World History: The Modern Era

Teacher Name:
Nathan W. Brewster
e-mail: nathan.brewster@eu.dodea.edu website: http://www.tallteacher.com
Course Description
Students in grade ten study major turning points that shaped the modern world, from the fifteenth
century through the present. They trace the rise of political, social, religious and economic ideals
and develop an understanding of the historical roots of current world issues, especially as they
pertain to international relations. Students consider multiple accounts of events in order to
understand international relations from a variety of perspectives.
Text
World History: The Modern Era Ellis, Esler
Location
Main building, oom !"#$

%hilosoph&
! " #elieve that there is a wealth of $nowledge in the past to help #uild the future. " want to #e the one
to encourage students to loo$ into the past to find the answers they will need for the future. " see today%s
students as tomorrow%s leaders and decisionma$ers. "f they are not prepared or $nowledgea#le, what
$ind of future can they #uild&
'The past is a source of $nowledge, and the future is a source of hope. (ove of the past implies faith in the
future.) Stephen Ambrose (1936 - 2002), in Fast Company

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

! +art of my teaching style is to include choices in education or individual learning. " tend to point
students towards ma$ing 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. Those who $now the
difference #etween right and wrong, who are educated, and good followers, should ta$e part in leadership
',ecommend to your children virtue- that alone can ma$e them happy, not gold.) "#$%i& 'an (eetho'en
(1))0 - 1*2))
!rading 'cale: Materials Needed:
.lasswor$/Homewor$ 0 123
+rojects 0 423
Tests/ 5ui**es 0 623
DoD() !rading 'cale
72822 0 9, :2:7 0 ;, <2<7 0 ., =2=7 0 >, 67 or #elow 0 ?
)ssessment
paper
colored pencils
pen
binder/ folder
*Do or do not, there is no tr&.+ " ,oda
Evaluation will #e comprised of tests on content material, group activity presentations, essay tests, cause
and effect analysis, and assessment of student projects. Written and oral reports should include visual
illustrations/representations. @nit and endofchapter tests will #e used to assess student achievement of
content o#jectives. There will #e many different assessments used.

-omewor.
Students will receive homewor$ and assignments daily. Students are eApected to turn homewor$ in on
time. This seems o#vious, #ut this is the num#er one reason students struggle with grades.

Late Wor. %olic&
EAcused a#sence receives no penalty for late wor$. EAcused students will have one additional day to
complete an assignment. @neAcused a#sences are not accepta#le and students will not receive credit for
wor$ not turned in. Students may turn wor$ in late for 623 credit as long as they are present at school and
turn late wor$ in #efore the chapter test. The .hapter Test is the >ropdead due date for all projects and
assignments pertaining to that particular chapter. "f an assignment was assigned several wee$s in advance
and students were given a due date, late wor$ will not #e accepted. Students will #e eApected to find a way
to get it in early or on time.

Tutoring/(xtra -elp
"f students need eAtra help or tutoring for their assignments, they are welcome to schedule time with me
#efore, during, or seminar period. Students do need to ma$e sure to schedule the time that they would li$e
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 ules/Management
8. ?ollow >irections 5uic$ly
4. ,aise Bour Hand for permission to spea$.
1. ,aise Bour Hand for permission to leave your des$.
C. Ma$e Smart .hoices
6. Deep the Score$eeper EMr. ;rewsterF happyG

Content 0utline
(ssential 0b1ecti2es: @pon completion of the world history course, students should #e a#le to:
9naly*e the effects of the ,enaissance
9naly*e the historical developments of the ,eformation
9naly*e the political and economic change in the 8=
th
, 8<
th
, and 8:
th
centuries to
include: The 9ge of EAploration, The 9ge of Enlightenment, The 9ge of ,eason
.ompare and .ontrast the ,evolutions of 9merica, ?rance, (atin 9merica and their
enduring effects on Hlo#al political eApectations for selfgovernment and individual
li#erty.
@nderstand the effects of the "ndustrial ,evolution in England, ?rance, Hermany, and
the @nited States.
Students analy*e patterns of glo#al change in the era of Iew "mperialism in at least
two of the following regions or countries- 9frica, Southeast 9sia, .hina, "ndia, (atin
9merica, or the +hilippines.
Students analy*e the causes and trace the course of the ?irst World War.
Students analy*e the effects of the ?irst World War.
Students analy*e the rise of totalitarian governments after World War ".
Students analy*e the causes and conseJuences of World War "".
Students analy*e the international development in the post World War "" world.
DoD() World -istor& 'tandards
http://www.dodea.edu/.urriculum/socialStudies/upload/SocialStudies.ontentStandards.pdf