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American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Course Description This course covers the time after the Civil War to the present day. Events included are: The Gilded Age (western development, industrialization, urbanization, immigration), Progressivism, Imperialism, World Wars I and II, The Cold War, Korean and Vietnam wars, decade studies from the 1950's to present. For these events we will be learning the political, economical, and social aspects of each era. Scope And Sequence Timeframe Unit Instructional Topics 2 Week(s) The American West 1. National Economy Formula 2. Native Americans 3. Developing Industry in Western Lands 4. Social Studies Skills 2 Week(s) Gilded Age: Industry and Labor 1. Railroad Industry 2. Compare\Contrast Business Before and After the Civil War 3. Labor Unions Goals and Outcomes 4. Social Studies Skills 2 Week(s) Immigration and Urbanization in the Gilded Age 1. Cause and Effect of Immigration During the Gilded Age 2. Key Problems & Solutions to Rapid Urbanization 3. Key Problems/Solutions to Urban and Federal Politics During the Gilded Age 3 Week(s) Progressivism 1. What Were the Main Progressive Goals? 2. Use Problem/Solution to Link Past and Present Progressive Reforms 3. How Did the Progressive Presidents Make Real Change at the Federal Level? 4. How Were Women Affected by Progressivism? 5. Who/What Reforms Were Limited? 2 Week(s) Imperialism 1. Compare US Historical Expansion of the US Before and After the Civil War 2. Cause, Fact, and Immediate Effect of the Spanish-American War 3. Positive and Negative Effects of the US as a World Power 4. Foreign Policy of the Imperialistic US Presidents: McKinley, T. Roosevelt, Taft, and Wilson 3 Week(s) World War I 1. Causes of WWI 2. Why Did the US Enter WWI? 3. How Did New and Old Technology Change the Scope of WWI? 4. How Did the US Government Ensure the American Public was Behind the War Effort? 5. How Were the US Government and Industry and Labor Partners in the War? 6. How Did the Effect of the Treaty of Versailles Help Create Fertile Ground for WWII to Follow? 3 Week(s) The Roaring Twenties 1. What Were Presidents Harding & Coolidge's Domestic and Foreign Policy? 2. What are Some Social Shifts of the 1920's? 3. 1920's Poster Project 2 Week(s) The Great Depression/New Deal 1. How Does the Stock Market Work? 2. What Caused the Great Depression? 3. How Did New Deal Programs Effect Government and Society? 4 Week(s) World War II 1. How Did WWII Begin? 2. Why Did the US Enter WWII? 3. What Were Positive and Negative Effects of the US Home Front During WWII? 4. What Were the Effects of WWII? 5. What Were the Causes, Facts, and Effect of the Holocaust? 2 Week(s) The Cold War Era 1. What Were the Causes of the Cold War? 2. Compare and Contrast Democracy with Soviet Communism 3. What Events Deepened the Cold War? 4. What Were the Social and Political Effects of the Cold War in America? Course Summary Southern Boone Co R-I, MO Page 1 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course 3 Week(s) The 1950's and 1960's Domestic Policy 1. What Were Eisenhower's Domestic Policies? 2. How was Modern Popular Culture Created? 3. What was President Kennedy's Foreign Policy? 4. What was the Effect of JFK's New Frontier? 5. What was the Effect of LBJ's Great Society Domestic Policy? 2 Week(s) Civil Rights 1. Rights of Citizens 2. History of African-Americans Since 1619 3. How Did the US Federal Courts Rule in Key Civil Rights Cases? 4. What Events Pushed Americans to Overcome Discrimination in the 1950's and 1960's? 2 Week(s) Vietnam 1. Why Did the US Become Involved in Vietnam? 2. Why was 1968 a Turning Point in US Involvement of the Vietnam War? 3. How Did American Reaction to the US Involvement in Vietnam Change During the Course of the War? 4. What is the Effect of the Vietnam War? 2 Week(s) Post-Vietnam Modern America 1. What is the Cause, Fact, Effect of the Watergate Scandal? 2. President Carter's Foreign and Domestic Policies 3. President Reagan and Bush Conservative Ideology 4. The Cold War is Over! Power Standards Describe & evaluate US government role in shaping the economy. Describe & evaluate changes in US foreign policy from Reconstruction to present. Describe & evaluate the cause and effect of US wars of the 20th century to present. Explain how economic concepts of supply & demand affect changes in US history. Describe & evaluate social changes for minority groups from 1865 to present. Describe & evaluate the motivations, challenges, and contribution of immigrants as they have contributed to American history from Reconstruction to present. Describe & evaluate the cause and effect of the Cold War Era. Describe & evaluate the political parties as they pertain to an era in time. Distinguish between, and analyze primary & secondary sources. Interpret maps, charts, timelines, picture, political cartoons, art, historical literature, and artifacts. Explain & evaluate opposing viewpoints in historical controversies. Explain cause and effect of government backed domestic policy reforms. Prerequisites None Essential Questions How has the United States domestic & foreign policy changed since 1865? How has the American government's role helped shape the United States economy? Materials and Resources The Americans textbook McDougal Littell 2010 Course Details Unit: The American West Duration: 2 Week(s) Unit Description Explain how the National Economy Formula helped the United States government settle the American west. Essential Questions Was the US Government justified in removing Natives from the land and claiming it for development? Academic Vocabulary National Economy Formula Materials and Resources The Americans textbook Technology Integration video overhead projector transparency pictures Summative Assessment Unit test - This test will include an explanation of the National Economy Formula and how the US claimed the land west of the Mississippi from the Natives. Course Summary Southern Boone Co R-I, MO Page 2 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Duration: 1 Day(s) Topic: National Economy Formula Topic Description Students will learn how natural resources+government actions+technology created a national economy. Topic Specific Vocabulary economy Formative Assessment Exit Slip: How did the National Economy Formula help develop the west? Learning Targets Students will write the National Economy Formula. Students will be able to apply the National Economy Formula to the development of the American west. DOK Level 2 Assessment: Formative assessment- visual as we go Summative assessment- questions on test Duration: 2 Day(s) Topic: Native Americans Topic Description Explain how the clash of cultures between Natives and the whites helped in the development of the American West. Topic Specific Vocabulary culture Native American Plains Indians Formative Assessment exit slip: How did the whites disregard the culture of the Natives? Learning Targets Students will be able to explain how the clash of cultures enabled the US Government to move the Native Americans out of the way, thus paving the way for white settlement. DOK Level 2 Duration: 5 Day(s) Topic: Developing Industry in Western Lands Topic Description Once the Great Plains were void of Natives and buffalo, whites started to settle and other industries began: farming, cattle ranching, railroad industry, and mining. How did this developmental progression begin and prosper? Topic Specific Vocabulary Pacific Railway Act strip mining cattle ranching Formative Assessment Exit Slip: Explain one positive and one negative to industry developing in the western lands. Learning Targets Students will be able to explain how the US government encouraged white settlement to strengthen its claim to the western lands. DOK Level 2 Students will be able to explain how the US government encouraged industry to form in the western lands- ranching, mining, railroad, and farming. DOK Level 2 Duration: 2 Day(s) Topic: Social Studies Skills Topic Description The following skills will be enhanced: map construction, map interpretation, primary source document interpretation, and fact vs opinion. Course Summary Southern Boone Co R-I, MO Page 3 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Topic Specific Vocabulary primary source secondary source factual statements opinion statements Formative Assessment Cattle Ranch Map Fact v Opinion worksheet Learning Targets Students will be able to demonstrate proficient and advanced skills when using: maps, primary source analysis, fact vs opinion. DOK Level 2 Unit: Gilded Age: Industry and Labor Duration: 2 Week(s) Unit Description Students will explain how Industry and Labor changed after the Civil War, thus leading the United States to become a major world power. Students will also describe conditions under which people worked during this era and how labor unions tried to help workers. Students will evaluate the effectiveness of the labor movement. Essential Questions How did industry grow after the Civil War? Academic Vocabulary labor unions mass production business tycoons/aka "fat cats" Materials and Resources The Americans textbook internet Mollie Maguires motion picture Technology Integration internet research Smart Board VHS Summative Assessment Unit Test Duration: 4 Day(s) Topic: Railroad Industry Topic Description Students can explain how the railroad industry contributed to creating a national economy. Topic Specific Vocabulary transcontinental railroad Formative Assessment Exit Slip: How did the railroad help business and industry? Learning Targets Students will be able to explain how the railroad industry contributed to creating a national economy. DOK Level 2 Topic: Compare\Contrast Business Before and After the Civil War Duration: 2 Day(s) Topic Description In this topic students will be able to compare and contrast business manufacturing and business practices both before and after the Civil War. Topic Specific Vocabulary interchangeable parts mass production assembly line piece work Formative Assessment Exit slip: What are two important changes in manufacturing after the Civil War? Course Summary Southern Boone Co R-I, MO Page 4 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Learning Targets Students will be able to compare and contrast how manufacturing/business practices were both alike and different before and after the Civil War. DOK Level 3 Assessment: Exit slip: What are two important changes in manufacturing after the Civil War? Duration: 2 Day(s) Topic: Labor Unions Goals and Outcomes Topic Description Labor groups had an important influence in the development of industry during the Gilded Age. How did union aims and results effect the workers during this time? Topic Specific Vocabulary strike labor union AFL Knights of Labor Formative Assessment Labor Union Mini Poster Learning Targets Students will be able to explain the major labor groups during the Gilded Age. Students will be able to explain the goals of the major labor groups during the Gilded Age. Students will be able to explain the effect of strikes during the Gilded Age. DOK Level 2 Assessment: Labor Union Mini Poster Duration: 2 Day(s) Topic: Social Studies Skills Topic Description Students sharpen their social studies skills by interpret a variety of primary sources that deal with labor issues during the Gilded Age. Topic Specific Vocabulary strike Pullman Formative Assessment Pullman Strike of Chicago Times and Chicago Tribune primary source articles analysis Learning Targets Students will be able to read a primary source about the Pullman Strike and compare and contrast different newspaper accounts of the event. DOK Level 3 Unit: Immigration and Urbanization in the Gilded Age Duration: 2 Week(s) Unit Description Students will explain the cause and effect of urbanization and immigration during the Gilded Age. Essential Questions Is America a salad bowl or a melting pot? Academic Vocabulary urbanization Boss Tweed Spoils system Political Cartoon Political Machine Materials and Resources The Americans textbook Political Cartoons- Nast: Let Us Prey Summative Assessment Unit Test Course Summary Southern Boone Co R-I, MO Page 5 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Topic: Cause and Effect of Immigration During the Gilded Age Duration: 2 Day(s) Topic Description Students will be able to explain why immigrants were coming to the United States in the late 1800's. Students will be able to determine if America is a salad bowl or melting pot of immigration. Topic Specific Vocabulary immigration vs. emigration Formative Assessment Exit slip: Is the United States a salad bowl or melting pot? Support your opinion. Political cartoon analysis Learning Targets Students will be able to analyze a political cartoon. DOK Level 3 Duration: 4 Day(s) Topic: Key Problems & Solutions to Rapid Urbanization Topic Description Students will be able to recognize key problems and solutions to rapid urbanization in the Gilded Age. Topic Specific Vocabulary urbanization Formative Assessment Exit slip; In your opinion what was the most critical problem in urban centers in the late 1800's an what was a solution to the problem. Explain. Learning Targets Students will be able to explain key problems in urban areas related to rapid urbanization such as: water, sewer, housing, disease, pollution. Students will be able to explain solutions to these problems- both effective and long range and short term. DOK Level 3 Assessment: Exit slip; In your opinion what was the most critical problem in urban centers in the late 1800's an what was a solution to the problem. Explain. Topic: Key Problems/Solutions to Urban and Federal Politics During the Gilded Age Duration: 4 Day(s) Topic Description Politics in urban areas were corrupt due to the proliferation of political machines. Federal politics also was corrupt with the patronage system. Reforms were limited and provided little relief. Topic Specific Vocabulary political machines patronage system spoils system Formative Assessment political cartoon analysis Learning Targets Students will be able to describe political machines. Students will be able to distinguish positive and negative aspects of political machines. Students will be able to analyze political cartoons about political machines. DOK Level 3 Unit: Progressivism Duration: 3 Week(s) Unit Description This unit will explore progressive ideology and its arrival on the national government scene. Reforms in government and industry will be studied. The progressive presidents domestic reforms will also be compared. An emphasis on groups in society that were not helped by progressivism will be studied. Essential Questions Why were reforms during the progressive era effective compared with ineffective reforms prior to that era? Course Summary Southern Boone Co R-I, MO Page 6 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Academic Vocabulary "ism" words suffrage muckraker scientific management initiative referendum recall photojournalism Materials and Resources The Americans textbook Summative Assessment Unit test Muckraker Prezi or Power Point (Slides) Duration: 3 Day(s) Topic: What Were the Main Progressive Goals? Topic Description Students will be able to explain the 4 goals of Progressive Reformers: Protecting Social Welfare Promote Moral Improvement Create Economic Reform Foster Efficiency Topic Specific Vocabulary social welfare moral improvement efficiency Formative Assessment Tree Graphic organizer showing 4 goals Learning Targets Students will be able to classify the Progressive goals when given a specific problem/reform DOK Level 2 Assessment: Progressive Tree Graphic Organizer Topic: Use Problem/Solution to Link Past and Present Progressive Reforms Duration: 4 Day(s) Topic Description Determine the problem that existed in child labor, working hours, state elections and senate elections at the state level. Determining the solution during the Progressive Era for those problems will be learned. Discuss solutions that are still existing today. Topic Specific Vocabulary Muckraker scientific management initiative referendum recall 17th Amendment Formative Assessment Problem/Solution Chart Learning Targets Students will explain the reality of the problem that existed in child labor, working hours, state elections and senate elections at the state level. Students will describe the solution during the Progressive Era for those problems. Students will discuss solutions that are still existing today. DOK Level 2 Assessment: Progressive Problem/Solution chart Students will use internet research and technology to create a prezi or power point presentation of the Muckrakers of the Progressive era. DOK Level 3 Course Summary Southern Boone Co R-I, MO Page 7 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Duration: 4 Day(s) Topic: How Did the Progressive Presidents Make Real Change at the Federal Level? Topic Description The Progressive Presidents T. Roosevelt, Taft, and Wilson supported many reforms, some of which are still around today. Topic Specific Vocabulary scientific management initiative referendum Formative Assessment What were some of these legacy reforms and how did they effect society and the economy? Learning Targets Students will be able to compare and contrast the Progressive Presidents reforms and solutions to major problems in America. DOK Level 3 Assessment: Progressive Presidents Chart- compare/contrast Duration: 2 Day(s) Topic: How Were Women Affected by Progressivism? Topic Description Discuss women feeling empowered with the reforms of the Progressive movement. Topic Specific Vocabulary suffrage Formative Assessment Guided reading 9-2 from The Americans textbook. Learning Targets Students will summarize how women's roles were changing during the Progressive Era. DOK Level 2 Assessment: Guided Reading from Textbook The Americans Ch 9 Section 2 Duration: 2 Day(s) Topic: Who/What Reforms Were Limited? Topic Description Not every social/economic group in America enjoyed reform. How were minority groups discriminated against by looking at Presidents Roosevelt and Wilson? Topic Specific Vocabulary initiative referendum recall Formative Assessment Venn Diagram: Limits to Progressivism Learning Targets Students will be able to explain how minority groups were limited in benefiting from Progressive reforms. DOK Level 2 Assessment: Venn Diagram: Limits to Progressivism Unit: Imperialism Duration: 2 Week(s) Unit Description American Imperialism will be analyzed from its origins in the Monroe Doctrine through 1914, when the United States becomes a major world power. Essential Questions How did the United States become a major world power? Academic Vocabulary imperialism "big fish/little fish" longitude/latitude Course Summary Southern Boone Co R-I, MO Page 8 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Materials and Resources The Americans textbook US possessions by 1900 map with longitude/latitude grid Summative Assessment Unit Test Topic: Compare US Historical Expansion of the US Before and After the Civil War Duration: 2 Day(s) Topic Description Students will be able to compare US expansion before and after the Civil War beginning with the Monroe Doctrine thru 1900. Topic Specific Vocabulary longitude/latitude Monroe Doctrine acquisition imperialism Formative Assessment Territorial Expansion maps before and after the Civil War Learning Targets Students will be able to compare US expansion before and after the Civil War. DOK Level 2 Topic: Cause, Fact, and Immediate Effect of the Spanish-American War Duration: 4 Day(s) Topic Description Students will be able to explain the cause, facts, and immediate effect of the Spanish-American War. Topic Specific Vocabulary acquisition peace treaty Formative Assessment Map 11 &17 Political Cartoons of Spanish/American War Learning Targets Students will be able to explain the cause, facts, and immediate effect of the Spanish-American War. DOK Level 2 Assessment: Exit slip: In your opinion, what is the biggest effect for the United States that resulted from the Spanish-American War? Explain. Topic: Positive and Negative Effects of the US as a World Power Duration: 2 Day(s) Topic Description Students will explain and be able to recognize a positive and negative effect of the US becoming a major world power after the SpanishAmerican War. Topic Specific Vocabulary Gun Boat Diplomacy tropical climate Formative Assessment Panama Canal Video Guide US plays "Big Brother" around the world Learning Targets Students will evaluate US actions as positive and/or negative given our involvement in areas around the world from 1898-1920, specifically: China, Cuba, Panama, Nicaragua. DOK Level 2 Assessment: Evaluation chart of US playing "Big Brother" around the world. Topic: Foreign Policy of the Imperialistic US Presidents: McKinley, T. Roosevelt, Taft, and Wilson Course Summary Southern Boone Co R-I, MO Page 9 Duration: 2 Day(s) 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Topic Description Students will be able to explain how each Imperialist US President handled foreign policy differently. Topic Specific Vocabulary foreign policy Big Stick Dollar Diplomacy Moral Diplomacy Formative Assessment Exit Slip: 1 paragraph How were the three Imperialist President's foreign policies alike and different? Learning Targets Students will be able to compare and contrast each Imperialist US President (T. Roosevelt, Taft, and Wilson) foreign policies. DOK Level 2 Assessment: Exit Slip: 1 paragraph How were the three Imperialistic President's foreign policies alike and different? Unit: World War I Duration: 3 Week(s) Unit Description The emphasis of this unit will be cause and effect of WWI. Emphasis will be given on the causes of the United States entry in this war. Analysis will be directed to the effects of WWI as a cause of World War II. Essential Questions Why do nations go to war? Academic Vocabulary militarism nationalism propaganda reparations Materials and Resources The Americans textbook Reading Like a Historian film clips Technology Integration SmartBoard overhead projector video player Summative Assessment Unit Test Duration: 3 Day(s) Topic: Causes of WWI Topic Description Students will be able to explain the causes of Europe going to war in 1914 and understand that the US chose to remain neutral at this time. Topic Specific Vocabulary militarism nationalism Formative Assessment Building vocabulary Ch 11:The First World War Learning Targets Students will be able to explain the causes of Europe going to war in 1914 and understand why the US chose to remain neutral at this time. DOK Level 2 Assessment: Building WWI Vocabulary Duration: 2 Day(s) Topic: Why Did the US Enter WWI? Topic Description Students will discover the reason the US entered the war in 1917, specifically studied will be the Zimmerman Note and Germany's break of their Sussex Pledge. Course Summary Southern Boone Co R-I, MO Page 10 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Topic Specific Vocabulary cryptogram unrestricted sub warfare Formative Assessment cryptogram Reading Like a Historian Trade Alliances Learning Targets Students will be able to explain why the United States entered WWI (Zimmerman Note and Germany breaking the Sussex Pledge). DOK Level 2 Assessment: Exit slip: Why did the United States enter WWI? Duration: 2 Day(s) Topic: How Did New and Old Technology Change the Scope of WWI? Topic Description Both new and old technology changed the scope of the war. Students will be able to explain these important technology developments. Topic Specific Vocabulary trench Formative Assessment WWI Weapons Quiz Exit slip: How did technology change warfare in WWI? Bell Ringer: pg 376 Describe what it would be like to be a soldier in the trenches during WWI? Learning Targets Students will explain how both new and old technology changed the scope of the war. DOK Level 2 Assessment: Exit Slip: In your opinion what was the greatest technology development during the war? Support your answer. Duration: 3 Day(s) Topic: How Did the US Government Ensure the American Public was Behind the War Effort? Topic Description Students will examine and explain several ways the US government made sure that it's citizens were behind the war effort. Topic Specific Vocabulary propaganda Formative Assessment German Propaganda Leaflets WWI poster Learning Targets Students will examine and explain several ways the US government made sure that it's citizens were behind the war effort. Specifically with the use of propaganda techniques students will create their own WWI poster supporting the war effort. DOK Level 3 Assessment: WWI Propaganda poster Duration: 2 Day(s) Topic: How Were the US Government and Industry and Labor Partners in the War? Topic Description Students will explain how the US government, industry, and labor were partners in the war. How did women and African-Americans become a part of the labor force during the war? Topic Specific Vocabulary "Great Migration" Formative Assessment Home Front Web Learning Targets Students will explain how the US government, industry, and labor were partners in the war. Students will be able to explain how women and African-Americans become a part of the labor force during the war? Course Summary Southern Boone Co R-I, MO Page 11 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course DOK Level 2 Assessment: WWI Homefront Web Topic: How Did the Effect of the Treaty of Versailles Help Create Fertile Ground for WWII to Follow? Duration: 3 Day(s) Topic Description Students have learned many of Germany's illegal activities during the war. Students will realize Germany is left with no choice but accepting the blame for the War at the Treaty of Versailles. Students will be able to explain how the hardships that the treaty outlined set up Germany for failure in a few short years, and made it possible for radical forces to take over the government by 1933. Topic Specific Vocabulary reparation League of Nations Formative Assessment Exit slip: How did this treaty help set up WWII? Learning Targets Students will be able to explain many of Germany's illegal activities during the war that earn them a bad reputation when the Treaty of Versailles is negotiated; and Germany is left with no choice but accepting the blame for the War at the Treaty of Versailles. Students will be able to explain the hardships that the treaty outlined set up Germany for failure in a few short years, and made it possible for radical forces to take over the government by 1933. DOK Level 2 Assessment: Exit slip: Explain why Germany was blamed for WWI? Unit: The Roaring Twenties Duration: 3 Week(s) Unit Description The 1920's brought about a great change in America. Students will examine the change in the political, social, and economics of the United States. Essential Questions Why is this decade known as "The Roaring Twenties"? Academic Vocabulary normalcy prohibition prosperity flapper stock market nativism Harlem Renaissance Materials and Resources The Americans textbook Technology Integration video film clips internet research Summative Assessment 1920's Poster Project Topic: What Were Presidents Harding & Coolidge's Domestic and Foreign Policy? Duration: 4 Day(s) Topic Description President Harding's domestic and foreign policies: "Return to Normalcy" and isolationism have a huge impact on the social, political and economic future of the US. President Coolidge continued isolationism and was focused on prosperity for America. His policies also impacted the future development in America. Students will be able to compare and contrast these Presidential policies. Topic Specific Vocabulary Normalcy isolationism prosperity Formative Assessment Harding & Coolidge Domestic & Foriegn Policies Guided Reading Course Summary Southern Boone Co R-I, MO Page 12 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Learning Targets Students will explain President Harding's domestic policy consisting of Return to Normalcy and his foreign policy was isolationism. Students will explain President Coolidge's domestic policy, prosperity and his foreign policy (isolationism). DOK Level 2 Assessment: Guided Reading from The Americans Textbook: Chapter 12 Section 2&3. Duration: 4 Day(s) Topic: What are Some Social Shifts of the 1920's? Topic Description Social shift during the 1920's came about by these factors: nativism, prohibition, women's status, Harlem Renaissance Topic Specific Vocabulary Harlem Renaissance nativism Formative Assessment Primary Source: from Vanzetti's Speech to the Jury. Secondary Source: Ken Burns: Is this the end of civility (again)? Learning Targets Students will be able to explain how society shifted during the 1920's by these factors: nativism, prohibition, women's status, Harlem Renaissance. Students will also analyze primary source material and secondary source materials. DOK Level 3 Assessment: Primary Source: from Vanzetti's Speech to the Jury. Secondary Source: Ken Burns: Is this the end of civility (again)? Duration: 7 Day(s) Topic: 1920's Poster Project Topic Description Students will show a knowledge of the 1920's by creating a poster project with a group to show various segments of America during the decade. Topic Specific Vocabulary social political economic Formative Assessment Students will be assessed informally each day of the project based upon progress made toward completion. Learning Targets Students will create and design a poster project with a collaborative poster to illustrate and explain various segments of America during the decade: Presidents, History, Fads, Fashion, Sports, and Entertainment DOK Level 4 Assessment: 1920's Poster Project Unit: The Great Depression/New Deal Duration: 2 Week(s) Unit Description Students will be able to explain and demonstrate how the stock market works by participation in a stock market simulation. Causes of the Great Depression will be explored. New Deal programs will be charted and connected to current programs (Social Security for example). The effect of the New Deal and the Great Depression will be deconstructed to determine their lasting impact on American Society. Essential Questions How can our country learn from the past to prevent future economic failure? Should our government help people in need? Academic Vocabulary stock market shares dividend Depression New Deal Gold Standard Course Summary Southern Boone Co R-I, MO Page 13 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Materials and Resources The Americans textbook current stock quotes Technology Integration Yahoo Finance web site Summative Assessment Stock Market Portfolio Unit Test Duration: 3 Day(s) Topic: How Does the Stock Market Work? Topic Description Students will be able to read stock quotes from the financial pages with confidence and have an understanding of what the terms mean. Topic Specific Vocabulary dividend stock limited liability Formative Assessment Reading Stock Quotes practice sheet Learning Targets With confidence, students will be able to read stock quotes from the financial pages. Students will demonstrate understanding of the terms use in reading the stock quotes. DOK Level 3 Assessment: Reading Stock Quotes practice worksheet Duration: 3 Day(s) Topic: What Caused the Great Depression? Topic Description Students will be able to explain the causes of the Great Depression: stock market crash, overproduction/under consumption, farm prices, distribution of wealth Topic Specific Vocabulary economic depression economic cycle over/under production/consumption distribution of wealth Formative Assessment Exit slip: Choose one of the following to explain how the concept contributed to the Great Depression: over production, under consumption, farm prices or distribution of wealth. Learning Targets Students will be able to explain the causes of the Great Depression: Stock market crash, overproduction/under consumption, farm prices, and distribution of wealth. DOK Level 2 Assessment: Guided Reading from The Americans Textbook Ch 14, Section 1 Duration: 4 Day(s) Topic: How Did New Deal Programs Effect Government and Society? Topic Description How did New Deal Programs effect government and society? Topic Specific Vocabulary New Deal positive effect negative effect Formative Assessment New Deal ABC Agencies Chart New Deal Evaluation T-Chart using Pg 516 of The Americans Textbook, evaluate positive/negatives of the New Deal Learning Targets Students will be able to explain how New Deal programs effected government and society? Students will be able to evaluate positive and /or negative effects of the New Deal. Course Summary Southern Boone Co R-I, MO Page 14 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course DOK Level 2 Assessment: New Deal ABC Agencies Chart New Deal Evaluation T-Chart using Pg 516 of The Americans Textbook, evaluate positive/negatives of the New Deal Unit: World War II Duration: 4 Week(s) Unit Description The emphasis of this unit will be cause, fact, and effect of WWIl. Essential Questions Should the United States become involved in world affairs? Academic Vocabulary Fascism Nazi Holocaust rationing Materials and Resources The Americans textbook Technology Integration internet research Google slides Fakebook website film clips from this century Summative Assessment Battles Fakebook or Google Slides Unit test Duration: 4 Day(s) Topic: How Did WWII Begin? Topic Description How totalitarian governments began in Germany, Italy, and Japan? Topic Specific Vocabulary totalitarian government Formative Assessment Interactive notes Totalitarian Governments comparison chart Learning Targets Students will be able to explain how totalitarian governments came to power in Germany, Italy, and Japan. DOK Level 2 Assessment: Interactive notes Totalitarian Governments comparison chart Duration: 4 Day(s) Topic: Why Did the US Enter WWII? Topic Description Students will explain why the US struggled with neutrality and finally entered WWII. Topic Specific Vocabulary neutrality Four Freedoms Atlantic Charter Formative Assessment Roosevelt's Four Freedoms Neutrality Acts and Atlantic Charter Guided Reading Learning Targets Students will explain how the US struggled with neutrality from 1939 to December 1941. Students will evaluate: Were we really neutral? Students will explain why the US entered WWII and finally entered WWII. DOK Level 2 Assessment: Roosevelt's Four Freedoms Neutrality Acts and Atlantic Charter Guided Reading Course Summary Southern Boone Co R-I, MO Page 15 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Topic: What Were Positive and Negative Effects of the US Home Front During WWII? Duration: 4 Day(s) Topic Description Students will explain both positive and negative effects of the US home front during the war? Topic Specific Vocabulary internment Formative Assessment Exit slip: What is one positive and one negative to emerge from the home front during WWII? Exit slip: Should the Supreme Court have agreed with Korematsu? Why/Not? Learning Targets Students will explain the positive effects which relate to our government working with industry to produce war materials, and citizen support for the war. In addition students will be able to explain how women and African-Americans benefited from open job opportunities. Students will explain the negative effects of the Japanese-American Internment (EO-9066). Students will analyze the landmark Supreme Court Case Korematsu vs. US (1945) DOK Level 3 Duration: 3 Day(s) Topic: What Were the Effects of WWII? Topic Description Students will explain how the end of WWII led the world into the Cold War Era. Topic Specific Vocabulary Yalta Conference Formative Assessment Map of Europe: 1945 Learning Targets Students will explain how tension between Western nations (non-Communist) and Eastern nations (Communist) began at the Yalta Conference, thus leading to the Cold War era. Students will draw the map of Europe immediately after WWII. DOK Level 2 Topic: What Were the Causes, Facts, and Effect of the Holocaust? Duration: 5 Day(s) Topic Description Students will explain the cause, facts, and effect of the Holocaust. Topic Specific Vocabulary genocide holocaust Kristalnacht Formative Assessment "Before You Study The Holocaust"- critical thinking about Holocaust "After You Study The Holocaust"- critical thinking about Holocaust Learning Targets Students will explain the cause, facts, and effect of the Holocaust. DOK Level 2 Unit: The Cold War Era Duration: 2 Week(s) Unit Description Students will be able to explain the cause, facts, and effects of the Cold War and it's social, political, and economic impact. Course Summary Southern Boone Co R-I, MO Page 16 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Essential Questions How did the Western Nations (non-Communist) and the USSR go from Allies in WWII to enemies at the end of the war? How can a war be "Cold"? How did lives in America change as a result of the Cold War in the 1940's and 1950's? Academic Vocabulary Communism Democracy Materials and Resources The Americans Textbook Summative Assessment Unit Test Duration: 2 Day(s) Topic: What Were the Causes of the Cold War? Topic Description Students will explain the causes of the Cold War that have their origin at the Yalta conference. Topic Specific Vocabulary Communism Democracy Formative Assessment Exit slip: How did the Yalta conference help to start the Cold War? Learning Targets Students will explain the causes of the Cold War that have their origin at the Yalta conference. DOK Level 2 Assessment: Exit slip: How did the Yalta conference help to start the Cold War? Topic: Compare and Contrast Democracy with Soviet Communism Duration: 1 Day(s) Topic Description Students will be able to Compare and contrast Democracy with Soviet Communism as to determine: "What's all the fuss about?". Topic Specific Vocabulary Communism Democracy Civil Rights Formative Assessment What's All The Fuss About? worksheet Exit Slip: When comparing and contrasting government styles, why were citizens fearful of the spread of Communism? Learning Targets Students will be able to compare and contrast Democracy/Capitalism with Soviet Communism as to determine why citizens and our government were fearful of the spread of Communism. DOK Level 3 Assessment: What's All The Fuss About? worksheet Exit Slip: When comparing and contrasting government styles, why were citizens fearful of the spread of Communism? Duration: 4 Day(s) Topic: What Events Deepened the Cold War? Topic Description Students will be able to explain how key events deepened the Cold War from 1945- 1960's. Topic Specific Vocabulary containment domino effect Formative Assessment Guided Reading Studyguide/Outline Marshall Plan graph skills Ch 18 Section 4: Cold War Heats Up Around the World- 1950's The Korean War Studyguide Learning Targets Course Summary Southern Boone Co R-I, MO Page 17 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Students will be able to explain how key events deepened the Cold War: Marshall Plan "Iron Curtain" Containment Containment in Asia Truman Doctrine Arms Race Latin America Middle East Bay of Pigs Cuban Missile Crisis DOK Level 2 Assessment: Guided Reading Studyguide/Outline Marshall Plan graph skills Ch 18 Section 4: Cold War Heats Up Around the World- 1950's The Korean War Studyguide Duration: 3 Day(s) Topic: What Were the Social and Political Effects of the Cold War in America? Topic Description Students will be able to explain the social and political effects of the Cold War in America. Topic Specific Vocabulary HUAC dissent Red Scare Formative Assessment Cold War Heats up at Home Web Primary Source: HUAC Hearing Testimony, 1947 and a Voice of Dissent from Lillian Hellman Learning Targets Students will explain the social effects of the Cold War in America in how varied citizens lives changed. Students will explain the political effects of the Cold War in America. Students will analyze primary sources DOK Level 2 Assessment: Cold War Heats up at Home Web Primary Source: HUAC Hearing Testimony, 1947 and a Voice of Dissent from Lillian Hellman Unit: The 1950's and 1960's Domestic Policy Duration: 3 Week(s) Unit Description Students will describe the domestic policies of President Eisenhower, Kennedy, Johnson and the emergence of modern pop culture. Essential Questions Why was the 1950's ironically known as a time of conformity? How did the role of the federal government change with these domestic policies? Academic Vocabulary conformity HUAC bomb shelters pop culture New Frontier Great Society Materials and Resources The Americans textbook video clips of early rock and roll performers: Chuck Berry, Elvis, etc. Summative Assessment Unit Test Duration: 2 Day(s) Topic: What Were Eisenhower's Domestic Policies? Course Summary Southern Boone Co R-I, MO Page 18 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Topic Description Students will be able to explain Eisenhower's domestic policies. Topic Specific Vocabulary budget interstate highway public assistance Formative Assessment Eisenhower Domestic Policy Web. Learning Targets Students will be able to explain President Eisenhower's domestic policy DOK Level 2 Students will be able to explain how Eisenhower handled the economy thru budget and taxes;, provided public assistance in housing, created the interstate highway system. He also changed government in reforming the cabinet with new positions. Assessment: Eisenhower Domestic Policy Web. Duration: 4 Day(s) Topic: How was Modern Popular Culture Created? Topic Description Students will be able to explain how the American Dream, automobile, advertising, conformity, music and the counterculture helped to form popular culture in the 1950's. Topic Specific Vocabulary pop culture counter culture baby boom Formative Assessment Baby Boom Graph Skills Primary and Secondary Sources Ch 19 Section 3. Impact of the Auto in the 1950's Web Guided reading Ch 19 Section 2 & 3 Learning Targets -Students will be able to define "The American Dream" -Students will be able to explain how the baby boom, consumerism, and the automobile helped to promote "The American Dream" Students will be able to draw conclusions from Primary and Secondary sources about rock and roll. DOK Level 2 Assessment: Baby Boom Graph Skills Primary and Secondary Sources Ch 19 Section 3. Impact of the Auto in the 1950's Web Guided reading Ch 19 Section 2 & 3 Duration: 3 Day(s) Topic: What was President Kennedy's Foreign Policy? Topic Description Students will be able to explain how the Bay of Pigs, Cuban Missile Crisis, and the Berlin Wall helped deepen the Cold War. Topic Specific Vocabulary Camelot Iron Curtain Formative Assessment Exit slip: In your opinion what event had the greatest effect in deepening the Cold War? Support your answer. Learning Targets -Students will explain how the Bay of Pigs incident deepened the Cold War and weakened President Kennedy's presidency. -Students will explain how the Cuban missile crisis deepened the Cold War and strengthened the Kennedy Presidency. - Students will explain how the building of the Berlin Wall became the personification of the "Iron Curtain" DOK Level 2 Assessment: The Cuban Missile Crisis Graphic Organizer Guided Reading from pages 673-78 Course Summary Southern Boone Co R-I, MO Page 19 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Duration: 3 Day(s) Topic: What was the Effect of JFK's New Frontier? Topic Description Students will be able to explain the effect of JFK's New Frontier domestic policy plans. Topic Specific Vocabulary New Frontier Formative Assessment Exit slip: In your opinion, what was a positive and a negative of The New Frontier? Support your answer. Learning Targets Students will be able to explain the positive and negative effects of JFK's New Frontier. DOK Level 2 Assessment: Exit slip: In your opinion, what was a positive and a negative of The New Frontier? Support your answer. Duration: 3 Day(s) Topic: What was the Effect of LBJ's Great Society Domestic Policy? Topic Description What was the effect of LBJ's Great Society Domestic policy? Topic Specific Vocabulary Great Society Medicare Medicaid Head Start Formative Assessment Exit slip: In your opinion what was one positive and one negative of The Great Society? Support your answer. Learning Targets Students will be able to explain the positive and negative effects of the Great Society. Students will be able to make connections to existing programs today. DOK Level 2 Assessment: Exit slip: In your opinion what was one positive and one negative of The Great Society? Support your answer. Unit: Civil Rights Duration: 2 Week(s) Unit Description This unit will briefly cover a historical overview from 1619 through the Civil War. The United States court system will be studied for its role in shaping civil rights. The civil rights movement of the 1950-60's will be analyzed. Essential Questions How have civil rights changed since 1865? Academic Vocabulary segregation integration Materials and Resources The Americans textbook Summative Assessment Unit Test Duration: 2 Day(s) Topic: Rights of Citizens Topic Description Students will be able to explain the civil rights all citizens are entitled to. Topic Specific Vocabulary civil rights First Amendment Formative Assessment Exit slip: Explain what is a civil right and give two examples. Learning Targets Course Summary Southern Boone Co R-I, MO Page 20 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Students will be able to explain the civil rights to which all citizens are entitled. Students will be able to identify basic civil rights as can be found in the Declaration of Independence and the Bill of Rights. DOK Level 2 Assessment: Exit slip: Explain what is a civil right and give two examples. Duration: 1 Day(s) Topic: History of African-Americans Since 1619 Topic Description Students will be able to explain historic patterns of discrimination from 1619. Topic Specific Vocabulary discrimination indentured servant slave second class citizen Formative Assessment Exit Slip: What pattern of discrimination do you observe since 1619? Learning Targets Students will be able to explain historic patterns of discrimination for African-Americans beginning in 1619. DOK Level 2 Assessment: Exit Slip: What pattern of discrimination do you observe since 1619? Duration: 4 Day(s) Topic: How Did the US Federal Courts Rule in Key Civil Rights Cases? Topic Description Students will be able to explain how the Federal Courts both encouraged and broke discrimination while analyzing court cases, especially but not limited to: Plessey v. Ferguson and Brown v. Board of Education. Topic Specific Vocabulary Supreme Court plaintiff defendant Formative Assessment Case analysis of Brown v Board of Education and Plessey v Ferguson. Learning Targets Students will be able to explain how the Federal Courts both encouraged and attempted to dissolve discrimination while analyzing court cases, especially but not limited to: Plessey v. Ferguson and Brown v. Board of Education. DOK Level 3 Assessment: Case analysis of Brown v Board of Education and Plessey v Fergusson. Duration: 3 Day(s) Topic: What Events Pushed Americans to Overcome Discrimination in the 1950's and 1960's? Topic Description Students will be able to explain how key events during the civil rights movement helped overcome discrimination. Topic Specific Vocabulary discrimination civil disobedience non violent movement Formative Assessment In your opinion what was the most impactful event from the Civil Rights movement? Explain Learning Targets Students will be able to explain how key events during the civil rights movement helped overcome discrimination. These key events include, but are not limited to: Emittt Till murder, Rosa Parks civil disobedience, Montgomery Bus Boycott, Brown v. Board of Education, Little Rock Nine, Freedom Rides, Lunch Counter desegregation, Voter Registration efforts, Birmingham Church Bombing, Bloody Sunday/March to Montgomery, Martin Luther King and non violent civil disobedience. DOK Level 3 Assessment: In your opinion what was the most impactful event? Explain Course Summary Southern Boone Co R-I, MO Page 21 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Unit: Vietnam Duration: 2 Week(s) Unit Description A historical approach will be used by a study of each US President's involvement in this conflict. Also discussed will be American reaction/protest to the war. Essential Questions How did the Cold War create the Vietnam Conflict? Academic Vocabulary containment guerilla warfare Tet Offensive Vietcong Ho Chi Minh Vietminh Materials and Resources The Americans textbook Duration: 2 Day(s) Topic: Why Did the US Become Involved in Vietnam? Topic Description Analyze the reasons for US military intervention in Vietnam Topic Specific Vocabulary containment Formative Assessment Gulf of Tonkin Guided Reading Learning Targets Explain why the US became involved in Vietnam by using a time line sequence of events. DOK Level 2 Assessment: Gulf of Tonkin Guided Reading Duration: 2 Day(s) Topic: Why was 1968 a Turning Point in US Involvement of the Vietnam War? Topic Description Why was the Tet Offensive a turning point in US involvement of the war? Topic Specific Vocabulary Tet psychological warfare Formative Assessment Days of Rage guided reading Learning Targets Students will explain why 1968 was a turning point in the US involvement of the war? Events such as the Tet Offensive, Presidential campaign of 1968, assassinations of Kennedy and King will be evaluated. DOK Level 2 Assessment: Days of Rage guided reading Topic: How Did American Reaction to the US Involvement in Vietnam Change During the Course of the War? Duration: 3 Day(s) Topic Description Student will explain the emergence of the antiwar movement. Topic Specific Vocabulary protest tv war Formative Assessment Protest Movement Origins Protest Button Course Summary Southern Boone Co R-I, MO Page 22 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Learning Targets Students will explain how American citizens changed their views on the US involvement in Vietnam from early 1960's to after the Tet Offensive until the American pullout. Events such as the Tet Offensive, Mei Lai, Television broadcasts from the battlefield, and music will be used as instructional material for this lesson. A comparative analysis of modern-day protests of current wars will be used. DOK Level 3 Assessment: Protest Movement Origins Protest Button Duration: 3 Day(s) Topic: What is the Effect of the Vietnam War? Topic Description Students will explain the effect of the Vietnam war in the United States and abroad. Topic Specific Vocabulary Pentagon Papers containment War Powers Act Formative Assessment Legacy of Vietnam Guided Reading Learning Targets Students will explain the legacy of the Vietnam war giving such examples as containment, Pentagon Papers, Vietnam memorial, War Powers Act. DOK Level 2 Assessment: Legacy of Vietnam Guided Reading Unit: Post-Vietnam Modern America Duration: 2 Week(s) Unit Description The unit covers the following Presidents' domestic & foreign policies: Nixon, Ford, Carter, Reagan, Bush. Of particular study will be the effect of the Watergate scandal, the Iraq Crisis, and the swing to conservatism. Essential Questions How can a President's actions effect a nation? Academic Vocabulary Foreign Policy Domestic Policy Watergate Reaganomics Conservatism Summative Assessment Quiz for each president Topic: What is the Cause, Fact, Effect of the Watergate Scandal? Duration: 3 Day(s) Topic Description Who, What, When, Why, How did Watergate happen? What effect did this event have upon American society and politics? Also included will be a look at President Ford's actions. Topic Specific Vocabulary Watergate Judicial Review pardon Formative Assessment Watergate players worksheet Exit Slip: How did Watergate challenge the executive and judicial branches? Learning Targets Students will explain the motives of participation in the Watergate cover-up, the facts of the case, and the effects that challenged the US Constitution (executive and judicial). DOK Level 2 Course Summary Southern Boone Co R-I, MO Page 23 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Duration: 2 Day(s) Topic: President Carter's Foreign and Domestic Policies Topic Description A focus of President Carter's foreign and domestic policies will be studied. Of note will be the Iran Crisis and the Middle East Peace settlements. Topic Specific Vocabulary Middle East Accords Iranian Crisis Formative Assessment Carter Web Learning Targets Students will explain the foreign and domestic policies of President Carter. Students will evaluate the best and worse actions of this president. DOK Level 3 Assessment: Carter Web Duration: 2 Day(s) Topic: President Reagan and Bush Conservative Ideology Topic Description Describe the conservative shift in American politics that enabled Reagan to e elected. Explain how Reaganomics affected the economy. Topic Specific Vocabulary conservative republican trickle down economics Formative Assessment Reagan Web Learning Targets Students will explain the conservative wave that swept the nation, thus allowing Ronald REagan and George H.W. Bush to be elected president. Students will explain how Reagan's economic plan both hurt and helped the economy. Students will evaluate the best and worse actions of these presidents. DOK Level 3 Assessment: Reagan Web Duration: 3 Day(s) Topic: The Cold War is Over! Topic Description Explan how the Cold War ended resulting in the break up of the Communist block in Eastern Europe and the USSR. Explore the short and long term effects for the end of the Cold War. Topic Specific Vocabulary communist bloc Berlin Wall Formative Assessment Exit slip: What is one long term and one short term effect of the ending of the Cold War? Learning Targets Students will explain how the Cold War ended and evaluate the short and long term effects of the ending of the Cold War from a global perspective. DOK Level 3 Assessment: Exit slip: What is one long term and one short term effect of the ending of the Cold War? Course Summary Southern Boone Co R-I, MO Page 24 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum American History Social Studies Course Summary Southern Boone Co R-I, MO Grade(s) 9th - 12th, Duration 1 Year, 1 Credit Required Course Page 25 11/10/2016 10:56 AM Powered by BuildYourOwnCurriculum