Sample Ss Learning Targets

Kindergarten Social Studies
Unit Title: Who am I?

Learning Targets
1.
2.
I can tell you why we have rules in my classroom.

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.
Transfer Goals
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

Learning Targets
1.
2.
I can tell you about wants and needs.

I can recognize how cultures are alike and different.
Transfer Goals
1.
2.
making a representation of another culture during

learning centers
recognizing differences in global environments
Unit Title: This is my Country

Learning Targets
1.
2.
3.
I can show you the United States Flag.

I can recite the Pledge of Allegiance.
I can use a picture to tell a story about long ago.
4. I can make a difference in my community.
Transfer Goals
1.
2.
3.
creating a flag that represents themselves

illustrating the meaning of the Pledge of Allegiance
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
Learning Targets
1.
I can relate social studies to my everyday life.
2. I can identify and use non-fiction text features to
Transfer Goals
1.
2.
Relate social studies to my everyday life.

Apply non-fiction text features to a Social Studies
text.
1.
Explain when it is most appropriate to use absolute

versus relative when trying to find a location.
learn about social studies.
Unit Title: What is Geography?

Learning Targets
1.
2.
3.
I can locate and label Missouri and its border states

as well as the Mississippi and Missouri Rivers.
I can use a grid system (latitude and longitude) to
find the absolute location of a city or place in the
state of Missouri.
I can explain when to use absolute or relative
location.
Transfer Goals
Unit Title: What is Culture?

Learning Targets
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.
Transfer Goals
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?

Learning Targets
1.
2.
3.
4.
5.
6.
I can explain how and why decisions are made by

leaders in my community, state, and country.
I can explain why the Declaration of Independence
and Constitution were written and why each is still
important.
I can identify and explain how the three branches
of government work.
I can locate Washington D.C. and explain why it is
an important place.
I can explain why the National Anthem is a symbol
of our nation.
I can explain how to peacefully resolve
Transfer Goals
1.
2.
Peacefully resolve disagreements.

Behave responsibly and treat others fairly.
7.
8.
disagreements.
I can explain my rights and responsibilities as a
citizen of the United States.
I can create examples of citizens behaving
responsibly by treating others fairly.
Unit Title: What is History?

Learning Targets
1.
2.
3.
4.
I can compare and contrast the habitats, resources,

and daily life of Native American peoples before
Europeans arrived.
I can give examples of the impact that the arrival of
Europeans had on Native Americans.
I can describe why different groups of people are
more likely to settle in one place than another
(immigration and migration).
I can describe how transportation and
communication systems have helped move people,
ideas and products.
Transfer Goals
1.
Provide modern-day examples and explanations of

how and why people live where they do.
Unit Title: What is Economics?

Learning Targets
1.
2.
3.
4.
I can identify and explain public goods and services.

I can tell the difference between natural, capital,
and human resources.
I can create a cost-benefit analysis chart.
I can explain why we have taxes and how theyre
used to support public goods and services.
Transfer Goals
1.
Make and support a decision using cost-benefit

analysis.
Fifth Grade Social Studies

Unit Title: Geography
Learning Targets
1.
2.
3.
4.
5.
6.
7.
I can use maps and atlases to answer questions and

solve problems.
I can make and label maps.
I can locate the states (13 original) and major
landforms and bodies of water of the United
States.
I can locate and describe real places using latitude,
longitude, and cardinal directions.
I can identify physical (climate, topography, bodies
of water) and human (language, economics,
political systems) characteristics of a place.
I can locate cities in the regions of Missouri and the
United States.
I can apply information in format, graphics,
sequence, maps, diagrams, charts and index to
clarify and connect concepts to the main ideas.
Transfer Goals
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

Learning Targets
1.
2.
3.
4.
5.
I can summarize the characteristics of the different

Native American cultures before the arrival of
Europeans.
I can locate and describe Native American regions.
I can identify major patterns of settlement and
movement among Native Americans.
I can identify fact and opinion and recognize bias
and points of view.
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).
Transfer Goals
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

Learning Targets
1.
2.
3.
4.
5.
I can explain the causes and effects of the

European exploration and colonization of the
Americas.
I can identify the successes and challenges faced by
European explorers.
I can identify and explain why some early American
settlements succeeded and why others failed.
I can identify major patterns of settlement and
movement among the early settlers of the
Americas.
I can make, label and use (answer questions and
Transfer Goals
1.
2.
Select, investigate and present a topic on this

period of history using primary and secondary
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
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

Learning Targets
1.
2.
3.
4.
I can locate the 13 original colonies and describe

the features that would aid or hurt expansion.
I can describe interactions among Native
Americans, Immigrants from Europe and Africans
brought to America
from discovery to the Bill of Rights.
I can identify facts and opinions and recognize bias
and points of view.
I can select, investigate and present a topic using
primary and secondary resources (examples: oral
interviews, artifacts, journals, documents, photos
and letters).
Transfer Goals
1.
2.
Identify facts and opinions and recognize bias and

points of view.
Select, investigate and present a topic using
and letters).
Unit Title: Revolutionary War

Learning Targets
1.
2.
3.
4.
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
I can identify important points in the Declaration of
Independence (inalienable rights and government
by the consent of the governed)
I can identify the causes and consequences of the
American Revolution.
I can identify facts and opinions and recognize bias
Transfer Goals
1.
2.
Identify facts and opinions and recognize bias and

points of view.
and letters).
5.
and points of view.

and letters).
Unit Title: The United States Constitution

Learning Targets
1.
2.
3.
4.
I can identify important points in the Constitution

(limited government, rule of law, majority rule,
minority rights, separation of powers and checks
and balances).
I can identify important points in the Bill of Rights
(Amendments 1 10).
I can tell the difference between the powers and
functions of local, state and national government.
and letters).
Transfer Goals
1.

and letters).
Unit Title: JA BizTown

Learning Targets
1.
2.
3.
I can apply the economic concepts of scarcity,

supply and demand, and opportunity cost (tradeoffs).
I can identify the role of technology in our
economy.
I can interpret the past, explain the present and
predict future consequences of economic
decisions.
Transfer Goals
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
Learning Targets
1.
2.
3.
4.
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.
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.
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.
of each country have on their economies.
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.
Transfer Goals
1.
2.
3.
4.
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.
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.
Analyze a resource map to draw conclusions about
how the resources positively or negatively impact
that country.
Analyze a current event to determine how cultural
traditions impact the point of view of those
involved.
Unit Title: Latin America

Learning Targets
1.
2.
3.
4.
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.
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.
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
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
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)
Transfer Goals
1.
2.
3.
4.
Analyze a map to draw conclusions about life in

Latin America.
Determine the strengths and weaknesses of various
types of government.
that country.
traditions impacted the point of view of those
involved.
Unit Title: Europe and Russia

Learning Targets
1.

features of Europe and Russia. This means that I
can
Identify the relative and absolute locations
of Europe and Russia.
Transfer Goals
1.

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
2.
3.
4.
Describe the climate, topography, and

relationship to water.
Compare the types of government in
Europe and Russian..
Evaluate how conditions, actions, and
I can compare the economies of Europe and Russia.
This means that I can
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.
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
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)
3.
4.
and cooperation that prevails.

that country.
involved.
Unit Title: North Africa and the Middle East

Learning Targets
1.
2.
3.

features of North Africa and the Middle East. This
means that I can
of North Africa and the Middle East.
o Compare types of governments in North
Africa and the Middle East.
cooperation among groups and nations
I can compare the economies of North Africa and
the Middle East. This means that I can
Transfer Goals
1.
2.
3.
4.

North Africa and the Middle East.
that country.
Analyze a current event determine how cultural
involved.
4.

of 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.
I can compare and contrast the human
characteristics of North Africa and the Middle East.
o Describe cultural traditions of North Africa
and the Middle East.
how people view others and are viewed by
others.
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

Learning Targets
1.
2.
3.

features of Sub-Saharan Africa. This means that I
can
of Sub-Saharan Africa.
o Compare types of governments in SubSaharan Africa.
o Explain the impact of colonialism on
governments and cultures.
I can compare the economies of Sub-Saharan
Africa. This means that I can
of Sub-Saharan Africa.
o Describe how these resources impact SubSaharan Africa.
o Explain how the countries of Sub-Saharan
Africa depend on each other and the rest
Transfer Goals
1.
2.
3.
4.

Sub-Saharan Africa.
that country.
involved.
of the world.
characteristics of Sub-Saharan Africa. This means
that I can
o Describe cultural traditions of Sub-Saharan
Africa.
how people view others and are viewed by
others.
Sub-Saharan Africa.
groups of people in Sub-Saharan Africa.
(i.e., physical, cultural, and political
boundaries)
o
4.
Unit Title: Asia

Learning Targets
1.
2.
3.
4.

features of Asia. This means that I can
of Asia.
o Compare types of governments in Asia.
I can compare the economies of Asia. This means
that I can
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.
characteristics of Asia. This means that I can
o Describe cultural traditions of Asia.
Asia.
groups of people in Asia. (i.e., physical,
Transfer Goals
1.
2.
3.
4.

Asia.
that country.
involved.
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

Learning Targets
1.
2.
3.
4.

features of Oceania and Antarctica. This means that
I can
of Oceania and Antarctica.
o Compare types of governments in Oceania
and Antarctica.
I can compare the economies of Oceania and
Antarctica. This means that I can
of Oceania and Antarctica.
Oceania and Antarctica.
o Explain how the countries of Oceania and
Antarctica depend on each other and the
rest of the world.
characteristics of Oceania and Antarctica. This
means that I can
o Describe cultural traditions of Oceania and
Antarctica.
groups of people in Oceania and
Antarctica. (i.e., physical, cultural, and
political boundaries)
Transfer Goals
1.
2.
3.
4.

that country.
involved.
Seventh Grade Social Studies

Unit Title: Introduction to History
Learning Targets
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.
Transfer Goals
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

Learning Targets
1.
2.
3.
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.
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.
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.
Transfer Goals
1.
Draw comparisons between the characteristics of

ancient civilizations and modern civilizations.
1.
Review a modern event depicting the change of

leadership in a country and explain why that
government changed.
Find examples of the influence of Greek culture in
the St. Louis area.
Unit Title: Ancient Greece

Learning Targets
1.
2.
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.
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
Transfer Goals
2.
3.
4.
and achievements throughout the world

(Hellenistic Period).
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.
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

Learning Targets
1.
2.
3.
4.
5.
6.
I can explain how geography influenced the

development of Roman civilization. This means that
I can
o Describe how Romes location was
significant to its expansion and
development.
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.
I can explain the causes and effects of Romes
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)
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.
I can explain the influence of Roman technology.
o Identify the major advancements of
ancient Rome (i.e. arches, domes,
concrete, roads, aqueducts, etc.)
I can explain the internal and external factors for
the fall of the Roman Empire. This means that I
Transfer Goals
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 Romes decline

(inflation, corruption, poor leadership,
disease, civil unrest, size, use of
mercenaries)
Describe external factors in Romes
decline (invasion)
Unit Title: Ancient Africa and the Islamic World

Learning Targets
1.
2.
3.
4.
5.
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
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.
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.
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).
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.
Transfer Goals
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

Learning Targets
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. tradeoffs)
o compare and contrast between European
and Japanese feudalism.
o describe the development of medieval
Transfer Goals
1.
Demonstrate the relationship between Magna

Carta and United States founding documents.
cities
explain reasons for the decline of
European feudalism (i.e. Black Death,
Hundred Years War, etc.)
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.
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 .
o
2.
3.
Eighth Grade Social Studies

Unit Title: What is History?
Learning Targets
1.
2.
3.
I can distinguish between primary and secondary

sources.
I can explain why we study history.
I can explain the positive and negative effects of
exploration.
Transfer Goals
1.
2.
Explain how an artifact relates to history.

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

Learning Targets
1.
2.
3.
4.
I can explain, with details, the motivations that

Europeans had for colonizing the Americas,
including: Economic, Political, and Religious
Motivations
I can compare and contrast the geography of the 3
colonial regions.
I can explain why people lived the way they did in
each colonial region.
I can see what colonization looked like from the
perspective of Native Americans, Africans, and
Europeans.
Transfer Goals
1.
2.
3.
See patterns between historical and current events

as they relate to the motivations for movement.
Make predictions of how geography will impact the
future relationships among the 3 regions.
Using a current event (local, national, or global)
from multiple perspectives including their own.
Unit Title: American Revolution

Learning Targets
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.
Transfer Goals
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

Learning Targets
1.
2.
3.
4.
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.
I can identify the compromises necessary to the
drafting of the Constitution.
I can explain the purpose and structure of the three
branches of government.
I can explain and apply the principles of the
Constitution to historical and contemporary issues
and events.
Transfer Goals
1.
2.
Compare the concept of strong central power

versus states' rights to the nature of power in a
school.
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

Learning Targets
1.
2.
3.
4.
5.
6.
7.
I can identify the long term effects of Expansion on

the future of the United States.
I can see various points of view on Westward
Expansion.
I can explain why different groups of people chose
to move west.
I can explain how Hamiltons and Jeffersons
philosophies on government led to the formation
of political parties.
I can explain how freedom expanded for some, but
was limited for others during the presidency of
Andrew Jackson.
I can explain the effects that improvements in
technology, transportation, and communication
had on the new nation.
I can explain how expansion led to conflict and a
surge in nationalism.
Transfer Goals
1.
2.
3.
4.
Construct an argument for or against a current

example of expansion (progress, development).
Draw comparisons between modern political
parties and the philosophies of Hamilton or
Jefferson.
How have recent advancements in technology
changed society (ex. social media, smart phones,
medical field, etc.)?
How have recent conflicts impacted nationalism in
the United States or the world?
Unit Title: Reform Movements

Learning Targets
1.
2.
I can identify the methods that reformers used to

bring about change.
I can summarize the goals and progress of each
reform movement.
Transfer Goals
1.
Find patterns for how historical methods for

accomplishing change could be applied to personal
or community concerns.
Unit Title: Civil War

Learning Targets
1.
2.
3.
I can describe how unresolved sectional disputes

eventually led to the Civil War.
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.
I can empathize with the feelings of Northerners
and Southerners throughout the Civil War.
Transfer Goals
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

Learning Targets
1.
2.
3.
I can explain the intent and impact of the 13th,

14th, and 15th amendments.
I can categorize the successes and failures of
Reconstruction.
I can evaluate the long-term consequences of
Reconstruction.
Transfer Goals
1.
Identify an inequity in todays 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
Learning Targets
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.
Transfer Goals
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

Learning Targets
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.
Transfer Goals
1.
2.
Provide examples of current governments which

exemplify each type of government.
Provide an analysis of a current situation in which
people are challenging the current structure of
their government.
Unit Title: The American Experience

Learning Targets
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.
Transfer Goals
1.

identify the lingering effects of Constitutional
compromises.
Unit Title: Legislative Branch (Structure and Powers)

Learning Targets
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.
Transfer Goals
1.

bring an important potential subject of legislation
to the attention of their legislator.
Unit Title: Executive Branch (Structure and Powers)

Learning Targets
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.
Transfer Goals
1.

create new Constitutional provisions that they feel
would lead to the creation of better Presidents.
Unit Title: Executive Agencies and the Bureaucracy

Learning Targets
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
Transfer Goals
1.

investigate a particular agency and grade the
agency on its effectiveness and responsiveness to
public will.
Unit Title: Judicial Branch (Structure and Powers)

Learning Targets
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.
Transfer Goals
1.
2.

persuasively argue whether judges should be
elected or appointed.
attend a real court case and assess the extent to
which the experience is a democratic experience.
Unit Title: Interest Groups

Learning Targets
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.
Transfer Goals
1.

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

Learning Targets
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
Transfer Goals
1.
2.

generate campaign commercials pitching an
agenda to a particular audience.
analyze famous political events and their political
impacts, viewed through the lens of the media.
Unit Title: Rights and Liberties

Learning Targets
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
Transfer Goals
1.

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

Learning Targets
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.
Transfer Goals
1.
2.

debate the necessity of political parties in our
government system based on current events.
begin to develop a personal political identity
portfolio.
Unit Title: State and Local Government in Missouri

Learning Targets
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.
Transfer Goals
1.

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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Kindergarten Social Studies

Unit Title: Who am I?

I can tell you why we have rules in my classroom.

seeking to understand the views, values, and

Unit Title: Children Around the World

I can tell you about wants and needs.

making a representation of another culture during

Unit Title: This is my Country

I can show you the United States Flag.

creating a flag that represents themselves

Third Grade Social Studies

I can relate social studies to my everyday life.

2. I can identify and use non-fiction text features to

Relate social studies to my everyday life.

Explain when it is most appropriate to use absolute

learn about social studies.

Unit Title: What is Geography?

I can locate and label Missouri and its border states

Unit Title: What is Culture?

I can identify the characteristics of different types

Describe what it would be like to live in a

Unit Title: What is Government?

I can explain how and why decisions are made by

Peacefully resolve disagreements.

Unit Title: What is History?

I can compare and contrast the habitats, resources,

Provide modern-day examples and explanations of

Unit Title: What is Economics?

I can identify and explain public goods and services.

Make and support a decision using cost-benefit

Fifth Grade Social Studies

I can use maps and atlases to answer questions and

Apply information in format, graphics, sequence,

Unit Title: Native Americans

I can summarize the characteristics of the different

Select, investigate and present a topic on Native

Unit Title: Discovery, Exploration and Early Settlement

I can explain the causes and effects of the

Select, investigate and present a topic on this

solve problems) maps of:

Unit Title: Colonial Period

I can locate the 13 original colonies and describe

Identify facts and opinions and recognize bias and

Unit Title: Revolutionary War

I can explain the American Revolution including:

Identify facts and opinions and recognize bias and

and points of view.

Unit Title: The United States Constitution

I can identify important points in the Constitution

Select, investigate and present a topic using

Unit Title: JA BizTown

I can apply the economic concepts of scarcity,

Apply the economic concepts of scarcity, supply

Sixth Grade Social Studies

I can explain how the physical characteristics of the

Analyze a map to draw conclusions about life in the

Unit Title: Latin America

I can identify the major physical and political

Analyze a map to draw conclusions about life in

Unit Title: Europe and Russia

I can identify the major physical and political

Analyze a map to draw conclusions about life in

Describe the climate, topography, and