This comprehensive SELF-PACED/ASYNCHRONOUS United States history class will expose learners to various significant events and people from the Gilded Age through the Great Depression (approximate 1877 through the 1930's).    

THERE ARE NO LIVE MEETINGS, but learners will receive direct feedback on their work each week. 

Each week focuses on a different significant events and/or people. At the beginning of each week an introductory video will be posted to the classroom along with supplemental written and visual handouts.  Interactive assignments will be specific to the week's topic, but will include challenges and activities surrounding each period.   Both learners and teacher will interact virtually, providing encouraging, constructive feedback on shared posted work.  Most materials can be used digitally***, although there may be a few that need to be printed traditionally.  

After completing activities and assignments, learners will receive regular feedback from me before moving on to the next topic.  Learners are not expected to share their completed activities and project with the class but are able to do so.    Also each week, learners will have an opportunity to receive individualized teacher feedback.  I will be available for office hours and meetings throughout the course by appointment according to your time zone.    

This US history class is a great companion to your homeschooling experience or utilized as a full homeschool curriculum for late middle school or early high school.  Learners are provided with opportunities to engage in deep discussion about what they learn and complete activities and creative projects, all while growing their abilities to think and communicate critically and effectively. 
  
Course Schedule:

Week 1:  Industrialization, Inventors & Robber Barons

Week 2: Immigration and Urbanization

Week 3:  The Progressive Era

Week 4:  US Imperialism: Imperialist President's Diplomacies, Responses & Outcomes

Week 5: US Imperialism: Imperialist President's Diplomacies, Responses & Outcomes

Week 6: World War I

Week 7: Roaring 20s & Stock Market Crash

Week 8: Harlem Renaissance & Great Depression

Week 9: The New Deal, Mexican Repatriation & Share Our Wealth Program

Week 10: Finalize & Submit 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.

This project promises to be an immersive and enlightening experience for students, offering them a unique opportunity to explore history through the lens of conspiracy theories.  

**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.

This class is also offered as a live class, you can view that class here: 
https://outschool.com/classes/us-history-gilded-age-roaring-20s-depression-xjB1zcM0

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:

(FLEX) US History: Gilded Age to the Depression 
(FLEX) US History: WW2, 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.