11 Grade United States History and Government

Instructor: Gregory Zimdahl

Email: gz2135@gmail.com
2015-2016
th

TYWLS of Astoria
Principal Allison Persad
(718) 267-2839

American Freedom: U.S. History and Government

COURSE DESCRIPTION
According to leading historian Eric Foner, No idea is more fundamental to Americans sense of themselves as
individuals and as a nation than freedom. The central term in our political vocabulary, freedomor liberty,
with which it is almost always used interchangeablyis deeply embedded in the documentary record of our
history and the language of everyday life. Indeed, one can think of the history of the United States as a story of
debates, disagreements, and struggles over freedom. I have found that attention to clashing definitions of
freedom and the struggles of different groups to achieve freedom, as they understood it offers a way of making
sense of the larger debates, battles and vast transformations that took place in American history. This course
challenges you to think, read, talk, and write about American history through the lens of freedom.
COURSE GOALS:
1) To understand and speak intelligently about course material.
2) To increase your reading and writing skills.
3) To grow as both a life-long-learner and a compassionate, emphatic young adult.
MATERIALS

A 1 1/2 or 2 inch binder with at least 30 pages of loose-leaf paper OR

A notebook (at least a 1 subject notebook) and a folder to keep handouts/course readings.
A pen or pencil

NOTE: It is crucial to hold onto the handouts from this course. Most, if not all, of the activities and
assignments completed throughout the year will be helpful to have when it is time to more intensely prepare for
the U.S. History and Government Regents exam in June.
COURSE READINGS:
This course involves a good amount of reading. We will read and analyze excerpts from a number of texts
including news articles, primary and secondary source documents, and other historical and contemporary works
of both fiction and nonfiction. We will also read the following pieces of fiction and non-fiction as a class:

Arthur Millers The Crucible

Solomon Northups Twelve Years a Slave
Tung Chins Paper Son
James Baldwins The Fire Next Time
Betty Friedans The Feminine Mystique
Eboo Patels Acts of Faith: The Story of an American Muslim, in the Struggle for the Soul of a
Generation

ASYNCHRONOUS LEARNING

Each unit of this course is designed so that you can complete learning activities and move through most of the
material at your own pace. Although the start and end point may be the same for each student, the path or
journey to reach the end point and/or accomplish the unit goals may look a little different. We will practice this
form or structure of learning in Unit 1 so you know what to expect for the rest of the year.
GRADING AND ASSESSMENTS
1) Class Attendance and Participation
Please do your best to be on time and prepared (i.e. completing assignments and the assigned readings before
class) for all classes. Arriving to class prepared will also make it easier for you to participate/engage in the
classroom discussions and activities. Class attendance and active participation is not only expected but also
required in order to do well in this course. Your ability to ask and/or answer questions will be assessed regularly.
At the start of the school year, we will create a rubric to assess your daily classroom participation.
2) Assigned Readings and Talking Points
Approximately once a month, one or two full class periods will be devoted to a class discussion on the assigned
reading(s). Often the assigned reading will be the whole-class text we are currently reading and/or just finished
reading. These class periods will be called Reading Discussion Days. Prior to each Reading Discussion Day,
you are responsible for reading the assigned reading(s) and submitting one talking point on the class Weebly
two days before the group discussion. We will spend time in class discussing and practicing how to construct a
strong talking point.
3) Reading Discussion Days
As previously mentioned, approximately once a month, one or more full class periods will be devoted to a class
discussion on the assigned reading(s). During the group discussion, you will be assessed on your ability to
COMMUNICATE (verbally articulating your talking point with the class, asking additional questions and/or
responding to your classmates comments or questions). You will also be assessed on your ability to
COLLABORATE (actively listening to your peers, being visibly engaged in the discussion, etc) We will
create a detailed rubric as a class for these discussion days.
4) Facilitating a Reading Discussion Day
Each Reading Discussion Day will open with a student-led presentation. At least once this year, you and a
partner will be responsible for facilitating a Reading Discussion Day. Presentations should last no longer than
10 minutes. For the first 5 minutes, the presenter(s) should introduce the assigned reading(s) by providing a
brief summary of the text. During the second 5 minutes, you may introduce any material you feel would help
the class to engage further with the reading. For example, you might invite the class to apply the authors
arguments to a particular text that you have excerpted and photocopied. What methods of reading may the
authors argument suggest or inspire? You might instead choose to place the assigned reading in dialogue with
an excerpt from another theoretical or critical essay, which perhaps informs, extends, or takes issue with its
argument. You should close your presentation with some critical comments and pertinent topics for class
discussion. Attempt to free yourself from a formal script use an outline or rough notes. Some students find
that preparing a handout for the class helps with organization, but it is not required.
*Presenters are not required to submit talking points during the weeks they present.
4) Group and individual projects
Several times throughout the year, you will be asked to complete a individual or group project not only as a

means to demonstrate your ability to apply historical concepts, ideas, and events to new situations, but also to
learn through process - to set and meet appropriate goals, to effectively communicate both positive and critical
feedback to your group members, and to be pro-active and flexible to prevent or meet unforeseen challenges.
5) American Freedom Thematic Essays
Three different times this year, you will required to write a 2-3 page thematic essay in which you argue (build a
case for and defend) how the definition of freedom has or has not evolved or changed during a particular
turning point in American history. Information from primary and secondary source materials analyzed in class
will serve as the main evidence from which to form your conclusions.
Last years thematic essays covered the following time periods:
American Freedom Thematic Essay #1
American Freedom Thematic Essay #2
American Freedom Thematic Essay #3

Theme: Turning Point:

Creation of the U.S. Constitution
Civil War and Reconstruction
Theme: Turning Points/U.S. Foreign Policy
Truman Doctrine, Carter Doctrine, and the Bush Doctrine

Due Date:
October
January/February
Due Date:
Early June

6) Homework
Reading the assigned text(s) for the week and preparing talking points will be your primary homework for
this course. Nevertheless, more often than not, you will also have an individual or group project that will
require you to spend time preparing outside of class. At times, you may also be asked to complete a brief
assignment and/or construct a study guide and/or prepare for an exam.
COURSE OUTLINE (subject to change):
UNIT 1: Freedom in Colonial America (Early America to 1776)
Major Assessment(s): Reading Arthur Millers The Crucible
American Freedom Thematic Essay #1

UNIT 2: Freedom After Independence (1776-1815)

Major Assessment(s): Government Cake Day

UNIT 3: Freedom during the Market Revolution (1815-1840)

Major Assessment(s): Reading Solomon Northups 12 Years a Slave

UNIT 4: The Civil War and a New Birth of Freedom (1840-1877)

Major Assessment(s): American Freedom Thematic Essay #2

UNIT 5: Freedom at Home and Abroad (1877-1941)

Major Assessment(s): Reading Tung Chins Paper Son: One Mans Story

UNIT 6: Freedom and Civil Rights After WWII (1941-1970)

Major Assessment(s): Reading James Baldwins The Fire Next Time and Betty Friedans The Feminine Mystique

UNIT 7: Freedom and Security in the Modern Era (1947-present)

Major Assessment(s): American Freedom Thematic Essay #3

UNIT 8: Freedom from Fear of the U.S. History Regents

Major Assessment(s): Regent Prep Packets

REGENTS EXAMINATION
First and foremost, the curriculum for this course is designed to engage you in a critical study of Americas past
and present so to foster an understanding of and appreciation for the diverse and country in which you live. This
course is also designed to prepare you for college-level work asking you to take an active role in and
responsibility for your education. In June, you will take the United States History and Government NYS
Regent Exam. Thus, this course, in addition to the goals listed above, will also prepare for the exam.
CLOSING REMARKS
Im looking forward to an exciting and challenging school year. If you or your parent(s)/guardian(s) have any
questions or concerns, please do not hesitate to schedule a meeting and/or contact me. I will do my best to get
back to you in a timely manner.
Sincerely,
Greg Zimdahl