Analyze the Northern U.S.'s transformation from 1800 to the mid-1800s, focusing on geographical changes, industrialization, and technological advancements.
Evaluate the development of the American educational system and the impact of key figures on cultural assimilation.
Assess the efforts and impact of the women’s suffrage movement and interpret common themes in American art and philosophical movements.
Examine the growth of the South's agrarian economy, including the role of cotton and the institution of slavery.
Evaluate the dynamics of white Southern society, environmental factors, and efforts to reform or defend slavery.
Analyze the development of the American West, conflicts between Native Americans and settlers, and the ideology of Manifest Destiny.
Examine the causes and consequences of the Texas War for Independence and the Mexican-American War.
Assess the role of early state constitutions in abolishing slavery and the impact of key figures in the abolitionist movement.
Critique the conditions of enslavement, methods of resistance, and the status of free African Americans pre-Civil War.
Analyze the multifaceted causes, pivotal events, and far-reaching consequences of the Civil War, including territorial, geographical, and economic contrasts between the North and South.
Assess Reconstruction's objectives and enduring effects, including the implications of the 13th, 14th, and 15th amendments.
Analyze the outcomes of the Freedmen's Bureau, limitations on freedmen's rights, and the emergence of segregation and Jim Crow laws.
Investigate the rise of the Ku Klux Klan and instances of vigilante justice during Reconstruction.
Examine the migration of Northern entrepreneurs and African Americans to the South, analyzing motivations.
Appraise the consequences of federal troops' withdrawal from the South and the end of Reconstruction.
Analyze the impact of the Industrial Revolution on the U.S. economy, society, and politics.

I hold a Bachelor of Arts degree in Political Science with a concentration in Comparative Politics. My academic journey included a wide range of courses focusing on various political and historical aspects of civilizations from different time periods and regions around the world. This comprehensive study allowed me to develop a deep understanding of the complexities of past and present societies.

Furthermore, I pursued a Master of Education degree specializing in Secondary Social Sciences, which provided me with advanced knowledge in teaching history, political science, and related subjects. I obtained certification from the state of Alabama, qualifying me to teach social sciences to students in grades 7-12.

Over the course of my teaching career, I have gained extensive experience instructing students in US and World history; dedicated to delivering engaging and informative lessons in these subjects. Additionally, I have conducted extensive research in both history and politics for over 20+ years, allowing me to stay informed and up-to-date with the latest developments in these fields.

In addition, I had to opportunity to take graduate level civil rights courses taught by Dr. Wilson Fallon, Jr. who was recognized by the Alabama Legislature within an official resolution (HR 152) passed in Spring 2021. Below is an excerpt from the resolution.

“WHEREAS, Dr. Fallin is a professor emeritus of history in the Department of Behavioral and Social Sciences in the College of Arts and Sciences at the University of Montevallo who has, tirelessly served UM students, partnered with faculty and collaborated with staff for nearly three decades; and

WHEREAS, Dr. Fallin has been a consistent and fearless supporter of numerous efforts in the area of civil rights and social justice and beloved friend to all those who made his acquaintance, including Dr. Martin Luther King, Jr. himself; and  

WHEREAS, He is a highly esteemed soldier in the fight for civil rights and social justice, as well as a scholar seeking to inform others of his work;”

My educational background, teaching experience, and research expertise have equipped me with the necessary skills and knowledge to provide students with a comprehensive and engaging learning experience. I am committed to fostering a deeper understanding of historical events and political dynamics while encouraging critical thinking and a passion for learning in my learners.

Homework Offered
While efforts will be made to allocate sufficient class time for completing assignments, it is important to note that it may not always be feasible to cover all the necessary tasks within the allotted hours. Consequently, learners should anticipate some work that needs to be done independently outside of class. Recognizing the demanding schedules of students, a minimum of one week will be provided to complete each assignment or project.

Detailed weekly assignments will be provided to learners, and it is imperative that they diligently complete the assigned work independently. These completed assignments will then be discussed together as a class, fostering collaborative learning and a deeper understanding of the subject matter. It is important to acknowledge that learners' abilities and learning paces vary greatly, so the time required to complete assigned work may also vary. On average, learners should expect to devote approximately 30 minutes to 1 hour outside of class to complete their assignments.

By setting aside dedicated time for independent work, learners will have the opportunity to delve deeper into the course material and cultivate a more comprehensive understanding of the subject matter.
0 - 1 hours per week outside of class
Assessments Offered
Upon request and prior to the start of the course, assessments can be conducted throughout the course to evaluate learner progress and understanding. These assessments may include quizzes, tests, projects, feedback and/or other forms of evaluation (i.e. letter grade).  Parents and learners are encouraged to discuss their grading preferences with the teacher.

The purpose of assessments and grades is to provide feedback on student learning and measure their achievement. It is important for learners to actively participate in assessments and seek feedback to gauge their progress and areas of improvement.

Furthermore, a detailed rubric will be provided specifically for the project. This rubric will serve as a guideline to assess and evaluate the quality and creativity of the learners' project. It will outline the criteria and expectations, ensuring transparency and fairness in the assessment process. Learners will have a clear understanding of the criteria by which their projects will be evaluated, allowing them to strive for excellence in their projects.
Grades Offered
Upon request learners can opt to receive grades and/or feedback. In the absence of a specific request for grades, only feedback will be provided.

A People's History of the United States by Howard Zinn 

An Indigenous Peoples' History of the United States for Young People  by Roxanne Dunbar-Ortiz

The Constitution of the United States and The Declaration of Independence by Delegates of The Constitutional Convention

Primary and secondary texts, writings and works of various significant people in US history. 

A History of the World by Andrew Marr