（自訂進度）家庭學校美國歷史：從鍍金時代到大蕭條||中學
透過模擬工業城鎮的發展、在第一次世界大戰爆發時接替伍德羅威爾遜的經歷以及完成陰謀論或窺視歷史項目等有趣的活動，探索大蕭條時期的鍍金時代。
Janelle Hopkins M.Ed - World History
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明星教育家
熱門課程
包含什麼
10 預錄課程
10 週
教師的支持1 年訪問權
到內容作業
每週 1-2 小時. 每週3-6次項目
US History Conspiracy Theory Project Learners explore era-relevant US conspiracy theories, acting as researchers to uncover historical mysteries. They’ll evaluate sources, form evidence-based conclusions, and present their findings through a persuasive poster or digital presentation. Peep-Into US History Diorama Project Learners recreate a historical event on a PEEP scale, using class resources for inspiration. With teacher guidance, they’ll construct a hands-on, creative diorama showcasing their understanding of the chosen event. Specific project requirements will be provided in class.評估
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.等級
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.我們無法翻譯此文，請刷新頁面並再試一次。
課堂經歷
英語程度 - 未知
美國 9 - 12 年級
Does your learner dread studying US history? Or maybe they love it but want to experience it, not just read about it? This class is the answer! Dive into the fascinating era from the Gilded Age to the Great Depression with hands-on activities and engaging simulations that bring history to life. Instead of memorizing dates, learners will step into pivotal moments of history. They’ll simulate the growth of an industrial town, witnessing both the positive changes and negative effects of the Industrial Revolution. They’ll make tough decisions as Woodrow Wilson at the dawn of WWI, experience the Great Depression by trying their luck in the stock market and feeling the bust as so many Americans did, and uncover era-relevant conspiracy theories through a dynamic project. With videos, interactive assignments, and creative challenges like the Peep-Into History Diorama, this class offers a fresh approach to history. Whether your learner is hesitant about history or eager to dive deep, they’ll develop critical thinking skills and gain a new appreciation for how the past shapes the present. **US History Conspiracy Theory Project This captivating project will engage learners as they explore the intriguing realm of era-relevant US conspiracy theories. After choosing from a teacher- or parent-approved list, learners will take on the roles of researchers and historians, uncovering the truth behind historical mysteries. The project provides a structured framework guiding learners through key steps, enabling them to develop essential skills along the way. They’ll learn foundational concepts about conspiracy theories, understand the importance of primary and secondary sources, and practice evaluating the credibility of information. Learners will gather evidence, analyze sources, and form evidence-based conclusions, ensuring their perspectives are grounded in sound reasoning. Finally, they’ll present their findings through a persuasive poster or digital presentation, showcasing their research, critical thinking, and analytical skills. **Peep-Into US History Diorama Project: As an alternative to the US Historical Conspiracy Theory Project, learners can choose the Peep-Into US History Diorama Project. For this project, learners will recreate a life-size, three-dimensional historical scene on a PEEP scale. They’ll select an event from the era studied, gather ideas using class resources, and receive guidance from the teacher to refine their concept. Once approved, they’ll construct a diorama representing their chosen event, engaging with history in a hands-on, creative way. This project offers a unique opportunity to connect with the past while showcasing their imagination and craftsmanship. Please note: The specific requirements and guidelines for both projects will be provided in class.
學習目標
Trace the relationship between industrialization, urbanization, and immigration, analyzing their effects on living conditions, labor movements, and urban political reform.Evaluate the impact of Social Darwinism, the Social Gospel, and Progressive reforms on American economic and social policies during the rise of industrial power.
教學大綱
課程
遵循 Teacher-Created 課程標準
與 State-Specific Standards對齊10 課程
超過 10 週課 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. 課 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. 課 3:
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. 課 4:
US Imperialism: Imperialist President's Diplomacies, Responses & Outcomes
Examine the progressive and imperialist policies of Presidents William McKinley, Teddy Roosevelt, William Taft, and Woodrow Wilson.
Evaluate the social, economic, and political impacts of these policies on the United States.
Examine the origins and outcomes of the Spanish-American War, including the role of Yellow Journalism and pivotal war events. 其他詳情
父母的引導和規範
The study of US history encompasses a wide range of topics, including those that are sensitive in nature, such as war, slavery, racism, religion, and imperialism. It is important to note that discussions on religion will solely focus on its historical context.
Throughout the course, learners will be exposed to diverse perspectives using reputable sources that have been peer-reviewed and are of scholarly nature. Students will be actively encouraged to engage in critical thinking and reflection, particularly when it comes to topics related to ancient conflicts, religion, and economics. To ensure a fair and impartial environment, discussions will be moderated by the teacher, who will adopt an unbiased and secular standpoint.
Where applicable, the course will strive to explore viewpoints from marginalized groups, shedding light on often underrepresented perspectives and narratives.
As an educator, I am dedicated to presenting the course content in an age-appropriate manner, taking into consideration the sensitivity and maturity levels of the students. The utmost care will be taken to deliver the material in a manner that is respectful, inclusive, and conducive to the learning experience.
供應清單
Please ensure that you have the following supplies for the course: 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.
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教學語言
英語
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除了 Outschool 教室外，本課程也使用：
已加入 June, 2020
4.9
364評論
明星教育家
熱門課程
教師專業知識和證書
阿拉巴馬州 教學證書 在 社會研究/歷史
碩士 在 教育 從 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.
