US History for 6th Through 8th Grades Part 1: The Goal of Liberty for All
In this semester long course, students will learn the ins and outs of what it took to become the United States of America, and what the statement "Liberty for All" meant for everyone who lived here up to 1860.
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4 reviews for this class
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Once per week
over 13 weeks
learners per class
per learner - per class
How does a "Multi-Day" course 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
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This course will cover the first half of United States history from Indigenous America through the Civil War. Using primary sources, multi-media resources, historical fiction, The American Yawp (an open U.S. History Textbook published by Stanford University and available for free online), and research from the students, we will pour over the lives of those who lived here before the pilgrims arrived, the making of the 13 colonies, becoming a country, the build up to the Civil War, and the war...
Students will learn the history of the United States from prehistory through 1860. They will also learn about primary sources versus secondary sources versus historical fiction. They will improve their writing and presentation skills as they complete writing assignments and present their semester project to the class.
I have taught the topic of war and revolution to children of various ages, and I am very careful to discuss only what is age appropriate, while being careful to share as clear a picture of the history as possible. I have a Bachelor's degree in History, and during my studies, I took several courses on Native American history, and wrote a part of my thesis on the movements of several tribes from the eastern United States to the west for their survival.
Homework will consist of the following: a short weekly writing assignment, and readings of primary resources. Throughout the semester, they will read two historical fiction novels, one nonfiction text, and complete a semester project. Work will be completed individually, but if they would like to coordinate their project with another student, they may. They will not be asked to read from the textbook. Each historical fiction novel will be around 150 pages. Homework should take anywhere from 2 to 5 hours per week depending on how they spread out their novel reading and project work.
Students will need copies of three books: The Underground Abductor (Nathan Hale's Hazardous Tales #5): An Abolitionist Tale about Harriet Tubman by Nathan Hale; ELIJAH OF BUXTON by Christopher Paul Curtis; TALKING LEAVES by Joseph Bruschac. They can be purchased or checked out from the library. There is no textbook for this course. Students may also need supplies for their projects, but these supplies will be up to the student and their families as they are to design their project on their own.
Each learner will be provided with a written report at the end of class focused on effort and progress made. A grade will be given to students upon request.
1 hour 15 minutes per week in class, and an estimated 2 - 4 hours per week outside of class.
The first half of US History was a violent one. We will not watch or read about any gratuitous violence, and we will not go into graphic detail about any disturbing topics or events. These issues will be discussed but without unnecessary detail. I am always open to listening to parental concerns about anything they consider inappropriate and welcome feedback on this issue. There are many issues of race and discrimination in early United States history. Students will be taught to look at historical events from the perspective of those marginalized, such as Native American peoples and African Americans. We will cover the wrongs done to these marginalized groups and what the effects may have been. We will use primary sources from the leaders of Native American nations and from the first person accounts of marginalized groups.
As a framework for my teaching, I will use The American Yawp: a Massively Collaborative Open U.S. History Textbook from Stanford University Press. This text is used in many AP U.S. History classrooms, and was written in collaboration by hundreds of respected historians from across the country. As this text is too advanced for most middle schoolers, it will be primarily used to guide us through time and important events and peoples. Students will not be reading directly from the text. We will make use of its list of primary resources whenever possible. The American Yawp is free and available for anyone to read online. Students will not have homework assignments from the textbook, though they may use it to aid them in their writing assignments. One of the main purposes of our class will be to distinguish between primary and secondary sources and to examine how historians came up with theories and explanations of events. We will avoid inaccuracies and biases in any secondary sources, but when they come up, we will address them and discuss other possible explanations from different perspectives. We will also read two historical fiction works: ELIJAH OF BUXTON by Christopher Paul Curtis and TALKING LEAVES by Joseph Bruschac. We will be careful as we read these books to identify them both as historical fiction rather than nonfiction. We will also read Nathan Hale's riveting graphic novel about the Underground Railroad: THE UNDERGROUND ABDUCTOR: AN ABOLITIONIST TALE ABOUT HARRIET TUBMAN.
Lindsay EyrePublished Author and Artist
137 total reviews
74 completed classes
I teach history and social studies, language arts and English, and art classes. I have a Bachelor's degree in History (Brigham Young University) and a Master's in Fine Arts in Writing for Children and Young Adults (Vermont College of Fine Arts). I...