Mr.

Thatcher
tthatche@butler.edu
Classroom Phone number: (555) 555-5555
11th Grade U.S. History Syllabus

Course Description:
U.S. History is a yearlong survey of American history from Reconstruction to the
present. Emphasis is placed on vocabulary, critical thinking skills, historical writing, and
interpretation of original documents (DBQ’s). Besides listening to traditional lectures on
important themes in U.S. History, students are expected to participate in class through
discussions, debates of key issues, simulations, and mock trials. Furthermore, students are
expected to continually develop their writing skills through regular short writing assignments,
and maintain a notebook of all class handouts and materials, and complete assigned
homework.
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Big Ideas, Questions, and Goals

Goals: By the end of the class, students will:

 Examine various themes in U.S. History, such as:
o Cause and effect in U.S. History
o Cultural responsibilities of U.S. citizens
o How American citizens have adapted and changed their personal environment
o The importance of the Declaration of Independence, the Constitution, and the
Bill of Rights and how they have impacted the U.S. in the past and presently
 Develop various social studies skills:
o Mapping skills
o Note-taking
o Annotating
o Reading and writing
o Compare, contrast, synthesize, and analyze historical content
 Critical thinking and communication skills

Big Ideas: This course will follow eight major time periods in United States history:
1. Pre-European contact – Colonial America
2. American Revolution and Founding of the Nation
3. Westward Expansion
4. Slavery – this will be partnered with various time eras to demonstrate the importance of
the topic
5. The Civil War
6. Reconstruction – World War I
7. World War II – Cold War
8. Cold War – Modern Day
Within these time periods, we will study various topics: government, geography, economics,
and culture. The topics are important in creating the framework for the United States history
and present.

Essential Questions: The essential questions will help with our guidance throughout the course:
1. How have past historical U.S. events, leaders, and movements affected present day?
2. How does the geography impact how we live?
3. Why is it important to view the past with multiple perspectives and through various
lenses?
4. What role has conflict and technology played in shaping history and impacting people’s
lives?
5. What are the similarities and difference between the US today and in the past?
6. Why is it important to understand the past?
7. How does the past influence how we live today?

The Enduring Understanding: At the end the course/academic year, you will be able to see how
culture, economics, geography, and government work together and influence one another to
form the United States of today.
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Procedures, Activities, and Expectations

Student Activities and Course Work: Students will be asked and required to participate in
classroom-based activities. Many of these will require out of class preparation, while others will
use class time to prepare. Examples of these activities are listed below:
 Bell ringers/Exit slips
 Debates and Discussions
 Group work
 Primary v. Secondary Sources
 Simulations
 Writers’ Workshop and Studio
 Inquiry Projects

Materials and Supplies:

 Loose leaf lined paper
 Writing utensils: Black ink pen, Blue ink pen, and pencils
 Highlighter(s)
 Three ring binder (preferably 2” or 3”0
 College ruled spiral notebook
Mr. Thatcher’s Reminders:
 Be the best YOU that YOU can be
 This classroom demands RESPECT from EVERYONE
 If you don’t know something, then ASK QUESTIONS

If you have a problem with my class, then I encourage you to come talk to me. I will be in my
classroom during my prep period, before school, and after school. I am willing to talk and
discuss the classroom environment. Additionally, I can be made available by appointment
(tthatche@butler.edu)
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Assessments, Grading, and Policies

Assessment: How is my grade determined?

 300 Points: End-of-Unit Assessments (3 at 100 points each)
 300 Points: Projects (2 at 150 points each)
 100 Points: Research Paper (1 at 100 points)
 300 Points: Engagement and Participation (detailed above under “student activities”)
 Extra Credit will vary based upon my decision

Total: 1,000 Points

Mr. Thatcher’s Academic Policies:

1. Late Work: I have been in your shoes before! I understand that we all have rough days,
busy schedules, and unplanned events. Because of that, I have developed a late work
policy that seems fair and reasonable. As the educator, I need a sense of organization to
stay up-to-date as well. The goal of this policy is to benefit your grade, mental health,
and to be fair.

If a student turns in late work…

 By the end of the week: 10% deduction
 By the unit assessment: 30% deduction
 By the end of the semester: 50% deduction

To be eligible for extra credit, the student must not be missing any assignments for the grading
period
 My grading scale is as follows:

100-98.00% A+
97.99-94.00% A
93.99-90.00% A-
89.99-88.00% B+
87.99-84.00% B
83.99-80.00% B-
79.99%-78.00% C+
77.99%-74.00% C
73.99%-70.00% C-
69.99%-68.00% D+
67.99-64.00% D
63.99-60.00% D-
59.99% and below F

2. Extra Credit: Extra Credit will be determined by Mr. Thatcher. It is not a guarantee every
grading period. Come speak to me about possibilities and/or be prepared for an
opportunity throughout the academic semester/year.

3. Cheating/Plagiarism/Academic Dishonesty: This course has a Zero Tolerance Policy for

cheating and/or plagiarizing. If this occurs, the assignment will be recorded as a ZERO
and the student will be sent to the “office” to follow the school corporation’s policy.

Cut below, sign, and return!

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Parents:

With my signature, I am stating that I have read the syllabus

thoroughly. I will contact Mr. Thatcher with any questions and/or
concerns I have.

Signature: _____________________________________ Date: _______________