在家上學的近代世界史：冷戰時期及以後

Is your learner curious about how the world they live in today? In this course, they’re not just learners—they’re leaders, advisors, and historians stepping into pivotal moments of recent history. From the tense halls of the Yalta Conference to the dramatic skies of the Berlin Airlift, learners will navigate the Cold War and beyond, exploring the rise of Communism, the Cuban Missile Crisis, and the Space Race. They’ll witness the struggles for independence in Africa and Asia and learn about the challenges of the Israeli-Palestinian conflict.

Through dynamic simulations, learners will make critical decisions as leaders during the Korean and Vietnam Wars, or advisors in high-stakes scenarios like the Cuban Missile Crisis. Hands-on projects, like the Cold War Conspiracy Theory Investigation, challenge students to uncover the truth behind era-relevant mysteries, sharpening their research and critical-thinking skills.

This course is more than a history class—it’s an adventure through the challenges, conflicts, and breakthroughs that defined the late 20th and early 21st centuries. By the end, learners will not only understand history but connect its lessons to the complexities of today’s global world.

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Additional Class Expectations:

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.

Active Participation: In this class, active participation is key to meaningful engagement and learning. Learners are strongly encouraged to contribute to discussions, share their perspectives, and ask questions. To promote critical thinking and effective in-class interactions, the chat feature should be used sparingly. While quick questions or clarifications are welcome, longer answers or discussions are best reserved for face-to-face interactions during class time.

Punctuality: It’s essential for learners to arrive on time for this class. While late arrivals are welcome to join and participate from the moment they arrive, we won’t be able to restart simulations or catch up on missed activities due to time constraints. To ensure the best experience for everyone, punctuality is strongly encouraged.
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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.

**Cold War Conspiracy Theory Project
This captivating project will surely engage learners as they delve into the intriguing realm of Cold War era 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.

**Peep-Into History: A Cold War Era Diorama Project:
As an alternative to the Cold War Conspiracy Theory Project, learners will have the option to undertake the Peep-Into History: A Cold War Era 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 the Cold War era 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 students 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:

Homeschool Middle School Ancient World History
Homeschool Middle School Classical Era: Greece, Rome & Beyond
Homeschool Middle School Medieval World History
Homeschool Middle School Early Modern World History
Homeschool Middle School Modern World History
Homeschool Middle School Cold War Era & Beyond 

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.