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Historia de Estados Unidos en la escuela secundaria: la Edad Dorada, los locos años 20 y la Depresión | Semestre 1

Sumérgete en la historia de Estados Unidos del siglo XX: la Edad Dorada, el auge industrial, la era progresista, el imperialismo, la Primera Guerra Mundial, los locos años veinte y las consecuencias de la Gran Depresión. Esta clase, ideal para estudiantes interesados, ofrece debates, simulaciones y actividades prácticas.
Janelle Hopkins, M.Ed - World & US History
Puntuación media:
4.9
Número de reseñas:
(350)
Educador estrella
Clase

Qué está incluido

14 reuniones en vivo
11 horas 40 minutos horas presenciales
Tarea
1 hora por semana. Weekly materials will be 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. Brief, independent assignments will often extend outside classroom time due to our packed agenda. Every learner will get at least one week to complete assignments and will receive advanced notice for larger projects. Homework, necessary for a deeper understanding, will be light—expect about 30 to 60 minutes per week. It's important to note that learners have varying speeds and styles of learning, and this may reflect in the time taken to complete tasks. Completing these assignments diligently on one's own time will not only reinforce the material discussed in class but will also prepare learners for more engaging and productive class experience. For digital worksheets, please refer to the 'Materials' section, which contains a list of third-party websites where they can be accessed.
Evaluación
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.
Calificación
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.

Experiencia de clase

Nivel de inglés: desconocido
Grado de EE. UU. 9 - 12
Learners will conduct an in-depth examination of the defining moments in 20th-century American history; 1877 to the 1930s. Their study will encompass the opulence and social contrasts of the Gilded Age, the transformative surge of industrial advancement, the societal reforms of the Progressive Era, and the nation's strategic expansions during Imperialism. They will assess the profound societal and political ramifications of World War I, immerse in the cultural explosion and economic prosperity of the Roaring Twenties, and analyze the extensive and enduring impact of the Great Depression.

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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. Learners will select an event from this era of 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 learners 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.

***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.
Metas de aprendizaje
Assess the societal impacts of innovations and "robber barons" during the Gilded Age, including effects on immigrants and industrial growth. 
Explore immigrant challenges and contributions, focusing on anti-Chinese attitudes and the Chinese Exclusion Act. 
Contrast Booker T. Washington and W.E.B. DuBois's perspectives within the Progressive movement, evaluating their influence. 
Examine the progressive and imperialist policies of Presidents McKinley, Roosevelt, Taft, and Wilson, and their impacts. 
Investigate the causes and outcomes of the Spanish-American War and analyze U.S. imperialism. 
Study WWI causes, U.S. neutrality, trench warfare, and Wilson's 14 Points. 
Analyze the Roaring Twenties, Prohibition, and the stock market crash's effects, leading to the Great Depression. 
Explore the Great Migration, Harlem Renaissance, and the Tulsa Massacre's significance. Evaluate responses to the Great Depression, including the New Deal and Huey Long's proposal. 
Dive into US historical conspiracy theories, exploring roles as researchers and historians to uncover truths within a structured framework.
objetivo de aprendizaje

Programa de estudios

Plan de estudios
Sigue en plan de estudios Teacher-Created
Estándares
Alineado con State-Specific Standards
14 Lecciones
más de 14 semanas
Lección 1:
Industrialization, Inventors & Robber Barons
 Assess how innovations and "robber barons" shaped society during the Gilded Age, including impacts on immigrants and industrial growth by examining the positive and negative effects of industrial innovations and business empires on American society. 
50 minutos de lección en vivo en línea
Lección 2:
Immigration & Urbanization
 Understand immigrant challenges and contributions in the U.S., assess anti-immigrant attitudes with particular analysis on anti-Chinese attitudes and the effects of the Chinese Exclusion Act. 
50 minutos de lección en vivo en línea
Lección 3:
Immigration & Urbanization
 Understand immigrant challenges and contributions in the U.S., assess anti-immigrant attitudes with particular analysis on anti-Chinese attitudes and the effects of the Chinese Exclusion Act. 
50 minutos de lección en vivo en línea
Lección 4:
Progressive Era Reforms
 Explore the significant people of the Progressive movement, their aims and achievements; contrast Booker T. Washington and W.E.B. DuBois's perspectives, and evaluate their influence on the movement and contemporary culture. 
50 minutos de lección en vivo en línea

Otros detalles

Orientación para padres
Politically sensitive topics, such as war, weapons, racism, nativism, and communism, will be addressed in an objective and factual manner. The purpose of discussing these topics is to promote a comprehensive understanding of their historical and societal significance. It is important to note that all discussions will be conducted in a respectful and inclusive manner. In order to provide a well-rounded perspective, viewpoints from marginalized groups will also be explored when relevant. This approach allows for a deeper understanding of the complexities and diverse experiences associated with these topics. The goal is to foster critical thinking and encourage students to consider multiple perspectives in their analysis and discussions.
Lista de útiles escolares
Please ensure that you have the following supplies for the course:
A camera: preferably digital (camera phones work)
Paper: It is recommended to have a variety of paper types, such as lined paper for note-taking and plain paper for drawing or writing activities.
Pen/Pencil: A reliable pen or pencil for writing and completing assignments.
Crayons/Markers/Colored Pencils: These coloring tools will be useful for creative projects and adding visual elements to your assignments.
Printer: Access to a printer will be necessary to print out resources provided by the teacher or to access digital documents.
Folder or Binder: If you choose to use hard copy printouts, it is strongly suggested to have a folder or binder to keep your materials organized and easily accessible.

Additionally, for the PEEP Diorama Project, you may need the following supplies:
Peeps: These can be purchased online from websites like Amazon or similar platforms. They will be used as figures in your diorama.
Shoe box or slightly larger box: Select a suitable box as the base for creating your diorama.
Construction paper: Use construction paper to design the background scene of your diorama.
Scissors: You will need scissors for cutting out shapes, figures, and other elements for your diorama.
Markers and/or crayons: Use markers or crayons to add color and detail to your diorama.
Tape: Secure various components of your diorama using tape.
Thread: Thread can be used to suspend or hang objects within your diorama if needed.
Paste: This can be useful for attaching small objects or pieces of paper to your diorama.

For digital worksheets, please refer to the 'Materials' section where a list of recommended third-party websites will be provided.

Make sure to have these supplies ready to fully participate in the course activities and projects.
 1 archivo disponible al momento de la inscripción
Idioma en el que se imparte la clase
Inglés
Se unió el June, 2020
4.9
350reseñas
Educador estrella
Perfil
Experiencia y certificaciones del docente
Alabama Certificado de Docencia en Estudios Sociales/Historia
Maestría en Educación desde University of Montevallo
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.

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.

Reseñas

Curso grupal en vivo
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282 US$

por 14 clases
1 x por semana, 14 semanas
50 min

Completado por 26 alumnos
Videoconferencias en vivo
Edades: 14-18
4-10 alumnos por clase

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