1. U.S. History 1865- Present Thinking Like a Historian

2. 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

3. 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?

4. 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

5. 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

6. 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

7. 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

8. 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.

9. 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.

10. 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 8th grade year.

11. Theodore Roosevelt George Dewey Joseph Pulitzer William Seward
Who:
Roles:
 Impact:
 Belief:
George Dewey
 What was his connection to Imperialism?
Joseph Pulitzer
 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?

12. 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”

13. Examples of Activities!
Leaders of Westward Expansion/ Captains of Industry iPhone Project
Immigrant Experience Essay
WWI Debate
Trench Warfare Simulation
Great Depression Dinner Project

14. 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.