in Social Studies/History
2 Degrees
Master's Degree in History from University of Texas Pan American
Bachelor's Degree in History from University of Texas Pan American
*B.A. in History & Anthropology
*M.A. in History (with a focus on American Colonial & Environmental History)
*Internship experience working at a Museum (2 years)
*Taught History (public school) 10 years/Certified History Teacher
*Taught History (University) 6 years
*Training New History Teachers 7+ years
* Tutoring Students 10 years
*Experience with Research (Research Assistant 2 years)
Reviews
Other classes by Miss Tamez, M.A. History/ Secondary Education
Other classes by Miss Tamez, M.A. History/ Secondary Education
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