UnitedStatesHistory
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Purpose of this document:ThiscurricularresourceisdesignedtosupportteachingandlearninginclassroomsacrossPascoCountyandprovideasequenced,focusedcurriculumthatsupportsthe
acquisitionofNGSSSinCivicsusingMarzano’sInstructionalFramework.This“roadmap”forinstructionisintendedforusewithinaProfessionalLearningCommunity(PLC)asacommonplanningtool.
PLC’sshouldusethisdocumenttojumpstartcollaborativediscussionsaroundthefiveguidingquestionstoplanforstudentlearning.
Eachunitcontains:
• AScopeandSequencewithRecommendedPacing
• AUnitOverviewwith
o
Focus,Embedded,andOngoingStandardsbyunit.
o
Know,UnderstandandDo(KUD)foreachunit.
o
AsampleScalewithineachunit
UnitedStatesHistoryYearataGlance2016-17
ScopeandSequence
UnitTitle
Unit1:CrisisoftheUnion
Unit2:Industrialization/Immigration
RecommendedPacing
(days/quarter)
14days/Quarter1
Unit3:ModernAmerica
25days/Quarter1
20days/Quarter2
Unit4:Boom&Bust
23days/Quarter2
Unit5:GlobalStruggle
29days/Quarter3
Unit6:TheStruggleforEquality
20days/Quarter3
Unit7:ATimeofTurbulentTransition
25days/Quarter4
Unit8:IntoaNewCentury
Additionaldaysineachquartertakenintoaccountfor
introducingprocedures,NHDproject,statemandated
activities,unitextension/reteach,quarterlychecks,andstate
EOC.
14days/Quarter4
Quarter1:44days
Quarter2:43days
Quarter3:48days
Quarter4:45days
Timesallottedonthistablearesubjecttomodificationbasedonannualassessmentschedule.
Step 0
Professional Learning
Communities at Work
!
Clarify Purpose of Teams &
Connect to School’s
Mission, Vision, Values and
Priorities
!
!
Inquiry Cycle
Establish Team Norms &
Expectations
!
Clarify & Assign Roles
Clarify Structures,
Processes & Protocols:
Connect Instructional Talk,
Planning & Practice
Deliver
Instruction
(Teaching)
PLC Guiding
Questions
3. How$will$we$design$learning$
experiences$for$our$students?
Build Common Language
and Understanding of
CCSS & Instructional Best
Practices
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Problem
Identification:
What is the
Problem?
Modify
Instruction and/or
Curriculum Based
on Learning
Data
!
5. How will we respond
when some students have
already learned?
4. How will we respond
when some students do
not learn?
Choose Common
Assessments &
Standardize Administration
Action Plan: What
are we going to do
about it?
Problem Analysis:
Why is the problem
occurring?
!
Implement
Action Plan
RtI: Evaluate
Instructional
Effectiveness
Is it working?
1. What do we
expect all students to
learn?
2. How will we know
if and when they’ve
learned it?
1
PascoCountySchools,2016-2017
UnitedStatesHistory
CourseTitle:UnitedStatesHistory
Introduction:TheDistrictCurriculumResourceguidebasedontheNextGenerationSunshineStateStandards(NGSSS)containstheessentialsocialstudies
knowledgeallstudentsmustacquireforUnitedStatesHistory.TheNGSSSarecontentspecific,andshouldguideateachertogomoreindepthwiththecourse
materialtheyareteaching.Thecurriculumguideprovidessupporttoidentifyareasofcoveragerequired,versesteachingallthechaptersinatextbook.TheDistrict
CurriculumResourceguidehasembeddedFloridaStandardsinallorganizingprinciplestoenhancelearningopportunitiesandinstructionaldeliverytoensure
studentsuccess.FloridaStandardsforLiteracyinHistory/SocialStudiesarenotmeanttoreplacecontentstandards,butrathertosupplementcontentwith
appropriateskillstopreparestudentstobecollegeandcareerready.Teachersareencouragedtouseavarietyofresourcestoteachbothcontentandskills.To
addresstheconcernofthemobilityofstudentswithintheschooldistrict,theorderofinstructionshouldbefollowedbyallhighschools.Theculminationofthis
coursewillbeacumulativeEndOfCourseassessmentdevelopedbythestateandadministeredtohighschoolgradestudents.Itisimportanttonotethatdistrict
curriculumresourcesarenotstaticdocumentsandareopentotherevisionprocess.
CourseDescription:
CourseUnitedStatesHistory(U.S.History)9-12Course-Thegrade9-12UnitedStatesHistorycourseconsistsofthefollowingcontentareastrands:
UnitedStatesHistory,Geography,andHumanities.TheprimarycontentemphasisforthiscoursepertainstothestudyofUnitedStateshistoryfrom
Reconstructiontothepresentday.Studentswillbeexposedtothehistorical,geographic,political,economic,andsociologicaleventswhichinfluencedthe
developmentoftheUnitedStatesandtheresultingimpactonworldhistory.Sothatstudentscanclearlyseetherelationshipbetweencauseandeffectin
historicalevents,studentsshouldhavetheopportunitytoreviewthosefundamentalideasandevents,whichoccurredbeforetheendofReconstruction.
Advancedcoursesofferscaffoldedlearningopportunitiesforstudentstodevelopthecriticalskillsofanalysis,synthesis,andevaluationinamorerigorous
andreflectiveacademicsetting.Studentsareempoweredtoperformathigherlevelsastheyengageinthefollowing:analyzinghistoricaldocumentsand
supplementaryreadings,workinginthecontextofthematicallycategorizedinformation,becomingproficientinnote-taking,participatinginSocratic
seminars/discussions,emphasizingfree-responseanddocument-basedwriting,contrastingopposingviewpoints,solvingproblems,etc.Studentswill
developanddemonstratetheirskillsthroughparticipationinacapstoneand/orextendedresearch-basedpaper/project(e.g.,historyfair,participatory
citizenshipproject,mockcongressionalhearing,projectsforcompetitiveevaluation,investmentportfoliocontests,orotherteacher-directedprojects).
InstructionalPractices:
Teachingfromwell-written,grade-levelinstructionalmaterialsenhancesstudents’contentareaknowledgeandalsostrengthenstheirabilitytocomprehendlonger,
complexreadingpassagesonanytopicforanyreason.Usingthefollowinginstructionalpracticesalsohelpsstudentlearning:
• Readingassignmentsfromlongertextpassagesaswellasshorteroneswhentextisextremelycomplex.
• Makingclosereadingandrereadingoftextscentraltolessons.
• Askinghigh-level,text-specificquestionsandrequiringhigh-level,complextasksandassignments.
• Requiringstudentstosupportanswerswithevidencefromthetext.
• Providingextensivetext-basedresearchandwritingopportunities(claimsandevidence)
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PascoCountySchools,2016-2017
UnitedStatesHistory
GeneralInformationRegardingUnitedStatesHistoryCurriculumGuide:
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ThecurriculumresourceguideprovidescurriculumresourcesandpacingforU.S.HistoryinPascoCountySchools.
Theorderofinstructionisincludedasapacingreference.
Theguideisdividedinto9-weeksegmentsandprovidesanestimateofthenumberoftraditionaldaysneededtocompleteinstructiononagiventopic(Unit
Topics).
TheU.S.Historybenchmarksarenotedasmasteryorintroductory.Benchmarksformasteryshouldbetaughtinconjunctionwithintroductorybenchmarks
aspartofcomprehensiveinstructionfortheorganizingprinciples.
FloridaStandards(FS)areembeddedinthedistrictcurriculumresourceguidetoinsureappropriaterecursiveinstructionoftheFS.
Slightvariationsinpacingmayoccurduetoprofessionaldecisionsmadebytheteacherorbecauseofschoolschedules.
Thecurriculumresourceguideisseparatedintoelevendistinctsectionstohelpteachersutilizeitsresourcesinplanningforinstruction.
Thecurriculumresourceguideshouldhelpfacilitatehighqualityinstructiontomaximizestudentachievement.
Teachersshouldreflectthroughouttheyeartoaddressyearlyrevisionstothedistrictcurriculumresourceguide.
Thecurriculumguideprovidessupplementalresourcestosupportinstructionintheclassroomincludingbutnotlimitedto,districtapprovedtextbook,and
additionalelectronicmaterials,etc.
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PascoCountySchools,2016-2017
UnitedStatesHistory
Unit1Overview:
SectionalinterestsandperspectivesledtotheCivilWar,whichhadalasting
impactonallaspectsofAmericansociety.
CritiquehowtheCivilWarandReconstructionperiodinfluencethelate
nineteenthandearlytwentiethcenturies.
NextGenerationSunshineStateStandards
FocusContentStandards
(Mastery):Focusstandardsarethebigideasin
theunit-whichstudentsmustwalkawayto
havecontentmastery.
SS.912.A.2.1-ReviewcausesandconsequencesoftheCivil
War.
HighlightedStandardsforPractice
EmbeddedStandards:are incorporated into the unit of
learning and are an integral part of the big picture of
learning. Most often embedded standards involve skills
that students need to grasp the focus standards.
SS.912.A.1.1
___________________________________________________________________
SS.912.A.1.2
S.912.A.2.2-Assesstheinfluenceofsignificantpeopleor
groupsonReconstruction.
SS.912.A.1.7
SS.912.A.2.3-Describetheissuesthatdivided
RepublicansduringtheearlyReconstructionera.
SS.912.A.2.4-Distinguishthefreedomsguaranteedto
AfricanAmericansandothergroupswiththe13th,14th,
and15thAmendmentstotheConstitution.
SS.912.A.2.5-AssesshowJimCrowLawsinfluencedlife
forAfricanAmericansandotherracial/ethnicminority
groups.
SS.912.A.2.6-ComparetheeffectsoftheBlackCodesand
theNadironfreedpeople,andanalyzethesharecropping
systemanddebtpeonageaspracticedintheUnitedStates.
SS.912.G.2.1
OngoingStandards:alignwiththeCommonCoreEnglish
LanguageArtsandMathStandardsastheyapplytoSocial
Studiescontent.Thesestandardsaretobeusedwhen
applicableinthelearning.
RH.11-12.1 Cite specific textual evidence to support
analysis of primary and secondary sources, connecting
insights gained from specific details to an
understanding of the text as a whole. RH.1112.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary that makes clear the relationships among the
key details and ideas.
RH.11-12.2 Determine the central ideas or information
of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the
key details and ideas.
RH.11-12.3 Evaluate various explanations for actions or
events and determine which explanation best accords
with textual evidence, acknowledging where the text
leaves matters uncertain.
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PascoCountySchools,2016-2017
UnitedStatesHistory
WHST.11-12.1 Write arguments focused on disciplinespecific content.
WHST.11-12.2 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.11-12.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5 Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST.11-12.7 Conduct short as well as more
sustained research projects to answer a question
(including a self- generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under
investigation.
WHST.11-12.9 Draw evidence from informational texts
to support analysis, reflection, and research.
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PascoCountySchools,2016-2017
UnitedStatesHistory
FocusQuestions/LearningTargetsUnit1KeyTerms
SS.912.A.2.1
HowdidtheMarketRevolution
transformtheAmericaneconomy?
Howdidtheacquisitionofnew
territoriesleadtodisunion?
Howdidslaverybecomeadivisive
politicalissue?
Whateffortsweremadetowards
reachingacompromise?
SS.912.A.2.2,SS.912.A.2.3, SS.912.A.2.5,
SS.912.A.2.4
SS.912.A.2.6
HowdidthepostCivilWar
politicsshape
Reconstruction?
Howdid
Reconstruction
policiesaffect
southerncultureand
politics?
Whydid
Reconstructionfail?
Howwasresistanceandprotestagainst
slaverycarriedout?
Whatwerethelongtermeffectsof
Reconstruction?
WhydidtensionsescalateinKansas?
HowdidtheUnitedStatesCongress
reflectthemoodofthenation?
HowdidtheRepublicanPartyemerge?
Howdidtheissueofstates’rights
contributetothecallforsecession?
Whateventsdelayedanyhopesof
compromisebetweentheNorthand
South?
Whatwerethewarstrategiesofthe
NorthandSouth?
Howdidtechnologyaffectwarfare?
HowdidLincoln’sviewpointonthewar
evolve?
Concept:
SectionalInterestsTerms
Capitalism,entrepreneur,forty-niners,manifestdestiny,marketrevolution,popularsovereignty,
secession,Alamo,Compromiseof1850,Kansas-NebraskaAct,GadsdenPurchase
SectionalInterestsPeople/Events
JohnC.Calhoun,HenryClay,JohnDeer,StephenDouglass,Fifty-fourfortyorfight,MillardFillmore,Sam
Houston,CyrusMcCormick,Mormons,SamuelB.Morse,JamesK.Polk,SantaAna,JosephSmith,Zachary
Taylor,DanielWebster,WilmotProviso,BrighamYoung
Resistance
BleedingKansas,JohnBrown,FugitiveSlaveAct,HarrietBeecherStowe,TreatyofGuadalupeHidalgo,
HarrietTubman,UncleTom’sCabin,UndergroundRailroad
Secession
Nativism,JamesBuchanan,JohnC.Fremont,FreeSoilParty,FranklinPierce,RepublicanParty
TheCivilWar
Blacksoldiers,conscription,habeascorpus,AnacondaPlan,Andersonville,Antietam,AppomattoxCourt
House,ClaraBarton,JohnWilkesBooth,MathewBrady,BullRun,EmancipationProclamation,DavidG.
Farragut,FortSumter,Gettysburg,GettysburgAddress,UlyssesS.Grant,StonewallJackson,RobertE.Lee,
th
GeorgeMcClellan,Merrimack,Monitor,NationalBankAct,RedCross,WilliamTecumsehSherman,13 Amendment
Reconstruction
Blackcodes,carpetbaggers,impeachment,redemption,scalawags,sharecroppers,tenantfarming,
th
th
Compromiseof1877,14 Amendment,15 Amendment,Freedman’sBureau,RutherfordB.Hayes,Ku
KluxKlan,Panicof1873,AndrewJohnson,RadicalRepublicans,Reconstruction,ThaddeusStevens,Samuel
J.Tilden,Wade–DavisBill.
InstructionalStrategiesforTeachingTermsandPeopletoKnow:
MindStreaming,semanticmaps,Frayermodel,word/termpicture/symbolstudents’definition
HowdidtheCivilWarchangethe
nation?
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PascoCountySchools,2016-2017
TextbookAlignedResources
PrenticeHall
UnitedStatesHistory1850tothePresent-Chapters3-5.
TCI:HistoryAlive!
PresentationExpress
StudentExpress
ExamView-TestBank(English/Spanish)
GuidedReadingAudio
Successnetplus(refertoPLCfacilitatorand/orAP)
UnitedStatesHistory
TryTheseforSure!
AdditionalResources
TCIHistoryAlive!Resourceshttp//subscriptions.tea#C33E5F
JohnGreen,CrashCourseUnitedStatesHistory
#18Electionof1860&RoadtodisunionThe
Electionof1860&#1B4
#19BattlesoftheCivilWarBattlesofthe
CivilWa#1B47D47
#20Part1CivilWarTheCivil
War,PartI-#1B47D7A
#21Part2CivilWarTheCivil
WarPart2
#22ReconstructionReconstructionand
1876#1B47D94DBQProjectinAmericanHistory(What
causedtheCivilWar?)
*Additionalinstructionalresourcesmaybenecessary
BrainPopSocialStudies
SocialStudies-BrainP#1B530BC
Differentiation&Enrichment
ELL,ESEStrategies:
Providestudentswithoralandvisualcuesfordirections.
Providestudentswithpictures,graphs,charts,andvideos.
Providestudentswithoralreadingstrategies(i.e.,readaloud,jumpinreading)
Providestudentswithpeergroupingforactivities
Providestudentswithteacherreadaloudstrategies
Providestudentswiththeopportunitytouseofaudiobooks.
Providestudentswiththeuseofmanipulativeitems(i.e.,3-Dobjects)
Providestudentswithcooperativelearningactivities(small/largegroupsettings)
Providestudentswithstructuredparagraphsforwritingassignments
Providestudentswithsemanticmappingactivitiestoenhancewriting
Providestudentswiththeuseofsimplified/shortenedreadingtext
ProvidestudentswiththeopportunitytousetheLanguageExperienceApproach
Providestudentswithclosereadingnotes.
WICORStrategies:Writing,Inquiry,Collaboration,OrganizationandReading(AVID)
Examples:
CornellNotesOverview
LevelsofQuestions
DialecticalJournal
MetacognitionJournal
ProblemSolutionJournal
ReflectiveJournal
SpeculationPredictionJournal
SynthesisJournal
EngagingtheReaderwithTextandVisuals
CreatingNotesthroughOutliningandMakingInteractions
StoryboardingaTextbookorVisual
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PascoCountySchools,2016-2017
UnitedStatesHistory
Unit1:UnpackingtheStandard(s):WhatdowewantstudentstoKnow,UnderstandandDo(KUD):ThepurposeofcreatingaKnow,Understand,andDoMap(KUD)istofurtherthe
unwrappingofastandardbeyondwhattheUnitScaleprovidesandassistPLCsinansweringquestion#1,“Whatdoweexpectallstudentstolearn?”ItisimportantforPLCstostudythefocus
standardsintheunittoensurethatallmembershaveamutualunderstandingofwhatstudentlearningwilllookandsoundlikewhenthestandardsareachieved.Additionally,collectivelyunwrapping
thestandardwillhelpwiththecreationofthelearningprogressionscale(forusewithstudents).WhencreatingaKUD,itisimportanttoconsiderthestandardunderstudywithinaK-12progression
andidentifytheprerequisiteskillsthatareessentialformastery.
Unit:CrisisoftheUnion
Standard(s):SS.912.A.2.1,SS.912.A.2.2,SS.912.A.2.3,SS.912.A.2.4,SS.912.A.2.5,SS.912.A.2.6
Understand
“Essentialunderstandings,”orgeneralizations,representideasthataretransferabletoothercontexts.
AnalyzethesectionalinterestsandperspectivesthatledtotheCivilWar,whichhadalastingimpactonallaspectsofAmericansociety.
Know
Declarativeknowledge:Facts,vocab.,information
Thecomplexissues,whichledtotheoutbreakofthe
CivilWaranddividedthenation.
TheCivilWarresultedineconomic,political,andsocial
changesintheUnitedStates.
AdivisioninAmericanpoliticscharacterizedtheEraof
Reconstruction.
Do
Proceduralknowledge:Skills,strategiesandprocessesthataretransferrabletoothercontexts.
Level4(KnowledgeUtilization)
-ProvehowtheCivilWarAndReconstructionperiodinfluencethelatenineteenthandearlytwentiethcenturies
-ConnectthefailureofReconstructionanditslong-termconsequencesforAmericansociety.
Level3(Analysis)
Analyzehowthenation’sexpansionleadstotheCivilWar.
ExplainPresidentLincoln’swartimepolitical,economic,andmilitarypoliciesforendingtheCivilWar.
AnalyzethefailureofReconstructionanditlong-termconsequencesforAmericasociety.
InvestigatehowJimCrowLawsandBlackCodesimpededtheimplementationofReconstructionpolicies.
Level2(Comprehension)
-Identifythepre-CivilWarMarketRevolutionanditseffectsonAmericancultureandeconomy.
Identifythepolitical,military,economic,andsocialdifferencesbetweenNorthandSouthbetween1850and1865.
Identifytheregionaldifferencesfromthepre-CivilWarperiodtotheendofthenineteenthcentury.
Level1(Retrieval)
-Placekeyeventsandpeopleregardingsectionalinterestsandperspectivesduringthistimeperiod.
Prerequisiteskills:Whatpriorknowledge(foundationalskills)dostudentsneedtohavemasteredtobesuccessfulwiththisstandard?
Classifying,interpreting,analyzing,summarizing,synthesizingandevaluatinginformationarefoundationalskillsthatstudentsneedtohavemasteredtobesuccessfulwiththisstandard.Recall
sectionalinterestsandperspectivesthatledtotheCivilWar,whichhadalastingimpactonallaspectsofAmericansociety.Studentsshouldhavebackgroundknowledgeonregionaldifferences
ofNorthandSouththatledtodifferingsectionalinterestsandperspectives.
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PascoCountySchools,2016-2017
UnitedStatesHistory
UnitedStatesHistoryUnit1:CrisisofUnionScale
Score
4.0
LearningProgression
Ican:
r
r
r
ProvehowsectionalinterestsandperspectivesledtotheCivilWar.
FormulatewhichhadalastingimpactonallaspectsofAmericansociety.
AnalyzehowtheCivilWarandReconstructionperiodinfluencedthelate
nineteenthandearlytwentiethcenturies.
Iunderstandallthatwastaughtandcanteachittootherswithnoerrors.
Tracking
Ican:
r
r
r
r
r
r
r
ExplainhowtheMarketRevolutiontransformedtheAmericaneconomy.
Hypothesizehowtheacquisitionofnewterritoriesleadstodisunion.
Critiquehowslaverybecameadivisivepoliticalissue.
Explainwhateffortsweremadetowardsreachingacompromise.
Explainhowresistanceandprotestagainstslaverywascarriedout.
InvestigatewhytensionsescalatedinKansas.
DescribehowtheUnitedStatesCongressreflectedthemoodofthe
nation.
r ExplainhowtheRepublicanPartyemerged.
r Formulatehowtheissueofstates’rightscontributestothecallfor
secession.
r Comparewhateventsdelayedanyhopesofcompromisebetweenthe
NorthandSouth.
r ComparethewarstrategiesoftheNorthandSouth.
r Critiquehowtechnologyaffectedwarfare.
r ExplainhowLincoln’sviewpointonthewarevolved.
r InvestigatehowtheCivilWarchangedthenation.
r DescribehowpostCivilWarpoliticsshapeReconstruction.
r InvestigatehowReconstructionpoliciesaffectSoutherncultureand
politics.
r CritiquewhyReconstructionfailed.
r Explainthelong-termeffectsofReconstruction.
Withnoerrors.
3.0
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9
PascoCountySchools,2016-2017
UnitedStatesHistory
Iknow:
Thedefinitionofthefollowingterms:Capitalism,entrepreneur,fortyniners,manifestdestiny,Marketrevolution,Alamo,GadsdenPurchase,
Mormons,WilmotProviso,BrighamYoung,TreatyofGuadalupeHidalgo,
Nativism,Free-SoilParty,KnowNothingParty,RepublicanParty,black
soldiers,conscription,habeascorpus,AnacondaPlan,Andersonville,
Antietam,AppomattoxCourtHouse,BullRun,EmancipationProclamation,
Gettysburg,GettysburgAddress,Merrimack,Monitor,NationalBankAct,
th
RedCross,Shiloh,13 Amendment,blackcodes,carpetbaggers,
impeachment,redemption,scalawags,sharecroppers,tenantfarming,
th
th
Compromiseof1877,14 Amendment,15 Amendment,KKK,Radical
Republicans,Wade-DavisBill,Panicof1873,Freedmen’sBureau.
r ComparekeyfiguresintheCivilWar-RobertE.Lee,UlyssesS.Grant,David
G.Farragut,StonewallJackson,HoraceGreely,ZacharyTaylor,Harriet
BeecherStowe,SamuelJ.Tilden,ClaraBarton,CyrusMcCormick,George
McClellan,MathewBrady,WilliamTecumsehSherman,AndrewJohnson,
JohnBrown,FrederickDouglass,HarrietTubman,JamesBuchanan,JohnC.
Calhoun,HenryClay,MillardFillmore,JamesK.Polk,SantaAna,Joseph
Smith,JohnCFreemont,SamuelMorse,StephenDouglas,JohnDeer,Sam
Houston,FranklinPierce,ThaddeusStevens
r Summarizeshort-termcausesoftheCivilWar-Secession,Preservethe
Union.
r Predictlong-termcausesoftheCivilWar-bleedingKansas,UncleTom’s
Cabin.
r DistinguishtheimmediatecauseoftheCivilWar-Secession,FortSumter.
r Classifyfactorsthatledtothesectionaldifferences-Regionaldifferences
includingclimate,agrarianv.industry,education,populationandexports.
r CategorizetechnologyoftheCivilWar-weaponssuchasthemusketmini
ball,communications(telegraph)
r Organizeformsofprotest-UndergroundRailroad.
r DistinguishthecropthatwasconsideredaKingcrop.
r InterprettheintentionsofReconstruction.
Andtherearenomajorerrorsregardingthesimplerdetailsandprocessesatscore
3.0.
r
2.0
1.0
Ineedalotofhelpwithmostthingsata3.0.
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PascoCountySchools,2016-2017