19 US$
weeklyor 304 US$ for all content
Plan de estudios de historia de los Estados Unidos para la educación en el hogar en la escuela secundaria (parte 2: 1877-actualidad)
Completado por 2 alumnos
Edades 15-18
Curso a su propio ritmo
16 lecciones pregrabadas
16 semanas de apoyo docente
Elige tu fecha de inicio
1 año de acceso al contenido
Paga y comienza después
Ve a tu propio ritmo
Tu hiojo/a puede comenzar a aprender cuando quiera y progresar a la velocidad que mejor le funcione.Empieza cuando quieras.
Aprende a tu propio ritmo
Accede al material del curso durante un año completo.
Obtén apoyo práctico del maestro.
Qué está incluido
16 lecciones pregrabadas
16 semanas
de apoyo docente1 año de acceso
al contenidoProyectos
1-2 horas por semana. To support students in their understanding of the topics taught throughout the course, students will be offered a total of 8 projects. These projects are assigned every other week to be completed outside of class. These projects do not require additional materials and can be easily adapted to whatever materials the student has readily available. Projects are optional for students who do not need a grade for the course or prefer the alternative assignment option (an in-class game assessment). Students are encouraged to follow the submission timeline for projects. However, students' need for additional time is honored and considered.Evaluación de dominio
To provide flexibility for learners with different interests and needs, students can choose a quiz game assessment to serve as their progress check grades instead of the assigned projects. However, students are always encouraged to participate in the class projects. Either option is available for learners to choose from.Letra de calificación
If your learner will be taking the course for credit or a grade, it is strongly recommended that students actively participate in this course and complete projects/quizzes that are assigned every other week. Students are offered feedback on their mastery of history standards for students who submit projects/quizzes. Although there is a recommended timeline for assignment completion offered to students, learners have complete freedom in their pacing of the course, so long as all assignments are submitted a week before the end of the course to provide sufficient time for grading.Experiencia de clase
Nivel de inglés - B2+
Grado de EE. UU. 9 - 12
Nivel Beginner
Class Summary: Welcome Historian! In this semester-long U.S. History Class, we will study & interpret the historical narrative of people, events, and moments in history that shaped the United States. Join us and learn with projects, games, stories, & fun activities! This U.S. History class for High School students is a semester-long course which spans the years from 1877-Present. A first semester version of this course covers 1607-1877. Inspired by the Texas Essential Knowledge and Skills and National Social Studies standards, this engaging & fast-paced class will cover the History of the United States from Reconstruction to present day. Students will learn & participate in class through hands-on projects, games, activities & interactive lessons. Students are welcome to enroll at any time. However, since the course builds, it is typically challenging for students to catch up once the course has progressed past the first two meetings. This class is presented from an inclusive lens and will present a variety of perspectives for students to evaluate, particularly those of historically under-represented groups. Course Format: Students will be immersed in the historical narratives through video, slides, images, discussion questions, and other engaging visuals to aid students in reading and historical comprehension. This class is perfect for visual/hands-on learners, who want to improve reading comprehension, thrive with a more moderate pace of instruction, or value flexibility in their learning experience. This class is 16 lessons long. Learners do not need prior historical knowledge to enroll. -------------------------------------------------------------------------------------- CLASSROOM POLICIES: 1. Learners should be familiar with muting/unmuting themselves 2. Students are invited to immerse themselves in the class and participate. Please encourage students to be open to new experiences & perspectives. Also, to get the most out of the learning experience, I ask that students refrain from being engaged in other activities that take them away from participation whether that be eating, or their phone, or other such distractions. 3. Siblings are welcome but must be enrolled in the course. 4. To ensure safety, every student needs to have their camera on so I can verify the identity of the student. 5. Promptness is appreciated. Students running more than 10 minutes late should contact me about accessing course materials to catch up on instruction they might have missed. No partial refunds are available for missed class time. 6. I always have the BEST students🧡 and want every learner to have a FANTASTIC experience in class! Therefore I expect that all students conduct themselves in ways that are respectful and not disruptive to themselves, their instructor, or fellow learners.
Metas de aprendizaje
Students will practice analyzing and expressing their historical understanding through speaking and writing.
Students will practice invaluable social studies skills, such as supporting arguments and claims with evidence.
Students will learn new content vocabulary and apply this knowledge to improve reading comprehension.
Programa de estudios
Plan de estudios
Sigue en plan de estudios Teacher-CreatedEstándares
Alineado con State-Specific Standards16 Lecciones
más de 16 semanasLección 1:
Growth & Change in the West
This lesson discusses the political, social, economic and geographic changes that took place during and after Reconstruction.
Lección 2:
Industrialization in the Gilded Age
This lesson discusses the rise of Industry during the Gilded Age.
Lección 3:
Immigration in the Gilded Age
This lesson discusses the influx of immigrants that immigrated to the United States during the Gilded Age.
Lección 4:
The Progressive Era
This lesson discusses the social, political, and economic problems brought to light by "Muckrakers" during the Gilded Age.
Otros detalles
Necesidades de aprendizaje
The accommodations provided in this class include, but are not limited to:
*Access to notes and course slides
*Alternative assignment options
*Visual support and cues
*Continuous practice through review games
More upon request!
Orientación para padres
As this is a history course based on Historical sources, there may be mention of death, racism, gender, abuse, genocide, war, disease, religion, and other topics that may be sensitive to some learners. All topics will be taught in an age-appropriate manner, in a Historical context.
This course is inclusive and will focus on a more holistic historical narrative through the exploration of primary sources from a variety of perspectives. Students will be urged to interpret their own conclusions. Views presented in these primary sources are not my own, rather they are first-hand accounts and based on the perspective of the writer. Resources used to create context for this history course are listed below and may be periodically updated; therefore parents are urged to save this page and revisit.
This class is presented from an inclusive lens and will present a variety of perspectives for students to evaluate, particularly those of historically under-represented groups.
For this course, students may occasionally use the following tools, and they will be used as follows:
-Kahoot: used for trivia questions (no student account necessary. Students provided a game code to join)
-Nearpod: Used for class lessons (no student account necessary. Students are provided a code to join OR resource may simply be used on-screen as part of instruction without requiring students to access it)
-Kami: Recommended*(optional) FREE chrome extension for writing on PDF documents for assignments.
If your learner will be taking the course for credit or a grade, it is strongly recommended that students actively participate in this course and complete projects/quizzes that are assigned every other week. Students are offered feedback on their mastery of history standards for students who submit projects/quizzes. Although there is a recommended timeline for assignment completion offered to students, learners have complete freedom in their pacing of the course, so long as all assignments are submitted a week before the end of the course to provide sufficient time for grading.
Lista de útiles escolares
All course materials will be sent to students with the exception of the materials that they may choose to use for projects. 1. Student Syllabus (has all course links and information) with recommended pacing guide. 2. Although students may need supplies for their projects/activities, they can be whatever the student already has access to at home.
Fuentes
The book we will use as an overall reference for this course will be:
*THE AMERICAN YAWP
A Massively Collaborative Open U.S. History Textbook: https://www.americanyawp.com/
(book can be accessed for free)
Week 1-4:
Primary Sources:
*National Archives
*Library of Congress
The Daws Act, Homestead Act, Morrill Act
*Images of America in the late 1800s
*Excerpts from The Jungle by Upton Sinclair
*Political Cartoons
Secondary Sources:
*Native Knowledge 360
*An Indigenous People's History of the United States
*Britannica.com
*Texas Gateway for Online Resources
Week 5-8:
Primary Sources:
*Library of Congress & National Archives:
*Clips of WWI footage (Primary Sources)
*Music of the 1920s (Primary Source)
*Political Cartoons of the time (Primary Source)
*Newspaper Articles of the time (Primary Source)
*For the Record Vol. 2: A Documentary History of America by David E. Shi & Holly A. Mayer
*MIT Visualizing Cultures (Photos from the Spanish-American War/Philippine-American Conflict)
Secondary Sources:
*Stanford.edu
*FDR Presidential Library and Museum
*Smithsonian Magazine
*History.state.gov
Week 9-12:
Primary Sources:
*Library of Congress & National Archives:
*Clips of WW2 footage (Primary Sources)
*Music of the 1940s (Primary Source)
*Political Cartoons of the time (Primary Source)
*Newspaper Articles of the time (Primary Source)
*For the Record Vol. 2: A Documentary History of America by David E. Shi & Holly A. Mayer
*Interviews with veterans of WW2 (Allies & Axis)
*Holocaust stories excerpts
*A Vietnam War Reader: A Documentary History from American & Vietnamese Perspectives
Secondary Sources:
*Smithsonian Magazine
*JKF Library
*Oklahoma State University
Week 13-16:
Primary Sources:
*Civil Rights Museum. org
*National Archives
*Library of Congress
(Interviews, Footage, Images during the Civil Rights Movement)
*Newspaper Clippings 9-1-1(Primary Sources that I saved from the day of)
*White House. Gov
Secondary Sources:
*Britannica Encyclopedia
*University of Virginia Miller Center (Gulf War)
*National Geographic (Hurricane Katrina)
Conoce al profesor
Experiencia y certificaciones del docente
Texas Certificado de Docencia en Estudios Sociales/Historia
2 Grado
Maestría en Historia desde University of Texas Pan American
Licenciatura en Historia desde University of Texas Pan American
*B.A. in History & Anthropology
*M.A. in History (with a focus on American Colonial & Environmental History)
*Internship experience working at a Museum (2 years)
*Taught History (public school) 10 years/Certified History Teacher
*Taught History (University) 6 years
*Training New History Teachers 7+ years
* Tutoring Students 10 years
*Experience with Research (Research Assistant 2 years)
Reseñas
Otras clases de Miss Tamez, M.A. History/ Secondary Education
Otras clases de Miss Tamez, M.A. History/ Secondary Education
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