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Social Studies

United States History (Semester) High School Social Studies Class 1877-Today

In this semester-long U.S. History Class for High School students, learners will explore U.S. History from Reconstruction through the Present with hands-on projects, games, activities & interactive lessons.
Miss Tamez, M.A. History Education| U.S. History
18 total reviews for this teacher
New class
Class
40 minutes
per class
Once per week
over 16 weeks
15-18
year olds
1-6
learners per class
per learner - per class

How does aMulti-Daycourse 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

How Outschool Works

Available Times

Pacific Time

Wed Aug 24

Aug 24 - Dec 7 (16 weeks)
Wednesdays
6:30pm - 7:10pm
 Enroll

Fri Aug 26

Aug 26 - Dec 9 (16 weeks)
Fridays
5:30pm - 6:10pm
 Enroll
Don't see a time that works for you?

Description

Class Experience

-Analyze & evaluate Historical narratives of U.S. History 
-refine writing skills
-Practice & master Social Studies skills 
-Practice Reading Comprehension
-Practice Critical Thinking
-Practice verbalizing & expressing ideas
-Learning Vocabulary
-Reviewing previously known Historical knowledge
-Develop tolerance at listening to other perspectives 
-Use evidence to support arguments & claims
*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) 
To support students in their understanding of the topics taught during the week, students will be offered 1 assignment per week to be completed outside of class. These activities do not require additional materials, and can be easily be adapted to whatever the student has readily available.  

While their completion is NOT required, they're a great opportunity for students to practice what they're learning. Because our time together is relatively short, I may also share some videos to watch each week to further elaborate on what we're learning. 
Assignment for the week will be posted at the END of every class. Handouts for the next class meeting will be posted BEFORE the start of class; therefore learners are encouraged to check the Outschool Classroom after class and before their next class meeting. For any activity/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.
In addition to the Outschool classroom, this class uses:
There are no formal assessments for this course, however, one can be provided at parent request. 
40 minutes per week in class, and an estimated 1 - 2 hours per week outside of class.
As this is a history course 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. 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: May be used for collaborative activities. (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)
-Padlet:  Used for sorting games or as a student scaffold for responding (may be shared with student (no account required) or used on screen as part of instruction without requiring students to access it) 
-BuzzIn.live: a virtual buzzer that allows students to respond to questions (no student account necessary. Students are provided with a code to join)
-Canva: Used for projects/hands-on activities (students may also draw on their pdf document using kami or some other pdf writing tool, or print the assignment and draw by hand. This is only being listed as an option should your learner chose to work entirely online, however it is NOT required.)
-Khan Academy: Used for teaching or reviewing content (no student account necessary. Resource will only be used on screen during class as part of instruction without requiring students to access it)
-Flipgrid: Used as a hands-on project activity option (student account may be required. Using this tool is not required.) 

While students are not required to complete the assigned projects/activities, it is strongly recommended that students actively participate in this course, as they are designed to enhance comprehension & skill acquisition.
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)

Teacher

Miss Tamez, M.A. History Education| U.S. History
🇺🇸
Lives in the United States
Certified History Teacher & former College Professor
18 total reviews
42 completed classes

About Me

Hello Parents and Learners!👋 

My name is Miss Tamez and I'm passionate about Teaching future Historians👩‍🏫!
I want students to leave my classes feeling inspired, empowered, and confident!

🌟DEGREES & CERTIFICATIONS:
*B.A. in History 
*B.S. in... 
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