2015-2016 Social Studies 7 1. The student will be able to analyze geographic features and their impact on ancient civilizations. 2. The student will be able to explain the culture of an ancient civilization. 3. The student will be able to analyze ancient governmental systems. 1.1 I can utilize geographic tools. 1.2 I can evaluate how physical features affected a civilizations. 2.1 I can explain how culture and region affects human behavior and characteristics. 2.2 I can explain how trade and technology affected ancient civilizations. 2.3 I can explain historical events. 3.1 I can explain ancient governmental systems. 3.2 I can compare ancient types of government to the United States government. UNIT: Greece -- 8 Week(s) UNIT: Rome -- 8 Week(s) UNIT: Medieval Europe -- 8 Week(s) UNIT: Mesoamerica -- 8 Week(s)
2015-2016 Social Studies 8 1. The student will be able to evaluate the principles and procedures of governmental systems. 2. The student will be able to evaluate the importance of historical events. 3. The student will be able to evaluate how economic concepts relate to historical events. 4. The student will be able to analyze the relationships between individuals and/or groups to institutions and/or cultural traditions. 5. The student will be able to apply social science tools of inquiry. 1.1 I can explain the principles and processes of the United States government. 1.2 I can apply rights and responsibilities of citizens. 2.1 I can explain the causes and effects of exploration. 2.2 I can explain the causes and effects of colonization. 2.3 I can explain the causes and effects of the revolution. 2.4 I can explain the causes and effects of confederation and construction. 2.5 I can explain the causes and effects of the nation expanding. 2.6 I can explain the causes and effects of the Industrial Revolution. 2.7 I can explain the causes and effects of the Civil War. 3.1 I can explain consequences of economic decisions. 3.2 I can assess the role of technology in our economy. 4.1 I can explain how changes in transportation, communication, and other technologies affect the movement of people, products, and ideas. 4.2 I can assess how personal and group experiences influence perceptions and judgments of events. 5.1 I can analyze primary and secondary sources to draw conclusions. 5.2 I can use geography to interpret the past, explain the present, and plan for the future. UNIT: Exploration -- 2 Week(s) UNIT: Colonization -- 3 Week(s) UNIT: Exploration -- 2 Week(s) UNIT: Revolution -- 4 Week(s) UNIT: Confederation & Constitution -- 5 Week(s) UNIT: The Nation Expands -- 6 Week(s) UNIT: The Nation Breaks Apart -- 8 Week(s) UNIT: Colonization -- 2 Week(s)
2015-2016 American History 1. The student will be able to examine historical resources and communicate their purpose in the shaping of our nation and/or world. 2. The student will be able to evaluate the principles and procedures of governmental systems. 3. The student will evaluate how economic concepts relate to historical events 4. The student will evaluate elements of geographical study 5. The student will be able to analyze the relationships between people and institutions. 1.1 I can analyze a historical document through summarization. 1.2 I can evaluate historical resources through written expression. 2.1 I can compare the governmental systems and their processes. 2.2 I can analyze the political development in the United States. 3.1 I can compare economic systems. 3.2 I can describe economic development upon the United States. 4.1 I can assess the impact of geography on American history. 4.2 I can analyze the migration of peoples. 5.1 I can analyze cultural conflict. 5.2 I can analyze the roles of various groups. UNIT: Columbus to the Revolution -- 6 Week(s) UNIT: Setting up the Nation -- 6 Week(s) UNIT: Industrial Revolution to the Civil War -- 6 Week(s) UNIT: Reconstruction -- 6 Week(s)
2015-2016 Advanced American History 1. The student will be able to examine historical resources and communicate their purpose in the shaping of our nation and/or world. 2. The student will be able to evaluate the principles and procedures of governmental systems. 3. The student will evaluate how economic concepts relate to historical events 4. The student will evaluate elements of geographical study 5. The student will be able to analyze the relationships between people and institutions. 1.1 I can analyze a historical document through summarization. 1.2 I can evaluate historical resources through written expression. 2.1 I can compare the governmental systems and their processes. 2.2 I can analyze the political development in the United States. 3.1 I can compare economic systems. 3.2 I can describe economic development upon the United States. 4.1 I can assess the impact of geography on American history. 4.2 I can analyze the migration of peoples. 5.1 I can analyze cultural conflict. 5.2 I can analyze the roles of various groups. UNIT: Columbus to the Revolution -- 6 Week(s) UNIT: Setting up the Nation -- 6 Week(s) UNIT: Industrial Revolution to the Civil War -- 6 Week(s) UNIT: Reconstruction -- 6 Week(s)
2015-2016 World History 1. The student will be able to examine historical resources and communicate their purpose. 2. The student will be able to evaluate the principles and procedures of governmental and economic systems. 3. The student will be able to evaluate the continuity and change in the history of our state, country and world. 1.1 I can analyze the significance of historical resources. 1.2 I can use historical documents to support analysis of specific ideas. 2.1 I can compare governmental systems. 2.2 I can explain the relevance in a variety of civilizations. 2.3 I can describe the causes and effects of economic theories and practices. 3.1 I can examine the causes, effects and resolutions of cultural conflict. 3.2 I can describe the causes, reactions and consequences of imperialism. 3.3 I can compare the major ideas and beliefs of different cultures. 3.4 I can analyze the impact of individuals on institutions. 4.1 I can use geography to interpret a variety of events or situations. 4.2 I can explain the impact of a variety of human and en nvironmental interactions. UNIT: Unit 1 (Foundations of Civilization) -- 3 Week(s) UNIT: Unit 2: Ancient Greece and Rome -- 3 Week(s) UNIT: Unit 3: Ancient Middle East, Middle Ages, Early Europe -- 3 Week(s) UNIT: Unit 4: Byzantine Empire, Spread of Civilization in East -- 3 Week(s) UNIT: Unit 5: Renaissance and Reformation -- 3 Week(s) UNIT: Unit 6: Enlightenment, French Revolution -- 3 Week(s) UNIT: Unit 7: Industrial Revolution -- 3 Week(s) UNIT: Unit 8: Imperialism, World War I -- 3 Week(s) UNIT: Unit 9: Totalitarianism, World War II -- 3 Week(s) UNIT: Unit 10: Cold War, New Nations -- 3 Week(s) UNIT: Unit 11: Developing World, The World Today -- 3 Week(s)
2015-2016 AP World History 1. The student will be able to write AP World History specific essays 2. The student will be able to analyze state and empire building including expansions and conflicts 3. The student will be able to analyze the development and interaction of cultures. 4. The student will be able to the creation, expansion and interaction of economic systems. 5. The student will be able to analyze the transformation of social structures. 6. The student will be able to analyze the interaction between humans and the environment. 1.1 I can compare historical groups. 1.2 I can contextualize historical phenomena into broader regional, national or global processes. 1.3 I can analyze the process of continuity and change over time. 1.4 I can synthesize and support an historical argument. 2.1 I can explain how states and empires are created, maintained and destroyed. 2.2 I can explain the causes and consequences of conflicts. 3.1 I can explain belief systems/philosophies and their spread. 3.2 I can explain the spread of technology and its effects on history. 4.1 I can identify and explain the creation of economic systems. 4.2 I can identify the expansion of economic systems. 5.1 I can identify and explain the creation and use of social structures. 5.2 I can analyze the transformation of social structures throughout history. 6.1 I can identify consequences of disease on populations and history. 6.2 I can explain the causes and consequences of human migration and human settlement. 6.3 I can evaluate the effects of geography on human history. UNIT: Unit 1: 8000 BCE - 600 BCE -- 2 Week(s) UNIT: Unit 2: 600 BCE - 600 CE -- 6 Week(s) UNIT: Unit 3: 600-1450 CE -- 7 Week(s) UNIT: Unit 4: 1450-1750 CE -- 6 Week(s) UNIT: Unit 5: 1750-1900 -- 7 Week(s) UNIT: Unit 6: 1900- -- 7 Week(s)
2015-2016 American Government 1. The student will be able to examine historical documents and communicate their purpose in the shaping of our nation and/or world. 2. The student will be able to evaluate the principles and procedures of governmental systems. 3. The student will be able to evaluate the continuity and change in the history of our state and country. 4. The student will be able to justify concepts and principles related to economics. 5. The student will be able to analyze the relationships between individuals and/or groups to institutions and/or cultural traditions. 6. The student will be able to analyze a variety of historical resources and tools. 1.1 I can examine historical documents and communicate their purpose in the shaping of the state and nation. 1.2 I can interpret the purpose and meaning of the U.S. Constitution. 2.1 I can explain the principles and purposes of government. 2.2 I can analyze concepts of governmental systems. 3.1 I can analyze the development of political thought and participation. 3.2 I can compare and contrast the US Government with MO Government. 4.1 I can describe multiple economic systems and their continual change. 4.2 I can evaluate major economic consequences of personal and public economic decisions 4.3 I can identify the characteristics of a free market economic system and compare it to competing economic systems. 4.4 I can analyze the roles of people, business and government in influencing monetary and fiscal policy in the United States. 5.1 I can analyze the changing roles and impact of various groups and social institutions. 5.3 I can predict the consequences of individual or institutional failure. 5.4 I can identify the causes, effects and resolutions of cultural conflict. 6.1 I can effectively communicate and form a opinion/idea about the role of government using research methodology. 6.2 I can distinguish between fact and opinion through the use of tools and/or resources. UNIT: Foundations of Government -- 6 Week(s) UNIT: Legislative Branch -- 5 Week(s) UNIT: Executive Branch -- 3 Week(s) UNIT: Articles 3-7 -- 3 Week(s) UNIT: Research Project -- Ongoing UNIT: Political Behavior/Linkage Institutions -- 6 Week(s) UNIT: Civil Liberties/Civil Rights -- 5 Week(s) UNIT: Comparative Government/Economic Systems -- 4 Week(s) UNIT: Missouri Constitution/Missouri History -- 3 Week(s) UNIT: Position Paper -- Ongoing
2015-2016 AP Government 1. The student will be able to evaluate facts, concepts, and theories pertaining to U.S. government and politics. 2. The student will be able to evaluate typical patterns of political process and behavior and their consequences. 3. The student will be able to analyze and interpret resources relevant to U.S. Government and Politics 4. The student will be able to compare multiple Governments/Economics systems, and develop connections across the curriculum. 1.1. I can analyze the Constitutional underpinnings of the United States Government 1.2. I can evaluate the 3 branches of the governments and their functions. 1.3 I can examine the Major aspects and purposes of the U.S. Const. 1.4 I can examine the Major aspects and purposes of the MO Const. 2.1. I can analyze the linkages between major government institutions and the people. 2.2. I can analyze the legal procedures of the U.S. Government 3.1. I can communicate and/or present a social studies concept by creating a model and /or using resources and tools 3.2. I can analyze between fact and opinion through the use of tools and/or resources 4.1. I can compare multiple economic systems 4.2. I can evaluate multiple government systems and procedures UNIT: Unit 1: Underpinnings -- 6 Week(s) UNIT: Unit 2: Legislative -- 6 Week(s) UNIT: Unit 3: Executive/Bureaucracy -- 4 Week(s) UNIT: Unit 4: Judicial/Civil Rights/Civil Liberties -- 4 Week(s) UNIT: Unit 5: POMMEPPIG -- 8 Week(s) UNIT: Unit 6: Economics -- 2 Week(s) UNIT: Unit 7: Foreign Policy -- 2 Week(s) UNIT: Unit 8: Missouri Constitution -- 2 Week(s)
2015-2016 Psychology I. The student will distinguish between the approaches to studying psychology. 2. The student will use the goals and approaches to psychology to develop and implement a plan for selfimprovement. 3. The student will identify practical applications of behavioral sciences. 4. The student will use the approaches to studying psychology to explain causes of behaviors. 5. The student can use existing research to support a behavioral theory. 6. The student will examine cultural and ethical philosophical evolvements over time to explain changes in approaches to studying psychology. 1.1 I can use the approaches to understanding psychology to describe the nature nurture debate. 1.2 I can compare 2 or more approaches to studying psychology. 1.3 I can distinguish between types of conditioned behaviors. 1.4 I can analyze the effectiveness of a school of thought in describing behavior. 1.5 I can use the approaches to psychology to design a plan to change an aspect of behavior. 2.1 I can identify long range individual benefits of changing specific behaviors. 2.2 I can create plan to change an aspect of behavior. 2.3 I can plan and develop strategies to improve learning/memory skills. 2.4 I can identify strengths and weaknesses in how I manage stress and develop coping mechanisms to decrease some of the negative impacts of stress on my life. 3.1 I can identify scientific approaches to studying behavioral sciences. 3.2 I can provide examples of personal and social benefits of understanding psychology 3.3 I can show historical and contemporary examples of positive social effects of research conducted in the field of social science. 4.1 I can explain examples of specific behaviors that may be caused by the biological approach. 4.2 I can explain examples of specific behaviors that may be caused by the psychoanalytic approach. 4.3 I can explain examples of specific behaviors that may be caused by the humanistic approach. 4.4 I can explain examples of specific behaviors that may be caused by the behavioral approach. 4.5 I can explain examples of specific behaviors that may be caused by the cognitive approach. 4.6 I can explain examples of specific behaviors that may be caused by the sociocultural approach. 5.1 I can identify the impacts of one or more significant studies in the field of psychology. 5.2 I can summarize and cite a behavioral study to support my opinion on a broader topic. 5.3 I can use behavioral studies to explain inaccuracies in memory 6.1 I can identify reasons for varied understandings of acceptable behaviors over time and across cultures. 6.2 I can describe normal and abnormal levels of a specific behavior while graphing the behavior on a normal (bell) curve. 6.3 I can provide examples from various cultures and time periods explaining how professionals believe(d) they can (could) help treat mental illness. 6.4 I can show examples of how the approaches to studying behavior have evolved over time. UNIT: Mind and Behavior -- 6 Week(s) UNIT: Learning and Cognition -- 6 Week(s UNIT: Mental Health -- 6 Week(s)
2015-2016 Sociology 1. The student will be able to evaluate social continuity and change in society. 2. The student will be able to evaluate specific cultures, values and social norms in individual societies as well as the aspects that are shared throughout the world. 3. The student will be able to evaluate agents of socialization, interactions with institutions and be able to apply concepts of sociology to modern day situations. 4. The student will be able to evaluate sociology research and testing by observing sociology experiments while creating their own study designs through the use of tools and resources. 5. The student will be able to analyze the effects of discrimination, intolerance and individual/group perspectives on communities or populations of people. 6. The student will be able to analyze bias and perspective using a variety resources and tools. 1.1 I can analyze ways that societies or cultures have changed over time. 1.2 I can analyze human interactions in humanity and how they differ from interactions in other cultures. 2.1 I can differentiate social norms, laws, taboos and values that affect human interactions within a society. 2.2 I can compare the major ideas and beliefs of different cultures 2.3 I can interpret patterns of sociology and predict how these movements will affect societies. 2.4 I can explain the effects of social stratification. 3.1 I can interpret how individuals conform within a group and the procedure for why they adjust their actions. 3.2 I can evaluate the effects major institutions have on individuals and groups in society. 3.3 I can distinguish acts of deviance from society and why individuals choose to stand out from socially accepted norms. 3.4 I can analyze how agents of socialization affect decision making in societies. 4.1 I can interpret the research methods in sociology testing. 4.2 I can develop my own research design through the use of articles, observations and previous sociology experiments. 5.1 I can identify how personal perspective alters the way we deal with aspects of society. 5.2 I can connect forms of intolerance and discrimination in society and make a connection to how these affect subgroups. 6.1 I can evaluate articles, readings and video sources for bias and perspective. 6.2 I can justify an opinion on issues through the appropriate use of evidence.
2015-2016 Modern Critical Issues 1. The student will be able to justify how world events affect the world and/or the United States. 2. The student will be able to use a variety of evidence to support opinions and justifications. 1.1 I can explain the impact of world events on other countries and/or the United States. 1.2 I can compare an event(s) taking place in one area of the world with another part of the world. 1.3 I can predict how world events that happen today will affect the world future. 2.1 I can explain how a series of events may impact other events in various parts of the world. 2.2 I can evaluate a variety of resources to determine their validity and reliability. 1.1 I can explain the impact of world events on other countries and/or the United States. UNIT: Religion -- 3 Week(s) UNIT: Socioeconomics -- 3 Week(s) UNIT: War -- 3 Week(s) UNIT: Regions of Conflict -- 3 Week(s) UNIT: Politics -- 3 Week(s) UNIT: Science -- 3 Week(s)
2015-2016 Holocaust Studies 1. The student will be able to evaluate the continuity and change in the history of our state, country and world. 2. The student will be able to analyze the relationship between individuals and/or groups to institutions and/or cultural traditions. 3. The student will be able to analyze a variety of historical resources and tools. 1.1 I can assess the concepts of location and place. 1.2 I can discuss the relationships within places and regions. 1.3 I can evaluate the foreign and domestic policies and their development. 1.4 I can examine the major wars of the twentieth-century. 2.1 I can analyze the changing roles of various groups. 2.2 I can predict the consequences of individual or institutional failure. 2.3 I can identify the causes, effects and resolutions of cultural conflict. 3.1 I can communicate and/or present a social studies concept by creating a model and/or using resources and tools. 3.2 I can distinguish between fact and opinion through the use of tools and/or resources. UNIT: Judaism 101 -- 1 Week(s) UNIT: History of European Anti-Semitism -- 1 Week(s) UNIT: Germany 1900-1933 -- 1 Week(s) UNIT: Nazi Party Rise to Power -- 1 Week(s) UNIT: Nazi Ideology -- 2 Week(s) UNIT: Non-Jewish Victim -- 1 Week(s) UNIT: Life in the Ghettos -- 3 Week(s) UNIT: Life in the Camps -- 5 Week(s) UNIT: Resistance -- 2 Week(s) UNIT: Aftermath -- 1 Week(s)