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Kindergarten Social Studies

Unit Title: Who am I?

Learning Targets Transfer Goals

1. I can tell you why we have rules in my classroom. 2. I can tell you how rules are carried out in my

classroom. 3. I can explain how to get along with my

kindergarten friends. 4. I can explain how choices are made in my

classroom. 5. I can use a picture or photo to tell a story about

long ago. 6. I can make a timeline.

7. I can show how the words and pictures in a book tell a story.

1. seeking to understand the views, values, and cultures of others.

2. appreciating and understanding of individual talents, interests, and differences.

3. role playing concepts from lesson (i.e. problem solving and the importance of being responsible)

4. participating in the creation of a classroom constitution.

5. creating a page for a class book that illustrates "How to be a friend".

Unit Title: Children Around the World


1. I can tell you about wants and needs. 2. I can recognize how cultures are alike and different.

1. making a representation of another culture during learning centers

2. recognizing differences in global environments

Unit Title: This is my Country


1. I can show you the United States Flag. 2. I can recite the Pledge of Allegiance. 3. I can use a picture to tell a story about long ago.

4. I can make a difference in my community.

1. creating a flag that represents themselves 2. illustrating the meaning of the Pledge of Allegiance 3. being a leader in their daily choices

Unit Title: Last 3 units are being revised to include Targets and Goals

Third Grade Social Studies

Unit Title: Welcome to Social Studies


1. I can relate social studies to my everyday life.

2. I can identify and use non-fiction text features to learn about social studies.

1. Relate social studies to my everyday life. 2. Apply non-fiction text features to a Social Studies

text.

Unit Title: What is Geography?


1. I can locate and label Missouri and its border states as well as the Mississippi and Missouri Rivers.

2. I can use a grid system (latitude and longitude) to find the absolute location of a city or place in the state of Missouri.

3. I can explain when to use absolute or relative location.

1. Explain when it is most appropriate to use absolute versus relative when trying to find a location.

Unit Title: What is Culture?


1. I can identify the characteristics of different types of communities and regions, including their:

Physical and Natural Resources

Culture

Economy 2. I can explain how people in different communities

and regions use their environment. 3. I can identify and give examples of different regions

including rural, urban and suburban. 4. I can give examples of how people in different

communities rely on one another.

5. I can describe what it would be like to live in a community or region different from my own.

1. Describe what it would be like to live in a community or region different from my own.

2. Evaluate ways people impact the environment.

Unit Title: What is Government?


1. I can explain how and why decisions are made by leaders in my community, state, and country.

2. I can explain why the Declaration of Independence and Constitution were written and why each is still important.

3. I can identify and explain how the three branches of government work.

4. I can locate Washington D.C. and explain why it is an important place.

5. I can explain why the National Anthem is a symbol of our nation.

6. I can explain how to peacefully resolve

1. Peacefully resolve disagreements. 2. Behave responsibly and treat others fairly.

disagreements. 7. I can explain my rights and responsibilities as a

citizen of the United States. 8. I can create examples of citizens behaving

responsibly by treating others fairly.

Unit Title: What is History?


1. I can compare and contrast the habitats, resources, and daily life of Native American peoples before Europeans arrived.

2. I can give examples of the impact that the arrival of Europeans had on Native Americans.

3. I can describe why different groups of people are more likely to settle in one place than another (immigration and migration).

4. I can describe how transportation and communication systems have helped move people, ideas and products.

1. Provide modern-day examples and explanations of how and why people live where they do.

Unit Title: What is Economics?


1. I can identify and explain public goods and services. 2. I can tell the difference between natural, capital,

and human resources. 3. I can create a cost-benefit analysis chart. 4. I can explain why we have taxes and how they’re

used to support public goods and services.

1. Make and support a decision using cost-benefit analysis.

Fifth Grade Social Studies

Unit Title: Geography


1. I can use maps and atlases to answer questions and solve problems.

2. I can make and label maps. 3. I can locate the states (13 original) and major

landforms and bodies of water of the United States.

4. I can locate and describe real places using latitude, longitude, and cardinal directions.

5. I can identify physical (climate, topography, bodies of water) and human (language, economics, political systems) characteristics of a place.

6. I can locate cities in the regions of Missouri and the United States.

7. I can apply information in format, graphics, sequence, maps, diagrams, charts and index to clarify and connect concepts to the main ideas.

1. Apply information in format, graphics, sequence, maps, diagrams, charts and index to clarify and connect concepts to the main ideas.

Unit Title: Native Americans


1. I can summarize the characteristics of the different Native American cultures before the arrival of Europeans.

2. I can locate and describe Native American regions. 3. I can identify major patterns of settlement and

movement among Native Americans. 4. I can identify fact and opinion and recognize bias

and points of view. 5. I can select, investigate and present a topic on

Native American cultures using primary and secondary resources (examples: oral interviews, artifacts, journals, documents, photos and letters).

1. Select, investigate and present a topic on Native American cultures using primary and secondary resources (examples: oral interviews, artifacts, journals, documents, photos and letters).

Unit Title: Discovery, Exploration and Early Settlement


1. I can explain the causes and effects of the European exploration and colonization of the Americas.

2. I can identify the successes and challenges faced by European explorers.

3. I can identify and explain why some early American settlements succeeded and why others failed.

4. I can identify major patterns of settlement and movement among the early settlers of the Americas.

5. I can make, label and use (answer questions and

1. Select, investigate and present a topic on this period of history using primary and secondary resources (examples: oral interviews, artifacts, journals, documents, photos and letters).

2. Apply information in format, graphics, sequence, maps, diagrams, charts and index to clarify and connect concepts to the main ideas.

solve problems) maps of:

The countries of the explorers who contributed to the colonization of the Americas.

The lands claimed by European countries as the result of their exploration in the New World.

The major topographical features of the early English settlements.

6. I can describe interactions among Native Americans, Immigrants from Europe and Africans brought to America.

7. I can select, investigate and present a topic on this period of history using primary and secondary resources (examples: oral interviews, artifacts, journals, documents, photos and letters).

8. I can apply information in format, graphics, sequence, maps, diagrams, charts and index to clarify and connect concepts to the main ideas.

Unit Title: Colonial Period


1. I can locate the 13 original colonies and describe the features that would aid or hurt expansion.

2. I can describe interactions among Native Americans, Immigrants from Europe and Africans brought to America from discovery to the Bill of Rights.

3. I can identify facts and opinions and recognize bias and points of view.

4. I can select, investigate and present a topic using primary and secondary resources (examples: oral interviews, artifacts, journals, documents, photos and letters).

1. Identify facts and opinions and recognize bias and points of view.

2. Select, investigate and present a topic using primary and secondary resources (examples: oral interviews, artifacts, journals, documents, photos and letters).

Unit Title: Revolutionary War


1. I can explain the American Revolution including: o The point of view of Patriots, Loyalists and

Neutralists o Reasons why the American colonists were

successful o Reasons why the British were unsuccessful

2. I can identify important points in the Declaration of Independence (inalienable rights and government by the consent of the governed)

3. I can identify the causes and consequences of the American Revolution.

4. I can identify facts and opinions and recognize bias

1. Identify facts and opinions and recognize bias and points of view.


and points of view. 5. I can select, investigate and present a topic using

primary and secondary resources (examples: oral interviews, artifacts, journals, documents, photos and letters).

Unit Title: The United States Constitution


1. I can identify important points in the Constitution (limited government, rule of law, majority rule, minority rights, separation of powers and checks and balances).

2. I can identify important points in the Bill of Rights (Amendments 1 – 10).

3. I can tell the difference between the powers and functions of local, state and national government.

4. I can select, investigate and present a topic using primary and secondary resources (examples: oral interviews, artifacts, journals, documents, photos and letters).


Unit Title: JA BizTown


1. I can apply the economic concepts of scarcity, supply and demand, and opportunity cost (trade-offs).

2. I can identify the role of technology in our economy.

3. I can interpret the past, explain the present and predict future consequences of economic decisions.

1. Apply the economic concepts of scarcity, supply and demand, and opportunity cost (trade-offs).

Sixth Grade Social Studies

Unit Title: The United States and Canada


1. I can explain how the physical characteristics of the USA and Canada are the same and different. This means that I can…

Identify the relative and absolute locations of each country.

Describe the climate, topography, and relationship to water of each country.

2. I can explain how the governments of the USA and Canada are the same and different. This means that I can…

Describe the historical development of each government.

Define the structures of each government.

Explain the impact that the governments have on the cultures of each country.

Explain how democracy promotes cooperation over conflict.

3. I can explain how the economies of the USA and Canada are the same and different. This means that I can…

Identify the natural and human resources of each country.

Describe how these resources impact each country.

Explain how these countries depend on each other and the rest of the world.

Explain the impact that the governments of each country have on their economies.

4. I can explain how the human characteristics of the USA and Canada are the same and different. This means that I can…

Describe the cultural traditions of each country.

Recognize how cultural traditions affect how people view others.

Explain why people live where they do in each country.

Identify the “boundaries” that organize groups of people in each country.

1. Analyze a map to draw conclusions about life in the United States and Canada (An example activity might include using the topography of the St. Louis area, find a city in Canada that would be similar) seeking to understand the views, values, and cultures of others.

2. Make comparisons between a current event in our nation and that of a nation with an “unlimited government” to determine the degree of conflict and cooperation that prevails (An example activity might include Presidential elections in the U.S., revolution in Egypt, etc.)appreciating and understanding of individual talents, interests, and differences.

3. Analyze a resource map to draw conclusions about how the resources positively or negatively impact that country.

4. Analyze a current event to determine how cultural traditions impact the point of view of those involved.

Unit Title: Latin America


1. I can identify the major physical and political features of Latin America. This means that I can…

o Identify the relative and absolute locations of Mexico and selected countries. (Teacher choice)

o Describe the climate, topography, and relationship to water of Mexico and selected countries.

2. I can compare democracy to another form of government. This means that I can…

o Compare the types of government in the 4 regions of Latin America.

o Explain the impact of colonialism on governments and cultures of selected countries.

o Evaluate how conditions, actions, and motivations contribute to conflict and cooperation among groups and nations.

3. I can compare the economies of Latin America. This means that I can…

o Identify the natural and human resources of Mexico and selected countries.

o Describe how these resources impact Mexico and selected countries.

o Explain how these countries depend on each other and the rest of the world.

o Explain the impact that the governments of each country have on their economies.

4. I can explain how the human characteristics of Latin America are the same and different. This means that I can…

o Describe cultural traditions of Mexico and selected countries.

o Recognize how cultural traditions affect how people view others.

o Explain why people live where they do in each country.

o Identify the “boundaries” that organize groups of people in each country. (i.e., physical, cultural, and political boundaries)

1. Analyze a map to draw conclusions about life in Latin America.

2. Determine the strengths and weaknesses of various types of government.


4. Analyze a current event to determine how cultural traditions impacted the point of view of those involved.

Unit Title: Europe and Russia


1. I can identify the major physical and political features of Europe and Russia. This means that I can…

Identify the relative and absolute locations of Europe and Russia.

1. Analyze a map to draw conclusions about life in Europe or Russia.

2. Make comparisons between a current event in our nation and that of a nation with an “unlimited government” to determine the degree of conflict

Describe the climate, topography, and relationship to water.


Compare the types of government in Europe and Russian..

Evaluate how conditions, actions, and motivations contribute to conflict and cooperation among groups and nations.

3. I can compare the economies of Europe and Russia. This means that I can…

Identify the natural and human resources of Europe and Russia.

Describe how these resources impact Europe and Russia.

Explain how the countries of Europe and the country of Russia depend on each other and the rest of the world.

Explain the impact that the governments of each country have on their economies.

4. I can explain how the human characteristics of Europe and Russia. This means that I can…

Describe cultural traditions of Europe and Russia

Recognize how cultural traditions affect how people view others.

Explain why people live where they do in Europe and Russia.

Identify the “boundaries” that organize groups of people in Europe and Russia. (i.e., physical, cultural, and political boundaries)

and cooperation that prevails. 3. Analyze a resource map to draw conclusions about

how the resources positively or negatively impact that country.

4. Analyze a current event to determine how cultural traditions impacted the point of view of those involved.

Unit Title: North Africa and the Middle East


1. I can identify the major physical and political features of North Africa and the Middle East. This means that I can…

o Identify the relative and absolute locations of North Africa and the Middle East.

o Describe the climate, topography, and relationship to water.


o Compare types of governments in North Africa and the Middle East.

o Evaluate how conditions, actions, and motivations contribute to conflict and cooperation among groups and nations

3. I can compare the economies of North Africa and the Middle East. This means that I can…

1. Analyze a map to draw conclusions about life in North Africa and the Middle East.



4. Analyze a current event determine how cultural traditions impacted the point of view of those involved.

o Identify the natural and human resources of North Africa and the Middle East.

o Describe how these resources impact North Africa and the Middle East.

o Explain how the countries of North Africa and the Middle East depend on each other and the rest of the world.


4. I can compare and contrast the human characteristics of North Africa and the Middle East. This means that I can…

o Describe cultural traditions of North Africa and the Middle East.

o Recognize how cultural traditions affect how people view others and are viewed by others.

o Explain why people live where they do in North Africa and the Middle East.

o Identify the “boundaries” that organize groups of people in North Africa and the Middle East. (i.e., physical, cultural, and political boundaries)

o Explain the United States’ presence and interest in the Middle East.

Unit Title: Sub-Saharan Africa


1. I can identify the major physical and political features of Sub-Saharan Africa. This means that I can…

o Identify the relative and absolute locations of Sub-Saharan Africa.



o Compare types of governments in Sub-Saharan Africa.

o Explain the impact of colonialism on governments and cultures.


3. I can compare the economies of Sub-Saharan Africa. This means that I can…

o Identify the natural and human resources of Sub-Saharan Africa.

o Describe how these resources impact Sub-Saharan Africa.

o Explain how the countries of Sub-Saharan Africa depend on each other and the rest

1. Analyze a map to draw conclusions about life in Sub-Saharan Africa.




of the world. o Explain the impact that the governments

of each country have on their economies. 4. I can compare and contrast the human

characteristics of Sub-Saharan Africa. This means that I can…

o Describe cultural traditions of Sub-Saharan Africa.

o Recognize how cultural traditions affect how people view others and are viewed by others.

o Explain why people live where they do in Sub-Saharan Africa.

o Identify the “boundaries” that organize groups of people in Sub-Saharan Africa. (i.e., physical, cultural, and political boundaries)

Unit Title: Asia


1. I can identify the major physical and political features of Asia. This means that I can…

o Identify the relative and absolute locations of Asia.



o Compare types of governments in Asia. o Evaluate how conditions, actions, and

motivations contribute to conflict and cooperation among groups and nations.

3. I can compare the economies of Asia. This means that I can…

o Identify the natural and human resources of Asia.

o Describe how these resources impact Asia. o Explain how the countries of Asia depend

on each other and the rest of the world. o Explain the impact that the governments

of each country have on their economies. 4. I can compare and contrast the human

characteristics of Asia. This means that I can… o Describe cultural traditions of Asia. o Recognize how cultural traditions affect

how people view others. o Explain why people live where they do in

Asia. o Identify the “boundaries” that organize

groups of people in Asia. (i.e., physical,

1. Analyze a map to draw conclusions about life in Asia.




cultural, and political boundaries)

*Teachers are encouraged to divide the Asia unit into smaller units based on country or region. All teachers need to include China and India. Southwest Asia will be covered in the Middle East/North Africa.

Unit Title: Oceania and Antarctica


1. I can identify the major physical and political features of Oceania and Antarctica. This means that I can…

o Identify the relative and absolute locations of Oceania and Antarctica.



o Compare types of governments in Oceania and Antarctica.


3. I can compare the economies of Oceania and Antarctica. This means that I can…

o Identify the natural and human resources of Oceania and Antarctica.

o Describe how these resources impact Oceania and Antarctica.

o Explain how the countries of Oceania and Antarctica depend on each other and the rest of the world.


4. I can compare and contrast the human characteristics of Oceania and Antarctica. This means that I can…

o Describe cultural traditions of Oceania and Antarctica.

o Recognize how cultural traditions affect how people view others.

o Explain why people live where they do in Oceania and Antarctica.

o Identify the “boundaries” that organize groups of people in Oceania and Antarctica. (i.e., physical, cultural, and political boundaries)

1. Analyze a map to draw conclusions about life in Oceania and Antarctica.




Seventh Grade Social Studies

Unit Title: Introduction to History


1. I can explain how and why historians use tools to study the past. This means that I can…

2. Identify the uses of timelines, artifacts, maps, primary and secondary sources.

3. Create and interpret a timeline. 4. Read and interpret maps.

5. I can apply the tools to examine and compare the Mayan, Incan, and Aztec cultures.

1. Make a connection between how something in the present causes us to rethink the past. (i.e. new discoveries, new technologies, etc.)

Unit Title: River Valley Civilizations


1. I can explain why the River Valley civilizations developed. This means that I can…

o Explain the importance of location (including natural resources).

o Describe the reasons for migration. 2. I can compare the characteristics of the River Valley

civilizations. This means that I can… o Explain the development and influence of

religion. o Explain the development and influence of

social class systems. o Explain the need for government. o Identify the key advancements in

technology. 3. I can identify common causes that lead to the

decline of a civilization. This means that I can… o Describe the effects of internal and

external factors.

1. Draw comparisons between the characteristics of ancient civilizations and modern civilizations.

Unit Title: Ancient Greece


1. I can describe the development of democracy in Athens. This means that I can…

Differentiate between a monarchy, oligarchy, tyranny, and democracy.

Explain the reasons why one type of government replaced another.

2. I can explain how cultural traditions and technology shaped Greek society. This means that I can…

Explain the development and influence of religion in Greece.

Identify the contributions and influences of Greek individuals (i.e., philosophers, writers, scientists, artists, etc.).

Describe the diffusion of classical culture

1. Review a modern event depicting the change of leadership in a country and explain why that government changed.

2. Find examples of the influence of Greek culture in the St. Louis area.

and achievements throughout the world (Hellenistic Period).

3. I can explain how physical geography influenced the development of Greek civilization. This means that I can…

Identify the physical characteristics of the Greek world.

Explain how physical geography caused the development of city-states.

Explain how physical geography influenced the development of different economies.

4. I can explain the cause and effect of war in ancient Greece. This means that I can…

Describe the reasons and outcomes of the Persian and Peloponnesian wars.

Describe the significance of the conquests of Alexander the Great.

Unit Title: Ancient Rome


1. I can explain how geography influenced the development of Roman civilization. This means that I can…

o Describe how Rome’s location was significant to its expansion and development.

2. I can describe the development and progression of government in Rome. This means that I can…

o Explain the basic concepts of the Roman Republic.

o Distinguish between Greek democracy and Roman republic.

o Explain why Rome became an empire. o Describe the development of the

Byzantine Empire and Justinian Code. 3. I can explain the causes and effects of Rome’s

military expansion. This means that I can… o Identify the effects of the Punic War. o Explain the pros and cons of colonization

(need for resources v. instability) 4. I can explain the development and impact of

religion in the empire. This means that I can… o Explain the origins and impact of

Christianity on Rome. 5. I can explain the influence of Roman technology.

This means that I can… o Identify the major advancements of

ancient Rome (i.e. arches, domes, concrete, roads, aqueducts, etc.)

6. I can explain the internal and external factors for the fall of the Roman Empire. This means that I

1. Analyze recent current events in the United States for factors similar to those which led to Rome's fall.

can… o Describe internal factors in Rome’s decline

(inflation, corruption, poor leadership, disease, civil unrest, size, use of mercenaries)

o Describe external factors in Rome’s decline (invasion)

Unit Title: Ancient Africa and the Islamic World


1. I can explain the impact of geography on the Arab world and Africa. This means I can…

o Explain the development of trade routes and caravans

2. I can explain the development and impact of religion in the Arab world and Africa. This means that I can…

o Explain the origins and impact of Islam. 3. I can explain the economic concepts associated

with trade in Africa and the Arab world. This means that I can…

o Apply the concept of monopoly, supply and demand, sources of wealth, and regional specialization to the salt and gold trade.

4. I can describe the key characteristics of the major kingdoms/empires of the Arab world and Africa. This means I can...

o Describe the key Islamic Empires (ex. Caliphates, Safavids, Ottomans, and Mughals).

o Describe the key African Kingdoms (ex. Soninke, Ghana, Songhai, and Mali).

5. I can identify the major Arab and African achievements. This means that I can…

o Identify key accomplishments in the areas of science, mathematics, and arts.

1. Find a modern global example of supply and demand, source of wealth, or regional specialization that impacts your community, and how it impacts personal decision making.

Unit Title: The Middle Ages


1. I can explain the development and influence of feudal societies. This means that I can…

o explain how feudalism developed by distinguishing between the roles and the relationships of kings, knights, nobles, vassals, serfs, and peasants. (i.e. trade-offs)

o compare and contrast between European and Japanese feudalism.

o describe the development of medieval

1. Demonstrate the relationship between Magna Carta and United States founding documents.

cities o explain reasons for the decline of

European feudalism (i.e. Black Death, Hundred Years’ War, etc.)

2. I can explain the relationship between the Church and the rise of kingdoms. This means that I can…

o explain the role of the Church during the Middle Ages.

o describe the power struggle between the kings and popes.

o explain the importance of Magna Carta (including ideas of limited government, rule of law, majority rule, and minority rights)

o explain the causes and effects of the Crusades on European society.

o compare and contrast the Christian and Muslim perspectives on the Crusades.

3. I can describe major achievements of medieval Europe. This means that I can…

o explain the rise and importance of the medieval university.

o identify key features of Romanesque and Gothic architecture .

Eighth Grade Social Studies

Unit Title: What is History?


1. I can distinguish between primary and secondary sources.

2. I can explain why we study history. 3. I can explain the positive and negative effects of

exploration.

1. Explain how an artifact relates to history. 2. Describe a modern day example of taking a risk in

exploration (i.e. medical, technological, space, economic, social, etc) in order to achieve a benefit.

Unit Title: Colonization


1. I can explain, with details, the motivations that Europeans had for colonizing the Americas, including: Economic, Political, and Religious Motivations

2. I can compare and contrast the geography of the 3 colonial regions.

3. I can explain why people lived the way they did in each colonial region.

4. I can see what colonization looked like from the perspective of Native Americans, Africans, and Europeans.

1. See patterns between historical and current events as they relate to the motivations for movement.

2. Make predictions of how geography will impact the future relationships among the 3 regions.

3. Using a current event (local, national, or global) from multiple perspectives including their own.

Unit Title: American Revolution


1. I can identify and explain the significance of the events that led to the American Revolution.

2. I can interpret the causes and events of the American Revolution from multiple perspectives.

3. I can describe the role the Declaration of Independence played in expressing colonial views on government and reasons for separation.

4. I can determine significant events/battles and their effects on the war and its outcome.

5. I can explain the long term consequences of the American Revolution.

1. Debate on a current topic with varying viewpoints and debrief about the perspectives involved to determine if compromise is possible.

2. Find expressions of the meaning or values expressed in the Declaration of Independence in modern society.

3. Argue for or against the justification for war (Is war ever justified?) (debate, paragraph, essay, etc.)

Unit Title: Forming a New Government


1. I can explain why a stronger central government under the Constitution was viewed as a solution to the economic and political problems created by the Articles of Confederation.

2. I can identify the compromises necessary to the drafting of the Constitution.

3. I can explain the purpose and structure of the three branches of government.

4. I can explain and apply the principles of the Constitution to historical and contemporary issues and events.

1. Compare the concept of strong central power versus states' rights to the nature of power in a school.

2. Find examples and non-examples of the Constitution fulfilling its promise of preventing the abuse of power and use supporting details to debate the essential question: Has the government fulfilled its promise to prevent the abuse of power?

Unit Title: Expansion


1. I can identify the long term effects of Expansion on the future of the United States.

2. I can see various points of view on Westward Expansion.

3. I can explain why different groups of people chose to move west.

4. I can explain how Hamilton’s and Jefferson’s philosophies on government led to the formation of political parties.

5. I can explain how freedom expanded for some, but was limited for others during the presidency of Andrew Jackson.

6. I can explain the effects that improvements in technology, transportation, and communication had on the new nation.

7. I can explain how expansion led to conflict and a surge in nationalism.

1. Construct an argument for or against a current example of expansion (progress, development).

2. Draw comparisons between modern political parties and the philosophies of Hamilton or Jefferson.

3. How have recent advancements in technology changed society (ex. social media, smart phones, medical field, etc.)?

4. How have recent conflicts impacted nationalism in the United States or the world?

Unit Title: Reform Movements


1. I can identify the methods that reformers used to bring about change.

2. I can summarize the goals and progress of each reform movement.

1. Find patterns for how historical methods for accomplishing change could be applied to personal or community concerns.

Unit Title: Civil War


1. I can describe how unresolved sectional disputes eventually led to the Civil War.

2. I can compare the resources of the North and the South prior to the Civil War to explain how these resources helped to determine the outcome of the war.

3. I can empathize with the feelings of Northerners and Southerners throughout the Civil War.

1. Choose an issue that is divisive in the United States and could potentially cause another civil war. Devise a solution to prevent another civil war.

Unit Title: Reconstruction


1. I can explain the intent and impact of the 13th, 14th, and 15th amendments.

2. I can categorize the successes and failures of Reconstruction.

3. I can evaluate the long-term consequences of Reconstruction.

1. Identify an inequity in today’s society. Research what the government is currently doing (if anything) about this issue. Write a letter to an elected official offering your position or advice on how to resolve this inequity. Be sure to: introduce your claim, acknowledge and distinguish the claim from alternate or opposing claims, and organize the reasons and evidence logically.

Eleventh Grade Social Studies (Government)

Unit Title: Political Theory


1. I can provide a persuasive argument for why we should have a government. This means that I can identify different theories about why governments should exist – such as Force Theory, Divine Right, Social Contract, and Evolution – and provide advantages and disadvantages of each one.

1. Students will independently use their learning to construct different power structures within the school context which reflect each of the various theoretical origins of government.

Unit Title: Comparative Systems


1. I can compare and contrast the merits of the various systems of government. This means I can identify similarities and differences between each type of government, and articulate the advantages and disadvantages of each.

1. Provide examples of current governments which exemplify each type of government.

2. Provide an analysis of a current situation in which people are challenging the current structure of their government.

Unit Title: The American Experience


1. I can explain the development of the Constitution. This means that I can describe:

the influence of historical documents and events on Constitution and the ideas contained inside,

the compromises made in the creation of the document, and

how these are reflected in the government created by the Constitution.

1. Students will independently use their learning to identify the lingering effects of Constitutional compromises.

Unit Title: Legislative Branch (Structure and Powers)


1. I can analyze the impact of the structure of Congress on the creation of effective laws. This means that I can explain how the legislative process works and who its major players are, and I can apply that knowledge to assess the effectiveness of legislation.

1. Students will independently use their learning to bring an important potential subject of legislation to the attention of their legislator.

Unit Title: Executive Branch (Structure and Powers)


1. I can analyze whether the Constitution gives our country effective Presidents. This means that I can

o explain the structure and organization of the executive branch,

o evaluate what makes a good President, and determine whether Constitutional procedures give us good Presidents.

1. Students will independently use their learning to create new Constitutional provisions that they feel would lead to the creation of better Presidents.

Unit Title: Executive Agencies and the Bureaucracy


1. I can evaluate whether I think bureaucracies are good for a democracy. This means that I can:

o explain the difference between types of agencies and their roles and responsibilities

o persuasively argue whether society is over- or under-regulated by government bureaucracy

o assess whether bureaucracies properly respond to the will of the people

o explain citizens’ ideological impact on economic and social policy

1. Students will independently use their learning to investigate a particular agency and grade the agency on its effectiveness and responsiveness to public will.

Unit Title: Judicial Branch (Structure and Powers)


1. I can assess the role and strength of the judicial branch in the American government. This means that I can...

o explain the structure of the court system and the processes used by those courts (including judicial review and precedence)

o evaluate its relationship to the other branches of government and to the people of the American democracy.

1. Students will independently use their learning to persuasively argue whether judges should be elected or appointed.

2. Students will independently use their learning to attend a real court case and assess the extent to which the experience is a democratic experience.

Unit Title: Interest Groups


1. I can argue whether or not interest groups are good for democracy. This means that I can...

o explain what interest groups are and the role they play in democracy

o evaluate the advantages and disadvantages they provide.

1. Students will independently use their learning to pick an issue they care about and identify a current interest group who also cares about that issue and report back on it, and attempt to influence a political decision-maker about that issue.

Unit Title: Media and Public Opinion


1. I can evaluate the extent to which media and its influence on public opinion is good for democracy. This means that I can...

o identify and define types of media o show how the media has influenced the

actions of public officials and/or candidate o identify and explain prejudice or bias in a

media source o explain how media influences public

opinion and political ideology o assess whether the advantages of media

outweigh the disadvantages in a democracy

1. Students will independently use their learning to generate campaign commercials pitching an agenda to a particular audience.

2. Students will independently use their learning to analyze famous political events and their political impacts, viewed through the lens of the media.

Unit Title: Rights and Liberties


1. I can explain my rights and liberties as established by the Constitution. This means that I can

o describe the rights and the Constitutional amendments associated with them

o describe a number of court cases associated with those rights

o apply court precedents to current events to determine how far my rights and liberties extend

1. Students will independently use their learning to rip an issue from the headlines and apply court precedents to determine how the issue should be resolved constitutionally.

Unit Title: Politics and Political Parties


1. I can analyze the impact that political parties play in the legislative process. This means that I can...

o identify similarities and differences between political parties,

o explain the role that elections play with the legislative process, and

o draw conclusions about what types of legislation various political parties would support.

1. Students will independently use their learning to debate the necessity of political parties in our government system based on current events.

2. Students will independently use their learning to begin to develop a personal political identity portfolio.

Unit Title: State and Local Government in Missouri


1. I can compare and contrast state and local government with the federal government. This means that I can...

o explain the basic nature of state and local government

o identify similarities and differences between the state and local government and the federal government.

1. Students will independently use their learning to find an issue being handled by state or local government, and explain how it would be resolved differently if it was handled by the federal government.

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