Historia temática de los Estados Unidos: explorar la historia planteando grandes preguntas, parte 1 de 2

Studying history thematically means considering patterns and forces that shape history over time. It is different than studying traditional chronological history, and it provides students with the connections and relevance needed to make history meaningful.

Truthfully, anyone can google a timeline or a definition. But making those connections between past and present, between time periods, or between ideas is where the meaning comes in. Rather than seeing history as a series of events connected by arbitrarily selected time periods, students who study history thematically leave the class with a more holistic understanding of America as a country, and of Americans as a complex group of people. Thematic history also allows current events to be part of the conversation, which helps students apply their historic knowledge to what is going on around them.

Thematic history starts with a set of questions or statements. Investigating each question starts with something modern, which allows students to place themselves in the historical timeline. Then, we look back at times that the big question has been answered in the past. Was the big question always answered in the same way? If not, why not? Did different groups of people ask or answer the question differently? Why? 

Along the way, we will use primary and secondary sources including letters, speeches, political cartoons, artifacts,  essays, and videos to try and better understand the questions, and the answers.

Themes for Part 1 of this class:
 - Power: who has it, when, and why? From the beginning, Americans have struggled with the question of state versus federal power. 
 - America's role in the world: from George Washington to Joe Biden, American foreign policy has been shaped by factors both inside and outside the country. How and why it has changed holds clues to our development as a country.
 - American citizenship: the original Constitution did not define what "citizen" meant. While the 14th Amendment designates birthright citizenship, we still grapple with what is expected of citizens, and what priviledges comes with it.

How This Class Works:  
 - Students will be provided with weekly assignments (reading, watching, listening, writing) to do in advance of class meetings. This work will inform class discussions and projects and is necessary for a student to get the most out of the experience. In class, students will take part in lectures, discussions, and projects intended to apply the information they took in before class. Students will receive feedback on their work regularly, and can be provided with grades if desired.
 - Students looking for additional reading or watching material to augment homework and class discussion will be provided with optional "Digging Deeper" assignments that complement the regular homework. In the past, students have used these assignments to designate the class as an advanced or honors class. This is at the discretion of the homeschooling adult.

**Homeschool Parents** If you are concerned about how to work this class into your student's transcript, or if you need assistance matching up what will be covered with charter school or state requirements, please message me. I may be able to help.

Part 2 of this class covers these themes/big questions:
 - What is the relationship between government, industry, and citizens? 
 - What role do immigrants have in the US? 
 - How have Americans tried to create political and social change?

As in all of my social studies classes, I strive to help students find the answer to the "so what" question. Why does all of this matter? How does this puzzle piece fit with all of the other pieces I can already see and understand? I work to help students develop critical thinking skills including how to find the links between ideas and events, and how to identify errors or inconsistencies in thinking. I encourage learners to apply what we are learning to what they already know.

As a mom to two "twice exceptional" kids, I'm also well-versed in accommodating learning differences and guiding students to develop their passions. Because I appreciate that all learners are coming to a classroom with personal strengths and preferences, I work hard to make all students feel comfortable. While I ask that all students follow Outschool policy and have their camera on long enough for me to verify they are a student, I do not require that cameras stay on for the complete class. Additionally, I do not call on students without notice, though I encourage students to contribute in any way possible.