Presentation on theme: "U.S. History 1865- Present Thinking Like a Historian."— Presentation transcript:
U.S. History Present Thinking Like a Historian
Geography The Jazz Age 1920s Reconstruction The Great Depression Westward Expansion World War II Industrialization The Cold War Immigration & Urbanization Civil Rights Progressive Era Post War- Imperialism Consumer Culture World War I Globalization
Focus Questions: How does geography influence events in United States history? What is the role of the United States in a changing world? What is the impact of technology on American life? How has the government reacted to events in United States history? How has daily life changed for ordinary Americans over time?
Content Students will: Demonstrate how geography has influenced the history of the United States Be able to analyze how events after Reconstruction influenced the lives of African Americans Demonstrate an understanding of how the settlement of the West transformed the United States
Students will: Demonstrate an understanding of the impact of industrialization on the United States Be able to describe the effects of immigration and urbanization on the United States Be able to analyze and explain responses to industrialization and urbanization in the United States Be able to analyze the emergence of the United States as a world power since the late 1800s Be able to explain the causes, events and effects of American involvement in WWI
Students will: Be able to identify and analyze significant individuals, issues, and events during the 1920s Be able to identify and analyze the political, social, and economic impact of the Great Depression on the United States Be able to analyze and explain the major causes, events, personalities, and outcomes of World War II Be able to describe and explain United States involvement in world affairs since 1945
Students will: Be able to describe the social, political, and economic changes that transformed the United States since 1945 Demonstrate an understanding of the Civil Rights Movement and the changing role of women Be able to discuss recent developments in contemporary American society
Skills Students will: Be able to acquire information from a variety of sources, including primary source documents Be able to organize information in a variety of forms. Be able to analyze and interpret information. Be able to communicate in a variety of written forms. Be able to communicate orally and through the use of technology.
Students will: Be able to discuss, analyze and evaluate historical decisions. Be able to apply historical understanding and historical thinking skills to other disciplines and areas of knowledge. Be able to use interpersonal group skills to promote collaborative decision making and problem solving.
Our goal is to inspire excellence while meeting the needs of all learners. Extensions, enrichment, and accommodations are provided to meet student learning needs. Differentiation allows all students to access course content and material based on their individual learning needs. Students will have an option at the conclusion of 7th grade to choose General Education Civics or Honors Civics for their 8 th grade year.
Theodore Roosevelt Who: Roles: Impact: Belief: George Dewey Who: What was his connection to Imperialism? Joseph Pulitzer Who: What was his connection to the Spanish American War? William Seward What was his feeling about expansionism? What did he buy from Russia? Was this a good purchase? Why?
Example of less structure: Please define and describe the roles, impact, and/or beliefs of the following people, places, and events in relation to our unit on Imperialism and the Spanish American War: Theodore Roosevelt, George Dewey, Joseph Pulitzer, William Seward Example of Test questions: All of the following are reasons for American expansionism during the late 1800s EXCEPT… A. Trade/Economic (money) growth B. Establishing a relationship with Africa C. To gain more Naval Ports (military Strength ) D. To spread American Culture The following are reasons for American expansionism and the desire for colonies Circle all that apply- A. As markets for U.S. manufactured goods B. Symbol of military might C. As coaling stations D. Experiments for “Social Darwinism”
Examples of Activities! Leaders of Westward Expansion/ Captains of Industry iPhone Project Immigrant Experience Essay WWI Debate Trench Warfare Simulation Great Depression Dinner Project
Online Textbook To support our curriculum and to maintain FCPS commitment to incorporating technology in the classroom, all students have personal access to The American Journey online textbook. Students will be guided through the process of accessing the online textbook during the first weeks of the school year.