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Modern American History
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DESE Item SpecificationsProficiency ScalesSDOW SS Priority StandardsSDOW Government Shared Google Drive
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Essential Skills Embedded throughout the SDOW Curriculum: LINK
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Professional CommunicationCritical ThinkingEmotional IntelligenceTime Management/OrganizationLeadership
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TechnologyDigital CitizenshipLearning from FailureConflict ResolutionTeamwork
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1st Quarter
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Unit 1: Reconstruction 		PLC Questions I: What is it the student is to know and do?
Students will be able to analyze the impact of the role of government on different groups of peoples; they will also be able to critique the success and shortcomings of the Reconstuction era.

Common language:
Lincoln's Plan, Johnson's Plan, Radical Reconstruction Plan		DOKIntroduce (I)
Developing (D)
Master (M)
Reinforce (R)
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Essential QuestionsIs the history of Reconstruction a story of continuity or change? What problems did reconstruction resolve and fail to resolve? In what ways did Reconstruction change Southern society?DOK1st2nd3rd4th
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StrandContinuity & Change
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x9-12.AH.1.CC.BB. Explain connections among historical context and people's’ perspectives at the time in United States’ history.2I-M
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9-12.AH.1.CC.D
(SDOW.SS.PS.1)		D. Using an inquiry lens, develop compelling questions about United States history post c. 1870 to determine helpful resources and consider multiple points of views represented in the resources.3I-M
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9-12.AH.2.CC.AA. Compare and contrast the plans for political re-integration of Southern states after the Civil War3I-M
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Government Systems & Principles
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9-12.AH.1.GS.A
(SDOW.SS.PS.3)		A. Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society.4I-DM
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9-12.AH.2.GS.AA. Analyze the period of Reconstruction to determine its effect on separation of powers, checks and balances power of the central government.4I-M
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9-12.AH.2.GS.BB. Evaluate the effectiveness of major legislation, Constitutional amendments, and court decisions relating to freed slaves.4I-M
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Economic Concepts
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9-12.AH.2.EC.AA. Evaluate how the goals of Reconstruction impacted the economic recovery and growth of regions.4I-M
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Unit 2:Westward Expansion PLC Questions I: What is it the student is to know and do?

Students will examine and analyze the impact of westward expansion on the indigenous peoples, minority populations, the land, the government, and the economy.

Common Language:		DOKIntroduce (I)
Dev. Mastery (DM)
Master (M)
Reinforce (R)
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Essential Question:Who benefitted from the second wave of westward expansion in the US? 1st2nd3rd4th
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StrandContinuity & Change
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9-12.AH.2.CC.BB. Describe the purpose, challenges, and economic incentives that impacted expansion and Westward movement2I-M
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StrandGeographic Study
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9-12.AH.1.G.A
(SDOW.SS.PS.4)		A. Create and use maps and other graphic representations in order to explain relationships and reveal patterns or trends in United States’ history c. 1870-20104I-M
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9-12.AH.1.G.B
(SDOW.SS.PS.5)		B. Analyze how the physical and human characteristics of regions in the United States post C. 1870 are connected to changing identity and culture.4I-M
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9-12.AH.2.G.BB. Evaluate the effect of Westward expansion on the production, distribution, and allocation of resources and on the environment.4I-M
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StrandPeople, Groups &
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9-12.AH.1.PC.AA. Using a United States’ historical lens, describe how people's’ perspectives shaped the sources/artifacts they created.2I-M
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9-12.AH.2.PC.BB. Evaluate the short and long-term impact of Western expansion on native American and other minority populations4I-M
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Unit 3: Immigration, Industrialization, UrbanizationPLC Questions I: What is it the student is to know and do?

Students will be able to identify push/pull factors for immigration, as well as compare the experiences of differents groups based on industrialization and urbanization.

Common Language:		DOKIntroduce (I)
Dev. Mastery (DM)
Master (M)
Reinforce (R)
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Essential Question:In what ways did the American dream become a reality for immigrants? How did industrialization drive urbanization in the US in the late 1800's and early 1900's? How did the industrial era change the role of the federal government?
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StrandContinuity & Change
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9-12.AH.1.CC.AA. Create and use tools to analyze a chronological sequence of related events in United States' history.3I-M
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9-12.AH.2.CC.CC. Trace the contributions of individuals and institutions on social, political, artistic and economic development.2I-M
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StrandGeographic Study
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9-12.AH.1.G.CC. Locate major cities of Missouri, the United States, and the world; states of the United States and key world nations; the world’s continents, and oceans; and major topographical features of the United States.1I-M
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9-12.AH.2.G.AA. Evaluate the causes, patterns, and outcomes of internal migrations and urbanization4I-M
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StrandEconomic Concepts
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9-12.AH.2.EC.BB. Explain how the expansion of industrialization, transportation and technological developments influenced different regions and the relationship between those regions.3I-M
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9-12.AH.2.EC.CC. Apply the concepts of natural resources, capital, labor, investment, profit, and laissez-faire policies to explain the growth of American industry.2I-M
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StrandPeople, Groups, and s
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9-12.AH.1.PC.B
(SDOW.SS.PS.7)		B. Using a United States’ historical lens, examine the origins and impact of social structures and stratification on societies and relationships between peoples.2I-DM
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9-12.AH.2.PC.AA. Analyze patterns of immigration to determine their effects on economic, cultural, and political development4I-M
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9-12.AH.2.PC.DD. Explain the impact of industrialization on culture, work, education, and other social institutions.2I-M
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9-12.AH.2.PC.EE. Trace the changing motivations for, nationalities of, and responses to immigration and to immigrants coming to the United States2I-M
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Unit 4: Gilded Age and ProgressivismPLC Questions I: What is it the student is to know and do?

Students will understand the impact of laissez faire policies on the economy, laborers, capitalists, and how those policies shaped political movements, labor reform and immigration.

Common Language:		DOKIntroduce (I)
Developing (D)
Master (M)
Reinforce (R)
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Essential Question:Were America's great industrial giants champions of free enterprise? How were the early labor and farm movements alike and different?
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StrandContinuity & Change
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9-12.AH.1.CC.CC. Develop a research plan, identify appropriate resources for investigating social studies topics, and create and present a research product which applies an aspect of United States history post c. 1870 to a contemporary issue.3I-M
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9-12.AH.1.CC.E
(SDOW.SS.PS.2)		E. Analyze the causes and consequences of a specific problem in United States’ history post c. 1870 as well as the challenges and opportunities faced by those trying to address the problem.4I-M
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StrandGovernment Systems and Principles
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9-12.AH.1.GS.BB. Predict the consequences which can occur when individuals fail to carry out their personal responsibilities.3I-M
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9-12.AH.1.GS.CC. Predict the consequences which can occur when institutions fail to meet the needs of individuals and groups.3I-M
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9-12.AH.2.GS.CC. Analyze the expansion of political parties, interest groups and political machines to determine their effect on American government and policy4I-M
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9-12.AH.3.GS.BB. Describe the intended and unintended consequences of progressive reforms and government responses in the first three decades of the 20th century.2I-M
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StrandEconomic Concepts
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9-12.AH.1.EC.A
(SDOW.SS.PS.6)		A. Using a United States’ historical lens, analyze the opportunity costs and benefits of economic decisions on society as a whole as well as on individuals post c. 1870.4I-DM
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9-12.AH.2.EC.DD. Analyze the developing interconnectedness among people, big business, labor unions and governments to determine their effect on individuals, society, and public policy.4I-M
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9-12.AH.3.EC.CC. Trace the changing relationship between government and business through economic regulation and deregulation.2I-M
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StrandPeople, Groups, and Cultures
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9-12.AH.2.PC.CC. Describe and evaluate laws, events, and perspectives to determine the extent to which individuals and groups could participate in, and realize, the promise of American ideals.4I-M
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9-12.AH.3.PC.AA. Explain the motivation for social and political reforms and their impact on the ability of individuals and groups to realize the promise of American ideals.2I-M
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9-12.AH.3.PC.BB. Analyze the changing relationship between individuals and their place in society including women, minorities, and children.4I-M
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