Learners will engage in an extensive examination of United States history from around 1940 to the present day. Their journey will traverse the significant events of World War II, probe into the ideological confrontations of the Cold War, and reflect on the social upheavals and legislative landmarks of the Civil Rights movement. The course will also scrutinize the intricate ramifications of modern presidential policies, dissect the national and global aftermath of the September 11, 2001 attacks, and consider the multifaceted challenges and opportunities presented during the era of globalization.

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-REFUND POLICY: I understand the appeal of booking in advance to secure a spot in classes, but I also acknowledge that circumstances may change. If you need to withdraw your learner for any reason up to ten days before the class's start date, I will gladly issue a full refund. Please don't hesitate to contact me in such cases. For inquiries regarding sibling discounts, please reach out for further assistance.

-In this class, active participation plays a crucial role in fostering meaningful engagement and learning. Learners are strongly encouraged to actively contribute to discussions, share their perspectives, and ask questions. Additionally, to promote critical thinking and facilitate in-class interactions, it's important to use the chat feature sparingly. While the chat is suitable for quick questions or clarifications, lengthy answers or discussions are best reserved for our face-to-face interactions.
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Each week, learners will find all required materials posted in the classroom, with most being digital-friendly and a select few requiring printing.  For those who prefer not to print, PDFs will be available to view on your device. Although I aim to provide enough in-class time for activities, given time limits, several brief assignments will require independent completion. Understanding our learners' busy lives, I provide ample time, at least one week, for the completion of each task and extended notice for projects.

**US Historical Conspiracy Theory Project
This captivating project will surely engage learners as they delve into the intriguing realm of US historical conspiracy theories.  After choosing from a list of teacher and/or parent approved era-relevant conspiracy theories, learners will assume the roles of researchers and historians, driven by the quest for uncovering the truth behind these mysteries. The project provides a comprehensive framework that guides learners through each step of the process, enabling them to acquire essential skills along the way.

As part of the project, learners will develop a solid foundation by learning key definitions and concepts related to conspiracy theories. They will be introduced to the significance of primary and secondary sources and gain the ability to discern the credibility of different sources. Furthermore, learners will practice effective note-taking techniques and brainstorming strategies to enhance their research process.

With this knowledge and skill set in place, learners will embark on an exploration of their chosen historical conspiracy theory. They will gather evidence from a variety of sources, meticulously evaluating and analyzing the information at hand. The project encourages students to form evidence-based conclusions, ensuring that their perspectives are grounded in sound reasoning.

Finally, learners will culminate their efforts by crafting a logical and organized presentation that showcases their diligent work. Their persuasive poster or digital presentation should aim to prove or disprove to their classmates of the truth behind the theory they have selected or been assigned. It will reflect the culmination of their research, critical thinking, and analytical skills, ultimately leaving a lasting impact on their peers.  

**PEEPS Diorama Project
As an alternative to the 'US Historical Conspiracy Theory' Project, learners will have the option to undertake the PEEPS Diorama Project. A diorama, defined as a life-size, three-dimensional scene from nature or history, will be recreated on a PEEP scale for this project. Students will select an event US History that they have studied and utilize the resources provided in class to gather ideas for their project. I will be available to provide guidance, suggestions, and help students refine their ideas. Once students have gained teacher and/or adult approval for their chosen event, they will proceed to construct a diorama representing the selected event. This project offers a unique opportunity for students to engage with history in a creative and hands-on manner, and I look forward to witnessing their imaginative interpretations come to life.

Please note: The specific requirements and guidelines for both projects will be provided in class.
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While my courses can be taken in any order based on individual preferences and needs, I would highly recommend taking them in chronological order. This sequencing allows for a comprehensive understanding of the subject matter and enhances the learning experience. Therefore, I suggest following this chronological order for optimal learning:

US History: Gilded Age, Roaring 20s & Depression  
US History: WWII, Cold War & Globalization  

By following this chronological order, learners can gradually build upon their knowledge and develop a well-rounded understanding of the subject matter. They can trace the evolution of ideas, events, and societies over time, which fosters a more coherent and interconnected understanding of the subject.

However, I understand that individual circumstances and preferences may influence the order in which courses are taken. Ultimately, it is important to choose the sequencing that aligns best with your learning goals and interests.
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***Note on Teaching Style and Learner Participation:
This class thrives on active student interaction and participation. The teaching methods, including simulations and critical thinking activities, are designed to engage and inspire. However, the success of these interactive sessions largely depends on learner involvement. Should active participation prove challenging, we may transition to a lecture format to ensure all essential material is thoroughly covered. I encourage all learners to join in, share their thoughts, and contribute to a dynamic learning environment, making the educational journey enriching for everyone.