United States History

Teacher Name:
Nathan W. Brewster
e-mail: nathan.brewster@eu.dodea.edu website: http://www.tallteacher.com
Course Description
Students in grade eleven study the major events in American history in the twentieth century. Building on prior
knowledge of industrialization, students analyze the emergence and impact of accelerated technological
development, a corporate economy, and related social and cultural effects on society. Students trace the
change in the ethnic composition of American society the movement toward e!ual rights for racial minorities
and women and the role of the United States as a major world power. "mphasis is placed on the e#panding
role of the federal government and federal courts as well as the continuing tension $etween the individual
and the state. Students consider the major social pro$lems of our time and trace their causes in historical
events. Students analyze how the United States has served as a model for other nations and that the rights
and freedoms we afforded are not accidental, $ut the results of a defined set of political principles that are not
always $asic to citizens of other countries. Students understand that our rights under the U.S. %onstitution
are a precious inheritance that depends on an educated citizenry for their preservation and protection.
Text
United States History& 'odern America ( )rentice Hall
Location
Main building, oom !"#$

%hilosoph&
* + $elieve that there is a wealth of knowledge in the past to help $uild the future. + want to $e the one
to encourage students to look into the past to find the answers they will need for the future. + see today,s
students as tomorrow,s leaders and decision-makers. +f they are not prepared or knowledgea$le, what
kind of future can they $uild.
/0he past is a source of knowledge, and the future is a source of hope. 1ove of the past implies faith in the
future.2 Stephen Ambrose (1936 - 2002), in Fast Company

* + $elieve that students should take and active part in their education and learn to $e responsi$le for
their own successes. + see myself as putting options, tools, and ideas on the ta$le for them to use, $ut it is
up to them to take the tools and use them. + $elieve that the realization of responsi$ility is necessary for
future success.
/0he future $elongs to those who prepare for it today.2 Malcolm (192! - 196!)

* )art of my teaching style is to include choices in education or individual learning. + tend to point
students towards making the right decisions in the hopes that this will $e good practice for them when they
$ecome adults. + $elieve that living a good and honora$le life is its own reward. 0hose who know the
difference $etween right and wrong, who are educated, and good followers, should take part in leadership
/3ecommend to your children virtue that alone can make them happy, not gold.2 "#$%i& 'an (eetho'en
(1))0 - 1*2))
!rading 'cale: Materials Needed:
%lasswork4Homework 5 678
)rojects 5 978
0ests4 :uizzes 5 ;78
DoD() !rading 'cale
*+",++ - ), .+".* - B, /+"/* - C, 0+"0* - D, 1* or below - 2
paper
colored pencils
pen
binder/ folder
3Do or do not, there is no tr&.4 " 5oda
)ssessment
"valuation will $e comprised of tests on content material, group activity presentations, essay tests, cause
and effect analysis, and assessment of student projects. <ritten and oral reports should include visual
illustrations4representations. Unit and end-of-chapter tests will $e used to assess student achievement of
content o$jectives. 0here will $e many different assessments used.

6omewor7
Students will receive homework and assignments daily. Students are e#pected to turn homework in on
time. 0his seems o$vious, $ut this is the num$er one reason students struggle with grades.
Late Wor7 %olic&
"#cused a$sence receives no penalty for late work. "#cused students will have one additional day to
complete an assignment. Une#cused a$sences are not accepta$le and students will not receive credit for
work not turned in. Students may turn work in late for ;78 credit as long as they are present at school and
turn late work in $efore the chapter test. 0he %hapter 0est is the =rop-dead due date for all projects and
assignments pertaining to that particular chapter. +f an assignment was assigned several weeks in advance
and students were given a due date, late work will not $e accepted. Students will $e e#pected to find a way
to get it in early or on time.

Tutoring8(xtra 6elp
+f students need e#tra help or tutoring for their assignments, they are welcome to schedule time with me
$efore, during, or seminar period. Students do need to make sure to schedule the time that they would like
to receive help, if they do not, + may not $e availa$le. +t is the student,s responsi$ility to communicate their
need for assistance however, + will assign students to seminar when + see the need.
Classroom ules8Management
>. ?ollow =irections :uickly
9. 3aise @our Hand for permission to speak.
6. 3aise @our Hand for permission to leave your desk.
A. 'ake Smart %hoices
;. Beep the Scorekeeper C'r. BrewsterD happyE

(ssential 9b:ecti;es: Upon completion of the world history course, students should $e a$le to&
review the significant events in the founding of the United States and its attempts to
realize the philosophy of government descri$ed in the =eclaration of +ndependence.
analyze the role religion played in the founding of America, its lasting moral, social, and
political impacts, and issues regarding religious li$erty.
Students analyze the relationship among the rise of industrialization, large-scale rural to
ur$an migration, and massive immigration from Southern and "astern "urope and Asia.
Students trace the rise of the United States to its role as a world power in the twentieth
century.
Students analyze the major political, social, economic, technological, and cultural
developments of the >F97,s.
Students analyze the different e#planations for the Great =epression and how the Hew
=eal fundamentally changed the role of the federal government.
Analyze U.S. participation in <orld <ar ++.
Analyze U.S. foreign policy in the emerging %old <ar and its aftermath.
Analyze the economic $oom and social transformation of post-<orld <ar ++ America.
Understand the development of /0he Hew ?rontier2, /0he Great Society2 and federal civil
rights and voting rights.
Students analyze the major social pro$lems, domestic and economic policy issues and
foreign policy in contemporary American society.
DoD() World 6istor& 'tandards
http&44www.dodea.edu4%urriculum4socialStudies4upload4Social-Studies-%ontent-Standards.pdf