k-12 social studies curriculum · 2019-03-15 · danna anderson dana howie michelle brazfield carla...

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K-12

Social Studies Curriculum

The Natrona County School District

empowers every learner to grow, excel

and be successful

contributors to the

local/global community.

The Natrona County School

District empowers

every learner to

grow, excel and be

successful contributors to the local and global

community.

www.natronaschools.org

http://www.natronaschools.org/


Table of Contents

Acknowledgments .................................................................................................................................................... 3 Introduction ................................................................................................................................................................ 4 Social Studies Mission Statement ...................................................................................................................... 4 Content Standards and Rationale ...................................................................................................................... 5 Summary of Grade-Level Purpose Statements ............................................................................................ 6 Sequence of Standards and Benchmarks by Grade Level ....................................................................... 7 How to Read the Social Studies Curriculum ............................................................................................... 11

Grade-Level Outcomes and Components

Kindergarten .............................................................................................................................................. 12 First Grade .................................................................................................................................................. 14 Second Grade ............................................................................................................................................. 16 Third Grade ................................................................................................................................................ 19 Fourth Grade .............................................................................................................................................. 22 Fifth Grade .................................................................................................................................................. 26 Sixth Grade .................................................................................................................................................. 29 Seventh Grade ........................................................................................................................................... 32 Eighth Grade .............................................................................................................................................. 35 Ninth Grade ................................................................................................................................................ 39 Tenth Grade ............................................................................................................................................... 45 Eleventh Grade .......................................................................................................................................... 50

Long-Range Plan ..................................................................................................................................................... 54 NCSD District-Based Terminology .................................................................................................................. 55 Appendix

Grades K-5 Vocabulary ......................................................................................................................... 59 Grades 6-10 Additional Support ....................................................................................................... 60 ELA Standards for Literacy in History/Social Studies ............................................................. 62

Natrona County School District #1 Social Studies Curriculum


Acknowledgments Thank you to the members of the Subject Area Committee for your hard work on this curriculum:

Dwight Ballard Karla Jump Deanna Barnes Catherine Kellick

Micade Brack Marci Kutzer Deanna Brownell Addey Lloyd Tammy Cobb Inga McCoy Jeff Crouse Chad Miller Tom Ernst Stacey Mittelstadt Robert Ewings Stacy Morgan Kristin Fauss Suzanne Nelson Jim Gaither Michelle Nicol Susan Griffith Josh Propp Tom Grogan Lisa Sexton Billie Hadley Jill Sutherland Karen Higginson Jared Swenson

Julie Hornby Aaron Temple Erin Jackson-Ries Josh Thompson Cassidy Jerding John Trohkimoinen Wendy Johnson Paula Volker

Jessica Winford Christine Usry We wish to acknowledge the members of the Curriculum Coordinating Council:

Danna Anderson Dana Howie Michelle Brazfield Carla Itzen Eberle Buhler Patti Kimble Emily Catellier Sheila McHattie Marial Choma Jackie O’Briant Colleen Collins-Burridge Marie Puryear Jill Felbeck-Jones Amy Rose Charlotte Gilbar Mari Stoll Ted Hanson Ted Theobald Angela Hensley Wayne Tuttle Elizabeth Horsch Walt Wilcox Aaron Wilson



Introduction NCSD#1 Social Studies Mission Statement

Through social studies, students of Natrona County School District will be informed global

citizens who will interpret the past, engage the present, and impact the future through collaboration, creativity, critical thinking, and communication.

The purpose of this document is to communicate the guaranteed and viable curriculum for Social Studies education in Natrona County School District. This document has been aligned with the 2014 with 2018 Additions Wyoming Social Studies Content and Performance Standards. However, our curriculum will continue to evolve as we work to ensure our students have the knowledge and skills they need to be successful in the 21st Century.

Rationale: The Wyoming Social Studies Content and Performance Standards represent the cooperative effort of school district, University, community college, and business participants. The State Social Studies Standards Committee recognizes that social studies is the integrated study of the social sciences and humanities to promote civic competence. The mission of social studies is to help young people develop the ability to make informed and reasoned decisions as citizens of a culturally diverse, democratic society in an interdependent world. Students develop a core of knowledge and skills drawn from many academic disciplines, learn how to analyze their own and others’ opinions on important issues, and become motivated to participate in civic and community life as active, informed citizens.

2014 Wyoming Social Studies Content and Performance Standards Additions:

Additions to the state Social Studies Content and Performance Standards were approved by Gov. Matt Mead on Aug. 15, 2018. The changes were made to meet the intent of Original House Bill 76/House Enrolled Act 119 of the 2017 Wyoming legislative session, which required a review of the standards to address traditional culture, history and contemporary contributions of American Indian tribes of the region.

2014 Wyoming Social Studies Content and Performance Standards Organization of standards:

Standards specify the essential learning that students must master providing a K-12 framework to assist school districts, schools, and communities in developing and strengthening curriculum. Content and performance standards are identified for grade spans K-2, 3-5, 6-8, and 9-12 with benchmarks at grades two, five, eight, and twelve. Content standards indicate what students are expected to know and be able to do by the time they graduate. Benchmarks specify the skills and content students must master in order to meet the content standards by the time they graduate.

Teachers, parents, and students work toward the achievement of the benchmarks at the completion of each grade band level. Success at these benchmark levels requires the effort and commitment of all who are involved at that level.

2014 Wyoming Social Studies Content and Performance Standards

https://1ddlxtt2jowkvs672myo6z14-wpengine.netdna-ssl.com/wp-content/uploads/2018/08/Social-Studies-Standards-20142018-additions.pdf

https://1ddlxtt2jowkvs672myo6z14-wpengine.netdna-ssl.com/wp-content/uploads/2018/08/Social-Studies-Standards-20142018-additions.pdf



Content Standards and Rationale 2014 Wyoming Social Studies Content and Performance Standards

Standard 1 Citizenship,

Government, & Democracy

Standard 2 Culture & Cultural

Diversity

Standard 3 Production,

Distribution, & Consumption

Standard 4 Time, Continuity, &

Change

Standard 5 People, Places, &

Environments

Standard 6 Technology, Literacy, & Global Connections

Students analyze how people create and change

structures of power, authority, and governance to

understand the continuing evolution of

governments and to demonstrate civic

responsibility.

Students demonstrate an understanding of the

contributions and impacts of human

interaction and cultural diversity on societies.

Students describe the influence of economic

factors on societies and make decisions based on

economic principles.

Students analyze events, people, problems, and

ideas within their historical contexts.

Students apply their knowledge of the

geographic themes (location, place,

movement, region, and human/environment

interactions) and skills to demonstrate an

understanding of interrelationships among

people, places, and environment.

Students use technology and literacy skills to

access, synthesize, and evaluate information to communicate and apply social studies knowledge

to global situations.

Rationale: The vitality and continuation of a democratic republic

depends upon the education and

participation of informed citizens. All students

should have opportunities to apply their knowledge and

skills and participate in the workings of the

various levels of power, authority, and

governance, which should be applied to the

rights and responsibilities of good

citizenship.

Rationale: Culture helps us to understand ourselves as both

individuals and members of various groups. In a multicultural society,

students need to understand multiple

perspectives that derive from different cultural

vantage points. As citizens, students need to

know how institutions are maintained or

changed and how they influence individuals,

cultures, and societies. This understanding

allows students to relate to peoples of local, tribal, state, national, and global

communities.

Rationale: In a global economy marked by rapid technological,

political, and economic change, students will examine how people

organize for the production, distribution,

and consumption of goods and services.

Rationale: Students need to understand their

historical roots and how events shape the past,

present, and future. Students must know

what life was like in the past to comprehend how

things change and develop over time.

Students gain historical understanding through

inquiry of history by researching and

interpreting events affecting individual, local, tribal, state, national, and

global histories.

Rationale: Students gain geographical perspectives of the community, state,

nation, and world by studying the Earth and

how humans interact with people, places, and

environments. Their knowledge of geography allows students to make

local and global connections. Students develop increasingly

abstract thought as they use data and apply skills to

analyze human behavior in relation to its physical

and cultural environment.

Rationale: Using a variety of resources,

students will apply the inquiry process to locate,

interpret, and evaluate multiple primary and

secondary sources. Students will use this

information to become critical thinkers and decision makers in a

global community. Social Studies Content Standard 6 was written around the

Framework for 21st Century Skills and the

Common Core Literacy Standards for History

and Social Studies.* *WY Social Studies teachers are responsible for the Reading and Writing ELA Standards

for Literacy in History/Social Studies. See Appendix



Summary of Grade-Level Purpose Statements

Grade Level

Purpose Statement describes the focus of the subject at this grade level or in this course; points out what is new or different at this level that the student will accomplish.

Kindergarten Students will compare and contrast their family culture with other students’ family cultures. Students will identify how rules, symbols, needs and wants, changes, people, and events affect them and their role in the family.

1st Grade Students will identify, compare, and contrast how rules, symbols, culture, wants, needs, events, United States holidays, people, places and environments affect them and their role in the classroom and school.

2nd Grade Students will identify, compare, and contrast how rules, laws, symbols, culture, wants, needs, people, places, and environments affect them and their role in the community. Students will explain United States holidays and events and how they affect our community.

3rd Grade Students will examine how the culture, wants, needs, events, economy, places, and environments of their community and county affect them and their role in their community. Students will apply their knowledge to identify the factors that make Casper and Natrona County unique.

4th Grade Students will analyze Wyoming’s state history so they can explain how various cultural groups, and their tensions, led to the settlement and statehood of Wyoming. Students will analyze how the economy of Wyoming has developed, changed, and continues to impact the state.

5th Grade Students will examine the impact of early exploration and colonization on the founding of the United States, explain the origins of the Constitution as the framework for our government, and analyze United States geography and economy.

6th Grade Students will analyze continents, countries, and regions of the Western Hemisphere to determine their relationships, and compare and contrast regions in terms of geography, history, economics, culture, and current events

7th Grade Students will analyze continents, countries, and regions of the Eastern Hemisphere to determine their relationships, and compare and contrast regions in terms of geography, history, economics, culture, and current events.

8th Grade Students will analyze the origins and development of the United States from the Colonial Period through Reconstruction to explain the foundations of modern America.

9th Grade Students will analyze the birth of the modern United States by evaluating and synthesizing the causes and effects of major eras from westward growth through World War II and the origins of the Cold War, with further study of Wyoming history and government.

10th Grade Students will examine the continuing evolution of the United States democracy. Students will examine domestic and foreign conflicts along with the policies that made the United States a superpower following World War II. Students will then analyze and evaluate the implications of the global dominance of the United States.

11th Grade Students will analyze multiple events and issues throughout world history and compare and contrast these in terms of the impacts of time, continuity, and change on the world.



Sequence of Standards and Benchmarks by Grade Level

Standard 1 Citizenship,

Government, & Democracy

Standard 2 Culture & Cultural Diversity

Standard 3 Production,

Distribution, & Consumption

Standard 4 Time, Continuity, &

Change

Standard 5 People, Places,

& Environments

Standard 6 Technology, Literacy, &

Global Connections

Outcome 1.1

Rule

s

1.2

Patr

iotis

m

1.3

U.S.

Hol

iday

s

1.4

Rule

s are

Law

s

1.5

Stru

ctur

e of

Con

stitu

tions

1.6

Vari

ous P

oliti

cal S

yste

ms

2.1

Mee

ting

Nee

ds &

Con

cern

s 2.

2 Ex

pres

sion

of C

ultu

re

2.3

Char

acte

rist

ics o

f Cul

ture

2.4

Conf

licts

of C

ultu

res

3.1

Nee

ds, W

ants

, Goo

ds &

Ser

vice

s

3.2

Buyi

ng, S

ellin

g, S

avin

g

3.3

Tech

nolo

gy &

Pro

duct

ion

3.4

Mon

ey

3.5

Valu

es, B

elie

fs &

Eco

nom

ics

4.1

Impa

ct o

f Eve

nts

4.2

Tool

s & T

echn

olog

y

4.3

Curr

ent E

vent

s

4.4

Indi

vidu

al/G

roup

Inte

ract

ions

4.5

Rele

vant

Sou

rces

5.1

Spat

ial

5.2

Phys

ical

Pla

ce &

Reg

ion

5.3

Hum

an P

lace

& M

ovem

ent

5.4

Envi

ronm

ent &

Soc

iety

6.1

Info

rmat

ion

Reso

urce

s 6.

2 Fa

ct v

s. Fi

ctio

n

6.3

Digi

tal T

ools

6.4

Prim

ary

& S

econ

dary

Sou

rces

K-2

Grad

e Ba

nd

K

Family Rules and Culture *

* *

Comparing Needs and Wants * * * * * * * * Patriotic Symbols and U.S. Holidays *+ * * * Create a Map With Key and Symbols * *

1

School Rules and Classroom Culture * * *+ *

Create and Use School Map * * *

Needs and Wants in Classroom + * * * *+ *+ * Research Symbols and U.S. Holidays *+ *+ *

2

Schools Rules and U.S. Laws * *+ *

Describe the Community *+ + *+ *+ *+ * *

Local Maps and Geography * *+ *

Needs, Wants and Economics + * * * * * * *+ * Examine U.S. Holidays and People *+ *+ *

* = State benchmark is assessed by this outcome + = State standards 2018 additions = State benchmark is not assessed at this grade



Standard 1 Citizenship, Government, &

Democracy


Diversity

Standard 3 Production, Distribution, &

Consumption

Standard 4 Time, Continuity, & Change


Environments

Standard 6 Technology,

Literacy, & Global Connections

Outcome 1.1

Righ

ts &

Res

pons

ibili

ties

1.2

Polit

ical

Pro

cess

1.3

Orig

in o

f Con

stitu

tion

1.4

Lega

l Sys

tem

1.5

Stru

ctur

e of

Con

stitu

tions

1.6

Vari

ous P

oliti

cal S

yste

ms

2.1

Mee

ting

Nee

ds &

Con

cern

s 2.

2 Ex

pres

sion

of C

ultu

re

2.3

Char

acte

rist

ics o

f Cul

ture

2.4

Conf

licts

of C

ultu

res

3.1

Scar

city

& C

hoic

e

3.2

Basi

c Eco

nom

ic C

once

pts

3.3

Tech

nolo

gy &

Pro

duct

ion

3.4

Mon

ey

3.5

Valu

es, B

elie

fs &

Eco

nom

ics

4.1

Impa

ct o

f Eve

nts

4.2

Tool

s & T

echn

olog

y

4.3

Curr

ent E

vent

s

4.4

Indi

vidu

al/G

roup

Inte

ract

ions

4.5

Rele

vant

Sou

rces

5.1

Spat

ial

5.2

Phys

ical

Pla

ce &

Reg

ion

5.3

Hum

an P

lace

& M

ovem

ent

5.4

Envi

ronm

ent &

Soc

iety

6.1

Info

rmat

ion

Reso

urce

s 6.

2 Re

sour

ce V

alid

ity

6.3

Digi

tal T

ools

6.4

Prim

ary

& S

econ

dary

Sou

rces

3-5

Grad

e Ba

nd

3

Rights and Responsibilities of Citizens * *+ *+ *

*+

*+

Local Early People and Settlers *+ * * *+ * * * * How People Affected Settlement * *+ * * *+ *+ *+ * * * * * How Economy Affects Community * * * * * * *

4

Identify WY Plains Indians *+ *+ *+ *+ * *+ * * *+ *+ * Significant People and Why They Came West * * *+ * * * * *

Assess Pioneer Family Roles * * * + * * *+ * * * * * *

The Transcontinental Railroad * * * *+ * * * * *+ * WY Government and State Symbols * * *+ + * *+ * *+ *

5

Early European Explorers * * * * * * * * * *

Colonization * * * * * * * * * * * * *

The Revolutionary War * * * * * * U.S. Government and Constitution * * * *+ *+ * * *

U.S. Geography * * * * *+ * *




Democracy


Diversity


Consumption



Environments


Outcome 1.1

Righ

ts &

Res

pons

ibili

ties

1.2

Polit

ical

Pro

cess

1.3

U.S.

& W

Y Co

nstit

utio

ns

1.4

Lega

l Sys

tem

1.5

U St

ruct

ure

of C

onst

itutio

ns

1.6

Vari

ous P

oliti

cal S

yste

ms

2.1

Mee

ting

Nee

ds &

Con

cern

s 2.

2 Ex

pres

sion

of C

ultu

re

2.3

Char

acte

rist

ics o

f Cul

ture

2.4

Conf

licts

of

Cultu

res

3.1

Basi

c Eco

nom

ic C

once

pts

3.2

Econ

omic

Sys

tem

s

3.3

Tech

nolo

gy &

Pro

duct

ion

3.4

Mon

ey

3.5

Valu

es, B

elie

fs &

Eco

nom

ics

4.1

Impa

ct o

f Eve

nts

4.2

Tool

s & T

echn

olog

y

4.3

Curr

ent E

vent

s

4.4

Grou

p In

tera

ctio

ns

4.5

Rele

vant

Sou

rces

5.1

Spat

ial

5.2

Phys

ical

Pla

ce &

Reg

ion

5.3

Hum

an P

lace

& M

ovem

ent

5.4

Envi

ronm

ent &

Soc

iety

6.1

Info

rmat

ion

Reso

urce

s 6.

2 Fa

ct v

s. Op

inio

n

6.3

Digi

tal T

ools

6.4

Supp

ortin

g W

ritin

g

6-8

Grad

e Ba

nd

6

Five Themes of Geography * * * * Map Skills * * Cultural Geography * * * Indigenous Tribes of WY + + + + + + + + + + U.S. and Canada * * * * * * * * Central America and the Caribbean * * * * * * * * * *

South America * * * * * * * * * * * *

7

Map Skills * Cultural Geography * * * * * * * Europe and Russia * * * * * * * * Middle East * * * * * * * * * * * * Sub-Saharan Africa * * * * * * * * * East, South and Southeast Asia * * * * * * * Oceania * * * * *

8

The Original Thirteen Colonies * * * * * * * * * * * * * The American Revolution * * * * * * * * * The U.S. Constitution *+ * * *+ *+ Westward Expansion * *+ * * * * * *+ * * * * Causes of the American Civil War * * * * * * * * *

The American Civil War * * * * * * * * * Reconstruction * * * * * *




Democracy


Diversity


Consumption



Environments


Outcome 1.1

Righ

ts &

Res

pons

ibili

ties

1.2

Polit

ical

Pro

cess

1.3

U.S.

& W

Y Co

nstit

utio

ns

1.4

Lega

l Sys

tem

1.5

Stru

ctur

e of

Con

stitu

tions

1.6

Vari

ous P

oliti

cal S

yste

ms

2.1

Mee

ting

Nee

ds

2.2

Expr

essi

on o

f Cul

ture

2.3

Char

acte

rist

ics o

f Cul

ture

2.4

Conf

licts

of C

ultu

res

3.1

Econ

omic

Con

cept

s

3.2

Econ

omic

Sys

tem

s

3.3

Tech

nolo

gy &

Pro

duct

ion

3.4

Fina

nce

& G

over

nmen

t

3.5

Valu

es &

Eco

nom

ics

4.1

Impa

ct o

f Eve

nts

4.2

Tool

s & T

echn

olog

y

4.3

Curr

ent E

vent

s

4.4

Grou

p In

tera

ctio

ns

4.5

Rele

vant

Sou

rces

5.1

Spat

ial

5.2

Phys

ical

Pla

ce &

Reg

ion

5.3

Plac

e &

Mov

emen

t

5.4

Envi

ronm

ent &

Soc

iety

6.1

Info

rmat

ion

Reso

urce

s 6.

2 Re

ason

ing

& E

vide

nce

6.3

Digi

tal T

ools

6.4

Supp

ortin

g W

ritin

g

9-11

Gra

de B

and

9

Growth of Wyoming & the West * + *+ * * *+ *+ *+ + + * Wyoming Government *+ * * * * * The Second Industrial Revolution + + * * * * * * The Gilded Age * * * * * * * * * The Progressive Era * * * * * * * * * United States Imperialism * * * * * * * World War I * * * * * * * * * * * The 1920s and the 1930s * * * * * * * * * * World War II * * * * * * * * * * * *

10

U.S. Government *+ * * *+ * Origins of the Cold War * * * * * * * * * * * * Cold War at Home * * * * * * * * * * + * * * The Civil Rights Movement * * * * * * * * * * * JFK & LBJ * * * The Vietnam War Era * * * * * * * * * * * * * * Nixon, Ford, Carter + + * + * * + + End of the Cold War Era * * * * * * * * * * * Clinton, Bush, Obama * * * * * * * * *

11

Development of Early Civilization * * * * * * * * * * * * * Greece & Rome * * * * * * * * * * * The Middle Ages * * * * * * * * The Renaissance & Reformation * * * * * * Growth of Global Economic System * * * * * * * The Age of Reason * * * * * * * * * Industrial Revolutions * * * * * Turning Points * * * * * * Results of the Age of Imperialism * * * * * * * * * * *



How to Read the Social Studies Curriculum

3rd Grade

Purpose Statement

Students will examine how the culture, wants, needs, events, economy, places, and environments of their community and county affect them and their role in their community. Students will apply their knowledge to identify the factors that make Casper and Natrona County unique.

Outcome

ss3.1

Students will investigate the needs, concerns, basic rights and responsibilities of citizens and how they are met. Students will identify affiliated governing structures in a given community.

Standard Reference

Com

pone

nts

ss3.1.1 Identify and describe the ways groups (e.g., families, communities, schools, and social organizations) meet human needs and concerns (e.g., belonging, self-worth, and personal safety) and contribute to personal identity and daily life.

SS5.2.1

ss3.1.2 Compare the responsibilities of citizens or individuals in local communities and organizations (e.g., Scouts, organized sports, and clubs).

SS5.1.1 SS5.4.4

ss3.1.3 Determine the purpose and role of local government. SS5.1.5

Component Code

ss3.1.2 = Content Area (Social Studies)

ss3.1.2 = Grade Level

ss3.1.2 = Outcome

ss3.1.2 = Component

Components aligned to standards and benchmarks, components are specific concepts or skills necessary for students to know and do in order to meet an outcome.

State Social Studies Standard & Benchmark

SS5.4.4 = Content Area (Social Studies)

SS5.4.4 = Grade Level (End of Grade Span)

SS5.4.4 = Standard

SS5.4.4 = Benchmark

Purpose Statement describes the focus of the subject at this grade level or in this course; points out what is new or different at this level that the student will accomplish.

Outcome aligned to standards and benchmarks, outcomes are the expected result of student learning for a grade level or course.



Kindergarten

Purpose Statement

Students will compare and contrast their family culture with other students’ family cultures. Students will identify how rules, symbols, needs and wants, changes, people, and events affect them and their role in the family.

Outcome ssK.1

Students will demonstrate how family rules and family culture contribute to personal identity.

Standard Reference

Com

pone

nts

ssK.1.1 Identify family and classroom rules. SS2.1.1 ssK.1.2 Compare and contrast home and classroom rules. SS2.1.1 ssK.1.3 Retell, compare, and contrast stories from their family

culture (e.g., how names came to be, family traditions, and favorite family foods) to other students’ family cultures.

SS2.2.2

ssK.1.4 Show ways one’s family contributes to personal identity and daily life (i.e., how your family contributes to who you are).

SS2.2.1

Outcome ssK.2

Students will use a variety of resources to compare needs and wants for self and family, and list factors such as money, tools, and changes that affect family life.

Standard Reference

Com

pone

nts

ssK.2.1 Compare needs and wants for self. SS2.2.1 SS2.3.1

ssK.2.2 Compare needs and wants for family. SS2.2.1 SS2.3.1

ssK.2.3 Evaluate and explain how money affects needs and wants for a family (e.g., We need food, water, and shelter, but we want video games and fancy clothes.).

SS2.3.2

ssK.2.4 Evaluate and explain how tools help one’s family’s needs vs. wants (e.g., How do tools make life easier for our families? We need to have clean dishes, but we may want a dishwasher.).

SS2.3.2 SS2.4.2

ssK.2.5 Describe changes and current events that affect families (e.g., feelings about a new sibling, going to school, moving to a new place, and riding a bike).

SS2.4.1 SS2.4.3

ssK.2.6 Identify how families adjust to and change their environment in order to survive (e.g., change what you wear to fit the weather and discuss how a home protects from the weather).

SS2.5.4

ssK.2.7 Identify what kinds of information can be found in different resources (e.g., library and computer) to help learn about family tools, needs, and wants over time.

SS2.6.1



Outcome ssK.3

Students will identify and examine patriotic symbols, within the United States and among Indigenous Tribes of Wyoming, United States holidays, family traditions, and where relevant information can be found.

Standard Reference

Com

pone

nts

ssK.3.1

With teacher support, use digital tools to research the symbol of the flag, Pledge of Allegiance, and celebrations of United States holidays.

SS2.6.3

ssK.3.2

Identify and explain the symbol of the United States flag and the tradition of saying the Pledge of Allegiance, including those of Indigenous Tribes of Wyoming (e.g., Arapaho and Shoshone flags) that honor patriotism in the United States.

SS2.1.2

ssK.3.3

Explain and compare how families celebrate United States holidays.

SS2.1.3

ssK.3.4

Identify what kinds of information can be found in different resources (e.g., library and computer) for patriotic symbols.

SS2.6.1

Outcome ssK.4

Students will create a map using a bird’s-eye view, simple symbols, and interpretive key.

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ssK.4.1 With teacher support, use digital tools to learn about map views and symbols.

SS2.6.3

ssK.4.2 Identify what are maps and globes. SS2.5.1 ssK.4.3 Compare and contrast maps and globes. SS2.5.1 ssK.4.4 Examine bird’s-eye view and street view. SS2.5.1 ssK.4.5 Interpret simple map symbols and keys (e.g., simple

shapes such as square, rectangle, circle, semi-circle represent objects such as a chair, bed, and doorway).

SS2.5.1

ssK.4.6 With teacher support, create a map of a room or a house using a bird’s-eye view and simple symbols with a key.

SS2.5.1



1st Grade

Purpose Statement

Students will identify, compare, and contrast how rules, symbols, culture, wants, needs, events, United States holidays, people, places and environments affect them and their role in the classroom and school.

Outcome ss1.1

Students will apply school rules and demonstrate how their personal identity contributes to a positive classroom culture.

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ss1.1.1 Identify and/or create classroom rules. SS2.1.1 ss1.1.2 Identify school rules and compare and contrast to

classroom rules. SS2.1.1

ss1.1.3 With teacher support, use digital tools to research school culture.

SS2.6.3

ss1.1.4 Apply classroom and school rules to be productive learners.

SS2.1.1

ss1.1.5 Compare and contrast classroom and school culture (e.g., language, sign language, stories, music, symbolism, and art).

SS2.2.2

ss1.1.6 Show ways the classroom and school contribute to personal identity and daily life.

SS2.2.1

Outcome ss1.2

Students will analyze physical characteristics and the natural environment to create and use a map of the classroom and school.

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ss1.2.1 With teacher support, use a variety of digital tools to identify the components of a map.

SS2.6.3

ss1.2.2 Use universal symbols to identify important places (e.g., red cross for medical needs, knife and fork for food, book for library, box figures for toilets, swing set for playground, and bus for bus stop).

SS2.5.1

ss1.2.3 Show the cardinal directions of north, south, east and west.

SS2.5.1

ss1.2.4 Identify the main characteristics of the natural environment around the school (e.g., hills, trees, and rivers).

SS2.5.2

ss1.2.5 With teacher support, compare and contrast the physical characteristics of your classroom and school with those of another classroom and school.

SS2.5.2

ss1.2.6 Create a map of the classroom and the school including physical characteristics.

SS2.5.1 SS2.5.2



Outcome ss1.3

Students will examine needs and wants of the classroom and school in relation to the goods, services, and technology used. Students will explain how events, significant people, and places can lead to changes based on past events, in the classroom and school environment.

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ss1.3.1

With teacher support, use digital tools to research and compare examples of monetary needs and wants of the classroom and school (e.g., We need new textbooks, but we want new playground equipment.).

SS2.3.1 SS2.6.3

ss1.3.2

Compare and contrast the monetary cost of needs vs. wants.

SS2.3.2

ss1.3.3

Identify the goods and services used in the classroom and school.

SS2.3.1

ss1.3.4

Identify classroom and school tools and technology that made or make life easier and sustainable. Describe how they affect the classroom and school environment.

SS2.4.2

ss1.3.5

Describe a current event involving significant people and places in Wyoming (e.g., local, state, or tribal events) and predict how it could change the future of the classroom and school.

SS2.4.1 SS2.4.3

ss1.3.6 Compare how schools have changed over time (e.g., school house, transportation to school, and school materials).

SS2.2.1

Outcome ss1.4

Students will conduct research to identify patriotic symbols and United States holidays including those of Indigenous Tribes of Wyoming.

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ss1.4.1 Identify the symbols and traditional practices, including those of Indigenous Tribes of Wyoming (e.g., songs), that honor patriotism in the United States including but not limited to the Bald Eagle, Statue of Liberty, and the Liberty Bell.

SS2.1.2

ss1.4.2 With teacher support, use a variety of resources to conduct research to distinguish between fiction and nonfiction stories about patriotic symbols.

SS2.6.2

ss1.4.3 Identify people and events honored on United States holidays including but not limited to Independence Day, President’s Day, and Martin Luther King, Jr. Day. Identify how Indigenous Tribes of Wyoming honor people and celebrate through events (e.g., Native American Veterans Day).

SS2.1.3 SS2.1.3.a



2nd Grade

Purpose Statement

Students will identify, compare, and contrast how rules, laws, symbols, culture, wants, needs, people, places, and environments affect them and their role in the community. Students will explain United States holidays and events and how they affect our community.

Outcome ss2.1

Students will compare and contrast school rules and United States laws and discuss why each is important to our community and tribes.

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ss2.1.1 Identify and/or create classroom rules and discuss why they are important.

SS2.1.1

ss2.1.2 Determine that the rules of the United States are called laws and discuss why they are important to our community and tribes.

SS2.1.4

ss2.1.3 With teacher support, use digital tools to research United States laws as they apply to our community.

SS2.6.3

ss2.1.4 Compare and contrast rules of the school and laws of the United States as they apply to our community and tribes.

SS2.1.1 SS2.1.4

Outcome ss2.2

Students will explore their community’s physical characteristics, human features, community helpers, and technology that helps them. Students will research current events and describe their impact on Casper* and/or surrounding communities and Indigenous Tribes of Wyoming. *This includes Midwest, Evansville, Mills, or Bar Nunn.

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ss2.2.1 Define a community and explain why your neighborhood, Casper*, and/or its surrounding communities meet that definition.

SS2.5.2

ss2.2.2 Discuss the physical characteristics of your neighborhood and compare and contrast characteristics of Casper* and/or its surrounding communities (e.g., mountains, rivers, highways, neighborhoods, and reservation communities).

SS2.5.2

ss2.2.3 Determine the culture of our community, including Indigenous Tribes of Wyoming. Describe what makes our community unique (i.e., language, sign language, stories, music, symbolism, art, religion, food, clothing, political, economic, population, and types of jobs in the area), and what cultures influence it.

SS2.2.2 SS2.5.3

ss2.2.4 Describe how community helpers, including Indigenous Tribes of Wyoming, contribute to our daily lives (e.g., food, shelter, clothing, and transportation).

SS2.2.1

ss2.2.5 Describe tools and/or technology that made or make our lives easier and sustainable in Casper* and/or its surrounding communities, including those of Indigenous Tribes of Wyoming (e.g., road work, snowplows, stop lights, cash registers, oil wells, wind turbines, and usage of bison and natural resources).

SS2.4.2



ss2.2.6 With teacher support, use digital tools to research current events involving significant people and places in Wyoming (e.g., local state, or tribal events) and discuss how they impact our neighborhood, Casper*, and/or its surrounding communities.

SS2.4.3 SS2.6.3

Outcome ss2.3

Students will view and create maps of Casper* and/or surrounding communities to describe how physical geography affects our community and reservation communities. *This includes Midwest, Evansville, Mills, or Bar Nunn.

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ss2.3.1 Determine how maps help us in our neighborhood in Casper* and/or its surrounding communities.

SS2.5.1

ss2.3.2 With teacher support, use digital tools to view Casper* and/or its surrounding communities (e.g., Google Earth, Google Maps, and cell phone maps). Create a map with a compass rose, universal symbols, and an interpretive key of the blocks around our school.

SS2.5.1 SS2.6.3

ss2.3.3 With teacher support, use digital tools to view the physical geography of our community and reservation communities by using the street view and bird's-eye view (e.g., Google Earth). Determine how the physical geography affects our community (i.e., What is the land like? What buildings, parks, and homes are near us? How do rivers, weather, and hills affect where we build things? How does the mountain affect our community?).

SS2.5.2 SS2.6.3

Outcome ss2.4

Students will analyze needs, wants, and change to show how economics meets basic needs in our community. Students will predict, based on past events, how an event can change the future of Casper* and/or surrounding communities and Indigenous Tribes of Wyoming. *This includes Midwest, Evansville, Mills, or Bar Nunn.

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ss2.4.1 Compare and contrast needs and wants and identify how prices affect buying, selling, and saving (e.g., gas, groceries, movies, eating out, and savings accounts). Explain how we address our needs and wants with money.

SS2.3.1 SS2.3.2

ss2.4.2 Analyze why others want to move to or from Casper* and/or its surrounding communities (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in the area).

SS2.5.3

ss2.4.3 Identify how science or technology affects production (e.g., oil, coal, robots, video streaming, rural education, computers, and the internet). Describe how these factors affect Casper* and/or its surrounding communities.

SS2.3.3

ss2.4.4 Identify how people, including Indigenous Tribes of Wyoming, may adjust to and/or change their environment in order to survive (e.g., job changes, financial changes,

SS2.5.4



medical issues, and extreme weather conditions). Explain how needs and wants may change in order to survive.

ss2.4.5 With teacher support, use digital tools and print resources to research current events. Discuss current events that change our neighborhood, Casper*, and/or its surrounding communities.

SS2.4.3 SS2.6.3

ss2.4.6 Predict how an event can change the future of our community (i.e., getting a new park, store, business, and school).

SS2.4.1

ss2.4.7 Compare how farming, schools, or communities, including Indigenous Tribes of Wyoming, have changed over time (e.g., housing, transportation, and clothing).

SS2.2.1

Outcome ss2.5

Students will examine and explain United States, community*, and Indigenous Tribes of Wyoming holidays and events as related to the people they represent. Students will examine symbols and traditional practices of the United States. *This includes communities in which your school is located such as Midwest, Evansville, Mills, or Bar Nunn.

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ss2.5.1 Examine United States holidays we observe and people we honor as a community including but not limited to Thanksgiving (specific to why they celebrated the first Thanksgiving), Presidents’ Day (specific to learning about Presidents Washington, Lincoln, and the current United States President), Equality Day, Martin Luther King, Jr. Day (specific to learning about Martin Luther King, Jr.), and Patriot Day (to honor 9/11). Identify how Indigenous Tribes of Wyoming honor people and celebrate through events (e.g., Native American Heritage Day, Wyoming Native American Day, Pow Wows).

SS2.1.3 SS2.1.3.a

ss2.5.2 Identify events we celebrate that are specific to our Casper* community (e.g., Parade Day, Natrona County Fair, Salt Creek Days, and school-specific celebrations).

ss2.5.3 With teacher support, use digital and print sources to view and research symbols and traditional practices including those of Indigenous Tribes of Wyoming (e.g., Arapaho and Shoshone pledges) that honor patriotism (e.g., standing for the flag, hats off, hand over heart, and folding the flag).

SS2.1.2 SS2.6.3

ss2.5.4 Examine and explain symbols and traditional practices that honor patriotism including but not limited to the United States Capitol building, the White House, the Washington Monument, the Lincoln Memorial. Interpret and sing the United States National Anthem.

SS2.1.2



3rd Grade

Purpose Statement

Students will examine how the culture, wants, needs, events, economy, places, and environments of their community and county affect them and their role in their community. Students will apply their knowledge to identify the factors that make Casper and Natrona County unique.

Outcome ss3.1

Students will investigate the needs, concerns, basic rights, and responsibilities of citizens and how they are met. Students will identify affiliated governing structures in a given community.

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ss3.1.1 Identify and describe the ways groups (e.g., families, communities, schools, and social organizations) meet human needs and concerns (e.g., belonging, self-worth, and personal safety) and contribute to identity (e.g., personal, tribal, ethnic) and daily life (e.g., traditions, beliefs, language, customs).

SS5.2.1

ss3.1.2 Compare the responsibilities of citizens or individuals in local communities and organizations (e.g., Scouts, organized sports, clubs, and Indigenous Tribes of Wyoming).

SS5.1.1 SS5.4.4

ss3.1.3 Determine the purpose and role of local government. SS5.1.5 ss3.1.4 Explain governing structures and the rights and

responsibilities of citizens within them (e.g., legal system, branches of local government, tribal governments, and governing documents in a given local community).

SS5.1.1 SS5.1.4 SS5.1.5

ss3.1.5 Interpret the significance of the basic local (Casper and Natrona County and tribal) political processes (e.g., voting, elections, laws, and law enforcement).

SS5.1.2

Outcome ss3.2

Students will identify and evaluate the motivations of early people who traveled through and/or settled in Casper and Natrona County, analyze the importance of physical features, and determine the impact people, their culture, and the emigrant trails made on Casper and Natrona County.

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ss3.2.1 Identify early groups of people before Casper and Natrona County were settled and how they met their basic needs including but not limited to Paleo-Indians, Indigenous Tribes of Wyoming, missionaries, explorers, mountain men, fur trappers, pioneers, settlers, prospectors, and soldiers.

SS5.2.1 SS5.3.1 SS5.5.3

ss3.2.2 Analyze the importance of the North Platte River and other physical features in relation to wants and needs and to the settlement of Casper and Natrona County including but not limited to Casper Mountain, Independence Rock, and Devil’s Gate.

SS5.3.1 SS5.5.2



ss3.2.3 Compare and contrast the motivations of emigrants for traveling to and/or through Casper and Natrona County (e.g., gold, farmland, religious freedom, Homesteader’s Act, and pioneering).

SS5.5.2 SS5.5.3

ss3.2.4 Determine the impact of different groups and their cultures as they traveled through and/or settled in the area that is now Casper and Natrona County (e.g., Mormons building the Mormon Ferry, military establishing Fort Caspar, merchants building the Reshaw Bridge, Indigenous Tribes of Wyoming).

SS5.2.2 SS5.4.1 SS5.5.3

ss3.2.5 Determine the purpose for and impact of each historical trail that passed through Casper and Natrona County including but not limited to the Oregon Trail, California Trail, Mormon Trail, and the Pony Express. Visualize the placement of the trails along natural landmarks and resources.

SS5.4.1 SS5.5.1 SS5.5.3

ss3.2.6 Identify the impact of physical and environmental features of the trails on travelers and settlers (e.g., the importance of Independence Rock, seasons, weather, climate, and daily life on the trails).

SS5.5.2 SS5.5.3 SS5.5.4

Outcome ss3.3

Students will use digital tools, primary and secondary sources, and other resources to investigate how groups, individuals, tools, and technology influenced change on the settlement of Casper and Natrona County.

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ss3.3.1 Identify the difference between primary (e.g., historical photographs, artifacts, and documents, including treaties) and secondary resources about an historical event (e.g., creation of reservations, Sand Creek Massacre, and creation of national parks) to help choose reliable and valid resources to complete research.

SS5.4.5 SS5.6.2 SS5.6.4

ss3.3.2 Sequence significant contributions and people that led up to the founding of Casper/Natrona County (e.g., Indigenous Tribes of Wyoming, Platte Bridge Station, Caspar Collins, Mormon Ferry, John Richard Reshaw, Reshaw Bridge, and Guinard Bridge).

SS5.2.3

ss3.3.3 Identify groups and people important to Casper and Natrona County and their impact on the settlement of the area (e.g., sheepherders, cattle ranchers, business owners, government officials, Indigenous Tribes of Wyoming, and railroad workers).

SS5.2.1 SS5.2.3 SS5.4.1 SS5.4.4 SS5.5.3

ss3.3.4 Use digital tools to research the cultural past or influences of groups and individuals to explain how those cultural influences impacted Casper and Natrona County (e.g., Caspar Collins, John Richard Reshaw, Louis Guinard, John C. Fremont, Joseph Kerry, Charles Eades, Cyrus Iba, Patrick Sullivan, Thomas DeBeau Soliel, and Indigenous Tribes of Wyoming).

SS5.2.3 SS5.6.1 SS5.6.3



ss3.3.5 Identify and describe how tools and technology made life easier and influenced change in Casper and Natrona County (e.g., telegraph to telephone to cell phone, travois to horse-drawn wagon to railroad to car, and dams).

SS5.3.3 SS5.4.1 SS5.4.2

Outcome ss3.4

Students will use valid resources to explain how the economy affects a community and how man-made and natural resources influence the economic factors of Casper and Natrona County.

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ss3.4.1 Identify economic concepts (e.g., supply, demand, price, trade, role and effect of money, boom and bust).

SS5.3.2 SS5.3.4

ss3.4.2 Identify man-made and natural resources in Casper and Natrona County (e.g., oil, minerals, fauna, kitty litter, and makeup).

SS5.3.1

ss3.4.3 Discuss the production and distribution of goods and how they impact Casper and Natrona County (e.g., exports and imports).

SS5.3.2 SS5.3.3 SS5.5.2

ss3.4.4 Investigate energy exploration and production in Casper and Natrona County and how it changes the economy.

SS5.3.1 SS5.3.3

ss3.4.5 Determine the validity, meaning every source is not valid, of various media resources in order to describe the natural resources that are harvested in Casper and Natrona County (e.g., wind, mining, electricity production, natural gas, and oil).

SS5.3.3 SS5.6.1 SS5.6.2



4th Grade

Purpose Statement

Students will analyze Wyoming’s state history so they can explain how various cultural groups and their tensions led to the settlement and statehood of Wyoming. Students will analyze how the economy of Wyoming has developed, changed, and continues to impact the state.

Outcome ss4.1

Students will analyze Indigenous Tribal life and culture before and after European influence so they can determine how basic needs were met, how they governed themselves, and how tensions developed between Indigenous Tribes.

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ss4.1.1 Identify Indigenous Tribes of Wyoming territory and the region (e.g., Arapahoe, Shoshone, Lakota, Cheyenne, and Blackfoot).

SS5.2.1 SS5.2.3

ss4.1.2 Use map skills and mental mapping to identify and label where Indigenous Tribes were located within Wyoming territory compared with today (i.e. identify boundaries of the Wind River Reservation).

SS5.5.1 SS5.5.1.a

ss4.1.3 Use digital tools to research, design, and present information about the Indigenous Tribes nomadic lifestyle how their lifestyle was affected by the plains environment (e.g., climate and seasons) in addition to the buffalo (e.g., how they obtained food, clothing, tools, and migration).

SS5.3.1 SS5.4.5 SS5.5.4

SS5.5.4.a SS5.6.3

ss4.1.4 Summarize how the introduction of the horse changed Indigenous Tribal life (e.g., homes, trading, travel, and hunting techniques).

SS5.4.1 SS5.4.2

ss4.1.5 Describe Indigenous Tribal roles and how tribes were governed.

SS5.2.1

ss4.1.6 Identify and describe the tensions between Indigenous tribes.

SS5.2.4

ss4.1.7 Describe, compare, contrast, and analyze unique expressions of cultures, such as tribal affiliation, creation stories, folktales, art, music, dance, and legends of Indigenous Tribes of Wyoming to examine how different tribes explained natural phenomena (e.g., Devils Tower, geysers, nature, and stars). Explain how these expressions influenced people.

SS5.2.2

ss4.1.8 Summarize how Indigenous Tribal needs were met prior to European influence.

SS5.2.1 SS5.3.1 SS5.4.1 SS5.4.2 SS5.5.4

ss4.1.9 Summarize the Indigenous Tribal characteristics and the contributions they made in Wyoming and the region.

SS5.2.3



Outcome ss4.2

Students will determine the motivation of significant explorers and mountain men to travel west and the conflicts that arose between cultural groups. Students will explain the influence of supply and demand in this region at that time (e.g., cause and effect).

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ss4.2.1 Use maps skills and various media to identify significant explorers and mountain men. Describe motivations for traveling west and their contributions (e.g., Lewis and Clark’s demand for faster trade route, Sacagawea’s role as a guide and translator, John Colter, Robert Stuart, Jim Bridger, exploration, beaver trade, map the land).

SS5.2.3 SS5.2.4 SS5.4.5 SS5.5.1 SS5.6.1

ss4.2.2 Justify the reason for the beaver trade and analyze the causes and effects of a boom and bust cycle (e.g., popularity of hat and beaver population in the West).

SS5.3.1 SS5.3.2

ss4.2.3 Identify the reason for and describe typical rendezvous activities (e.g., interaction, social event, and trade).

SS5.2.1 SS5.3.1 SS5.3.2

ss4.2.4 Determine how supply and demand ended the mountain man’s way of life (e.g., changing fashion trends and overhunting).

SS5.3.2

ss4.2.5 Discuss the tensions between Indigenous Tribal groups, Europeans, and the Mountain Men.

SS5.2.4

Outcome ss4.3

Students will assess pioneer family roles and contrast them with family roles today. Students will determine emigrant trails, how these contributed to personal identify, and whether the pioneers’ basic needs were met by their westward migration through Wyoming. Students will describe pioneer tools and technologies, and describe the impact this movement had across various cultural groups.

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ss4.3.1 Use various media to discover why the Wyoming region was critical for westward migration (e.g., South Pass and the Continental Divide).

SS5.5.3 SS5.5.4 SS5.6.1

ss4.3.2 Analyze the three main emigrant trails (i.e., California, Oregon, and Mormon Trails) and their connection to natural resources (e.g., water, food, and landmarks including the establishment of water rights and resource management).

SS5.4.1 SS5.5.1 SS5.5.2 SS5.5.3 SS5.5.4

ss4.3.3 Classify the different emigrant trails, who traveled on them, their mode of transportation, their changing supply needs, and their motivations (e.g., prospectors and settlers, wagons and handcarts, backpacks for gold, desire for land and religious freedom, Homestead Act, Dawes Act) and how these contributed to personal identity.

SS5.2.1 SS5.3.1 SS5.4.1 SS5.5.3

ss4.3.4 Identify the importance of significant emigrant trail landmarks in the state of Wyoming (e.g., Independence

SS5.5.3 SS5.5.4



Rock, Martin’s Cove, Split Rock, South Pass, and the North Platte River).

ss4.3.5 Describe how pioneer tools and technology made life easier (e.g., travel, clothing, games, toys, and odometer).

SS5.4.2

ss4.3.6 Use primary and secondary sources to summarize the central themes in pioneer family roles and responsibilities. Contrast them with students’ lives today.

SS5.2.1 SS5.4.4 SS5.4.5 SS5.6.4

ss4.3.7 Investigate using primary and secondary sources why tension among cultures initiated a need to convert trading posts along the trails into military forts (e.g., Fort Laramie and Fort Caspar), and how this tension led to historical events (e.g. creation of reservations, Sand Creek Massacre).

SS5.2.4 SS5.4.5

ss4.3.8 Justify and defend whether the pioneers’ basic needs were met by their westward migration.

SS5.3.1 SS5.5.4

Outcome ss4.4

Students will examine the construction of the Transcontinental Railroad and the cultural diversity of railroad workers. Students will analyze the railroad’s impact on communication, cultural groups, settlements, travel and environment.

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ss4.4.1 Determine the motivation and purpose behind the building of the Transcontinental Railroad (e.g., communication, travel, and linking coast-to-coast).

SS5.3.1 SS5.3.3

ss4.4.2 Use various media to examine the two competing railroad companies (i.e., Central Pacific Railroad and Union Pacific Railroad), their origins, and the competition between them (i.e., race for money).

SS5.3.2 SS5.6.1

ss4.4.3 Compare and contrast the two main cultural groups (i.e., Irish and Chinese) working on the Transcontinental Railroad and their struggles (i.e., pay and conditions).

SS5.2.3

ss4.4.4 Evaluate the tension between different cultural groups (e.g., Irish, Chinese, and Indigenous Tribes). Identify and describe positive and negative interactions (e.g., withholding Native American U.S. citizenship until 1924 and Chinese Immigration until the early 1950’s).

SS5.2.4

ss4.4.5 Determine how, where, and why railroad towns were formed in Wyoming (e.g., southern portion and Cheyenne).

SS5.4.1

ss4.4.6 Identify and describe how train technology affected travel on the emigrant trails and impacted the environment. (e.g., railroads and the industrial revolution led to the devastation of bison population and impact of mineral and oil development in the region).

SS5.3.3 SS5.4.1 SS5.4.2

ss4.4.7 Analyze expressions of cultures, such as folktales, tall tales, and music of railroad workers and cowboys (e.g., John Henry, Casey Jones, I’ve Been Working on the Railroad, Pecos Bill, Home on the Range, and instruments

SS5.2.1 SS5.2.2



like the guitar). Explain how these expressions influenced people.

ss4.4.8 Differentiate between the Pony Express, telegraph, and the Transcontinental Railroad as forms of communication and analyze how these evolved over time (e.g., telegraph, telephone, and cell phone).

SS5.4.1 SS5.4.2

Outcome ss4.5

Students will examine state cultural groups, significant historical figures, the timeline of Wyoming statehood, Indigenous Tribal impact on places and sacred sites, state “firsts,” state symbols, the structure of Wyoming counties, and current events in the state.

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ss4.5.1 Investigate local and state Indigenous Tribes of Wyoming and the creation of the Wind River Reservation and significant Indigenous Tribe individuals (e.g., Chief Washakie, Chief Black Coal, Chief Pocatello, Chief Sharp Nose, and Chief Friday).

SS5.2.2 SS5.2.3 SS5.2.4

ss4.5.2 Identify significant outlaws and lawmen in Wyoming history and the purpose for the territorial prison system (e.g., Butch Cassidy, Wyoming Frontier Prison, and Wyoming Territorial Prison).

SS5.1.4

ss4.5.3 Discuss when Wyoming became a territory, when it became a state, and how women played a significant role in achieving statehood.

SS5.4.1 SS5.5.1 SS5.5.3

ss4.5.4 Discuss Wyoming statehood and the structure of Wyoming counties (i.e., county names).

SS5.5.1 SS5.5.3

ss4.5.5 Describe how cultural values of the Indigenous Tribes of Wyoming influence the importance and preservation of place and sacred sites (e.g., Devils Tower, Bear Lodge, Hot Springs State Park, Vedauwoo, Crowheart Butte, Bighorn Medicine Wheel, Estes Park, Yellowstone, Heart Mountain, and Wind River Mountains). Describe and identify a variety of place names and their connection to Indigenous Tribes of Wyoming.

SS5.5.3 SS5.5.3.a

ss4.5.6 Identify important Wyoming “firsts,” state symbols, and motto including but not limited to:

• Nellie Tayloe Ross (i.e., first woman governor) • Ester Hobart Morris (i.e., first justice of peace) • Yellowstone (i.e., first national park) • Devils Tower (i.e., first national monument) • WY State Symbols (e.g., seal, flag, tree) • WY State Motto (i.e., “Equal Rights”)

ss4.5.7 Select current events and distinguish between reliable and unreliable sources to compare and contrast the Wyoming economy from statehood to present, including Indigenous Tribes of Wyoming (e.g. energy development, water rights, new technology, and social issues).

SS5.4.3 SS5.6.2



5th Grade

Purpose Statement

Students will examine the impact of early exploration and colonization on the founding of the United States, explain the origins of the Constitution as the framework for our government, and analyze United States geography and economy.

Outcome ss5.1

Students will investigate and conclude that geographic and economic factors were reasons for early European exploration, and will explain the impact of that exploration on the development of the Americas. Students will compare and contrast tools and technology of early explorers to today.

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ss5.1.1 Locate and name, through the use of various media, the seven major continents and five oceans to explain how geography contributes to exploration.

SS5.5.1 SS5.5.2 SS5.6.1

ss5.1.2 State the significance of European explorers, including but not limited to Marco Polo and Christopher Columbus. Describe the motives that led to their explorations and the global impact that resulted.

SS5.4.1 SS5.5.1 SS5.5.3

ss5.1.3 Conclude through digital research that a system of bartering and trade (e.g., Triangular Trade) was a reason for exploration that led to the European discovery of the Americas.

SS5.3.2 SS5.4.4 SS5.5.3 SS5.6.3

ss5.1.4 Determine the importance of routes used by early explorers leading to the European discovery of the Americas and debate the advantages and disadvantages of each route used.

SS5.3.2 SS5.5.1 SS5.5.2

ss5.1.5 Compare and contrast navigational tools and technology used by early explorers to those used today (e.g., star maps compared to GPS).

SS5.3.3 SS5.4.2

Outcome ss5.2

Students will analyze the economic, geographic, and political influences of the first English settlements and colonies in the United States. Students will determine how colonization led to the development and growth of the United States.

Standard Reference

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ss5.2.1 Identify the locations and describe the origins of the colonies.

SS5.5.3

ss5.2.2 Using primary and secondary sources, state the beliefs of the English Separatists that led to the establishment of the Plymouth Colony. Describe the travel conditions aboard the Mayflower to analyze what humans will sacrifice for change.

SS5.4.2 SS5.4.4 SS5.4.5

ss5.2.3 Summarize a form of self-government used by the colonies (e.g., Mayflower Compact).

SS5.1.3

ss5.2.4 Examine the reasons why different colonies were established including but not limited to:

SS5.2.2 SS5.2.4



• religious freedom (e.g., Quakers and Puritans) • economic motivation (e.g., social class and more land) • geographic location (e.g., resource availability)

SS5.3.1

ss5.2.5 Investigate the relations between the colonists and the Native Americans within their different regions.

SS5.2.1 SS5.2.4 SS5.4.1

ss5.2.6 Use maps and mental mapping to determine the geographic regions of the Thirteen Original Colonies. Determine the different economic contributions of each region and describe colonial growth.

SS5.3.2 SS5.5.1 SS5.5.2

Outcome ss5.3

Students will examine the factors that led to the War for Independence, identify the significance of the major battles, and determine the Revolutionary War was the culminating event that established the independence of the United States.

Standard Reference

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pone

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ss5.3.1 Identify the reasons for and types of taxes levied on colonists (e.g., French and Indian War, Stamp Act, Tea Act, Quartering Act, and Intolerable Acts).

SS5.1.3 SS5.2.4 SS5.4.1

ss5.3.2 Describe the major events that caused tensions between the Patriots, Loyalists, and the English Government including but not limited to the Boston Massacre and the Boston Tea Party.

SS5.1.3 SS5.2.4 SS5.4.1

ss5.3.3 Describe the outcome of the First and Second Continental Congress (i.e., the Declaration of Independence).

SS5.1.3 SS5.4.4

ss5.3.4 Identify the contributions of the key figures that played a role in the Revolutionary War (e.g., King George, George Washington, Thomas Jefferson, Ben Franklin, John Hancock, and Phyllis Wheatley).

SS5.4.4

ss5.3.5 Use maps to identify the locations and significance of major battles of the Revolutionary War (e.g., the Battle of Lexington and Concord, Battle of Trenton, and the Battle of Yorktown).

SS5.1.3 SS5.5.1 SS5.5.2

ss5.3.6 Determine how the outcome of the Revolutionary War established United States independence from England.

SS5.1.3

Outcome ss5.4

Students will determine the importance of the United States Constitution as the foundation of our government and classify the branches of government at the state and national level. Students will outline the rights and responsibilities of citizenship and debate the relationship between current events and our Constitution.

Standard Reference

ss5.4.1 Identify and explain the three parts of the Constitution (i.e., Preamble, Articles, and Amendments).

SS5.1.3 SS5.1.4

ss5.4.2 Identify the protections granted to United States citizens under the Bill of Rights.

SS5.1.1 SS5.1.4



Com

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ss5.4.3 List the three branches of our national and state government (i.e., executive, judicial, and legislative) and explain the system of checks and balances. Understand that tribal governments have separate legal systems and that the Northern Arapaho and Eastern Shoshone are sovereign nations with their own system of governance (i.e. each has a General Council and a resolution form of government).

SS5.1.4 SS5.1.5

SS5.1.5.a

ss5.4.4 Outline the rights and responsibilities of citizenship including but not limited to the Pledge of Allegiance, voting, jury duty, and military service (i.e., selective service).

SS5.1.1 SS5.1.2

ss5.4.5 Discuss current events that relate to our Constitution (e.g., gun control, immigration reform, elections, and internet privacy) using valid primary and secondary sources.

SS5.4.3 SS5.6.2 SS5.6.4

Outcome ss5.5

Students will distinguish between geographical regions of the United States and investigate physical features, natural resources, and economic contributions in each region of the United States.

Standard Reference

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ss5.5.1 Identify the major regions that comprise the United States (e.g., West, Southwest, Great Plains, Midwest, South, and Northeast).

SS5.5.1 SS5.5.2

ss5.5.2 Use maps and mental mapping to identify each region’s physical features including but not limited to rivers, large bodies of water, and mountain ranges.

SS5.5.1

ss5.5.3 Explain how physical features impact different regions including Wind River Reservation, states, and how these features help us generalize and compare areas within the nation.

SS5.5.1.a SS5.5.2

ss5.5.4 List examples of natural resources that influence the economy of each region including but not limited to timber, energy (e.g., wind, oil, coal, and hydroelectric), crops, minerals, and water.

SS5.3.1 SS5.3.3 SS5.5.3

ss5.5.5 Investigate and explain how a region’s natural resources, as well as how the supply and demand for resources creates scarcity and choice, provides income for individuals and contributes to the economy of the United States.

SS5.3.1 SS5.3.2 SS5.3.3 SS5.3.4

ss5.5.6 Explain the roles and effect of money, banking, savings, and budgeting in personal life and society.

SS5.3.4



6th Grade

Purpose Statement

Students will analyze continents, countries, and regions of the Western Hemisphere to determine their relationships, and compare and contrast regions in terms of geography, history, economics, culture, and current events.

For additional support regarding outcome and component content please see appendix.

Outcome ss6.1

Students will explain the importance of geography using the Five Themes of Geography and relate the themes to the world around them.

Standard Reference

Com

pone

nts

ss6.1.1 Identify the discipline of geography and examine its importance.

ss6.1.2 Define and identify the Five Themes of Geography. SS8.5.1 SS8.5.3 SS8.5.4

ss6.1.3 Analyze the Five Themes of Geography within real world contexts. When given a scenario, justify your position on which of the Five Themes is applicable.

SS8.5.1 SS8.5.2 SS8.5.3 SS8.5.4

Outcome ss6.2

Students will apply fundamental geographical skills and knowledge to analyze physical and political maps.

Standard Reference

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ss6.2.1 Identify parts of a map (e.g., title, legend or key, scale, compass rose or directional indicator, and grid).

SS8.5.1

ss6.2.2 Compare and contrast physical and political maps. SS8.5.1 ss6.2.3 Identify, locate, and label the seven continents and the five

oceans, and explain how they illustrate the importance of relative location.

SS8.5.1

ss6.2.4 Identify the concepts of continent, country, state, county, city, and their interconnectedness.

SS8.5.1

ss6.2.5 Identify on a map the major lines of latitude and longitude (i.e., Prime Meridian, Equator, the Tropic of Cancer and Tropic of Capricorn).

SS8.5.1

ss6.2.6 Use latitude and longitude to find and give absolute location.

SS8.5.1

ss6.2.7 Define and identify major landforms (e.g., plateau, archipelago, cape, plain, and peninsula) and bodies of water (e.g., tributary, gulf, bay, and strait).

SS8.5.1

ss6.2.8 Identify climate zones. SS8.5.4



Outcome ss6.3 Students will analyze the aspects of cultural geography. Standard

Reference Co

mpo

nent

s ss6.3.1

Identify what cultural geography is and examine its importance.

SS8.2.2

ss6.3.2

Identify and apply (to self) the aspects of culture (e.g., beliefs, customs, language, food, clothing, homes, movement, government, and economy).

SS8.2.2

ss6.3.3

Identify basic economic concepts as they apply to cultural geography, individual, and institutional decision-making (e.g., opportunity cost, supply, demand, production, exchange, consumption, labor, wages, and profits).

SS8.3.1

ss6.3.4

Differentiate between different types of governments (e.g., monarchy, democracy, and dictatorship).

SS8.1.6

Outcome ss6.4

Students will analyze how the culture and movements of the Indigenous Tribes of Wyoming have changed.

Standard Reference

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ss6.4.1 Identify the location of past and present tribes in Wyoming (e.g. location of reservations, tribes, historical monuments).

ss6.4.2 Analyze how physical geography (e.g. location of Wind River Indian Reservation, migration of pre-Columbian Tribes) and the development of PLACE in the past and present (e.g. natural resources affecting tribal locations) affected the movement of the Indigenous Tribes of Wyoming.

SS8.5.1.a SS8.5.2

SS8.5.3.a

ss6.4.3 Compare the cultural characteristics of the Indigenous Tribes of Wyoming, with an emphasis on how they interact with their environment and how those interactions impact their culture in the past and present.

SS8.2.1 SS8.2.2 SS8.2.3 SS8.4.5

SS8.5.4.a ss6.4.4 Evaluate the cultural contributions of the Indigenous Tribes of

Wyoming and the impact that the arrival of Europeans had on the Indigenous Tribes of Wyoming (e.g., impact of horses and European trade goods on Plains Indian cultures, weapons).

SS8.2.4 SS8.4.2

SS8.4.2.a

ss6.4.5

Analyze the way current events affect all people, including Indigenous Tribes of Wyoming. Investigate the history leading up to those events and suggest alternative ways such events may have played out.

SS8.4.3

Outcome ss6.5

Students will examine how various events, people, cultures, and economies have shaped modern day Canada and United States.

Standard Reference

Com

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nts

ss6.5.1 Identify the physical features and political boundaries of Canada and the United States.

SS8.5.1

ss6.5.2 Examine the past and present influence (e.g., contributions and impacts) of Canada and United States on the world.

SS8.4.1 SS8.4.4 SS8.5.4

ss6.5.3 Examine the influence of key people on various world events and movements.

SS8.4.3 SS8.5.3

ss6.5.4 Identify the relationship between physical geography and Canadian and United States cultures.

SS8.2.1 SS8.2.2



ss6.5.5

Compare and contrast economic differences between Canada and United States using charts, graphs, and tables.

SS8.5.3 SS8.5.4

ss6.5.6 Analyze the way the people of North America react to current events.

SS8.4.3

Outcome ss6.6

Students will examine how various events, people, cultures, and economies have shaped modern day Central America and the Caribbean.

Standard Reference

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nts

ss6.6.1 Identify the physical features and political boundaries of Central America and the Caribbean.

SS8.5.1

ss6.6.2 Examine the past and present influence (e.g., contributions and impacts) of Central America and the Caribbean on the world.

SS8.4.1 SS8.4.4 SS8.5.4


SS8.4.3 SS8.4.4 SS8.5.3

ss6.6.4

Identify the relationship between physical geography and Central American and the Caribbean cultures.

SS8.2.1 SS8.2.2 SS8.4.2

ss6.6.5

Compare and contrast regional economic differences within Central America and the Caribbean using charts, graphs, and tables.

SS8.3.2 SS8.5.3 SS8.5.4

ss6.6.6

Analyze the way the people of Central America and the Caribbean react to current events and suggest alternative ways events may play out.

SS8.4.3

Outcome ss6.7

Students will examine how various events, people, cultures, and economies have shaped modern day South America.

Standard Reference

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nts

ss6.7.1 Identify the physical features and political boundaries of South America.

SS8.5.1

ss6.7.2 Examine the past and present influence (e.g., contributions and impacts) of South America on the world.

SS8.4.1 SS8.4.4 SS8.5.4


SS8.4.3 SS8.4.4 SS8.5.3

ss6.7.4 Identify the relationship between physical geography and South American cultures.

SS8.2.1 SS8.2.2

ss6.7.5 Compare and contrast regional economic differences within South America using charts, graphs, and tables.

SS8.5.3 SS8.5.4

ss6.7.6 Analyze the way the people of South America react to current events.

SS8.4.3

ss6.7.7 Identify relevant primary and secondary sources for research. Compare and contrast treatment of the same topic in several primary and secondary sources. Use accurate, sufficient, and relevant information from primary and secondary sources to support writing.

SS8.4.5 SS8.6.1 SS8.6.3 SS8.6.4



7th Grade

Purpose Statement

Students will analyze continents, countries, and regions of the Eastern Hemisphere to determine their relationships and compare and contrast regions in terms of geography, history, economics, culture, and current events.


Outcome ss7.1

Students will apply fundamental geographic skills and knowledge to analyze physical, political, and thematic maps.

Standard Reference

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nts

ss7.1.1

Identify and locate hemispheres, continents, oceans, countries, cities, and bodies of water of the world.

SS8.5.1

ss7.1.2

Review the different types of maps, including political, physical, and thematic maps, and their uses to understand the world.

SS8.5.1

ss7.1.3

Identify and apply latitude and longitude, absolute location, and time zones in the Eastern Hemisphere.

SS8.5.1

ss7.1.4

Compare and contrast the climate of different latitudes (i.e., high, middle, and low).

SS8.5.1

Outcome ss7.2

Students will analyze the ways in which government, economics, and culture affect the world.

Standard Reference

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nts

ss7.2.1 Identify and examine the elements of culture (e.g., daily habits, customs, language, religion, food, and dress).

SS8.2.1 SS8.2.2

ss7.2.2 Identify the major world religions including but not limited to Buddhism, Christianity, Hinduism, Islam, and Judaism.

SS8.2.2

ss7.2.3 Describe the effects of climate and latitude on human culture.

SS8.5.2 SS8.5.3

ss7.2.4 Identify the various types of world governments. SS8.1.6 ss7.2.5 Compare and contrast different forms of government and

the government's effect on its people within each type (e.g., draw possible connections and comparisons to the United States).

SS8.1.6

ss7.2.6 Identify the various types of economic systems and compare and contrast developed and developing countries.

SS8.3.2 SS8.3.4

ss7.2.7 Distinguish the relationship between economic systems and governmental systems (e.g., democracy and free market economies, dictatorships, and command economies).

SS8.3.2 SS8.3.4



Outcome ss7.3

Students will examine how various events, people, cultures, and economies have shaped modern day Europe and Russia.

Standard Reference

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nts

ss7.3.1 Identify the physical features and political boundaries of Europe and Russia.

SS8.5.1

ss7.3.2 Examine the past and present influence (e.g., contributions and impacts) of Europe and Russia on the world.

SS8.4.1 SS8.4.4

ss7.3.3 Examine key events in European and Russian history that shaped the region today.

SS8.4.1 SS8.4.4 SS8.5.3


SS8.4.3 SS8.4.4 SS8.5.3

ss7.3.5 Identify the relationship between physical geography and European and Russian cultures.

SS8.5.2 SS8.5.3

ss7.3.6 Compare and contrast regional economic differences within Europe and Russia using charts, graphs, and tables.

SS8.3.2 SS8.6.1

Outcome ss7.4

Students will examine how various events, people, cultures, and economies have shaped the modern day Middle East.

Standard Reference

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nts

ss7.4.1 Identify the physical features and political boundaries of the Middle East.

SS8.5.1

ss7.4.2 Examine the past and present influence (e.g., contributions and impacts) of Middle Eastern cultures on the world.

SS8.4.1 SS8.4.2 SS8.4.4

ss7.4.3 Examine key people and events in Middle Eastern history that shaped the region today.

SS8.2.4 SS8.4.3 SS8.4.4 SS8.5.3

ss7.4.4 Identify natural resources in the region and examine the effects on world prices (e.g., water, oil, OPEC, and the Suez Canal).

SS8.3.1 SS8.3.2 SS8.5.1

ss7.4.5 Compare and contrast the major religions present in the Middle East including Christianity, Islam, and Judaism.

SS8.2.1 SS8.2.2

ss7.4.6 Examine the influence of religion on Middle Eastern culture and governmental structures.

SS8.1.6 SS8.2.1 SS8.2.2

Outcome ss7.5

Students will examine how various events, people, cultures, and economies have shaped modern day Sub-Saharan Africa.

Standard Reference

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nts

ss7.5.1 Identify the physical features and political boundaries of Africa.

SS8.5.1

ss7.5.2 Identify natural resources (e.g., diamonds, gold, and oil) and examine conflict associated with them (e.g., the effects of poaching, deforestation, and climate change).

SS8.4.2 SS8.5.2 SS8.5.4

ss7.5.3 Examine the influence of European colonization on Africa and the present day consequences (e.g., civil war).

SS8.4.3 SS8.4.4



ss7.5.4 Use and evaluate multiple sources of information in diverse formats and media in order to examine the development of African nations.

SS8.2.2 SS8.6.1

ss7.5.5 Examine different groups and significant people (e.g., leaders of change) in Africa and their contributions to the region and the world.

SS8.2.1 SS8.2.2 SS8.4.4

Outcome ss7.6

Students will examine how various events, people, cultures, and economies have shaped East, South, and Southeast Asia.

Standard Reference

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nts

ss7.6.1 Identify the physical and political features of East, South, and Southeast Asia.

SS8.5.1

ss7.6.2 Compare and contrast the cultural aspects of the different groups who reside in East, South, and Southeast Asia (e.g., religions, diet, customs, and governmental systems).

SS8.2.1 SS8.2.2

ss7.6.3 Analyze the environmental impact of industrialization in

East, South, and Southeast Asia. SS8.5.4

ss7.6.4 Examine the interrelationships between industrialization and global trade (e.g., outsourcing and goods made overseas).

SS8.3.1

ss7.6.5 Identify historical technological contributions of East, South, and Southeast Asia to the world (e.g., gunpowder, porcelain, paper, and nautical contributions).

SS8.4.1 SS8.4.2 SS8.5.4

Outcome ss7.7

Students will examine how various events, people, cultures, and economies have shaped Oceania.

Standard Reference

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nts

ss7.7.1 Identify the physical features and political boundaries of Oceania including but not limited to the Great Barrier Reef.

SS8.5.1

ss7.7.2 Examine the cultural influences of Europeans and early people on Oceania.

SS8.2.2 SS8.4.1 SS8.5.3

ss7.7.3 Examine the impact of humans on the environment of Oceania (e.g., deforestation and decline of the coral population in the Great Barrier Reef).

SS8.5.4



8th Grade

Purpose Statement

Students will analyze the origins and development of the United States from the Colonial Period through Reconstruction to explain the foundations of modern America.


Outcome ss8.1

Students will analyze how the Thirteen Original Colonies evolved from early European settlements to high functioning autonomous colonies.

Standard Reference

Com

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nts

ss8.1.1 Compare and contrast the reasons why different groups colonized America.

SS8.3.2 SS8.3.5 SS8.4.1

ss8.1.2 Identify the location of and geographical differences between the New England, Middle, and Southern colonies and evaluate the impact of geography on the development of the three distinct regions.

SS8.4.4 SS8.5.1 SS8.5.3

ss8.1.3 Describe the development of the New England, Middle, and Southern colonies’ economies and how they were connected to world trade, listing the strengths and weaknesses of each.

SS8.3.2 SS8.3.5 SS8.4.2

ss8.1.4 Evaluate how the colonies were governed locally and their political connection to Great Britain.

SS8.1.3 SS8.1.6

ss8.1.5 Describe the interactions between colonists and American Indian Nations in the region and explain their cultural impact on each other.

SS8.2.4 SS8.4.4

ss8.1.6 Compare and contrast the cultural characteristics of each region (e.g., daily life, religion, cultural background, art, music, and literature).

SS8.2.1 SS8.2.2 SS8.2.3

Outcome ss8.2

Students will analyze the conflict between the American colonies and Great Britain and how the conflict led to American revolution and independence.

Standard Reference

Com

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nts

ss8.2.1 Describe the economic and political policies of Great Britain that caused conflict between Great Britain and the colonies including but not limited to taxation, the Intolerable Acts, and lack of representation in Parliament.

SS8.3.1 SS8.3.2

ss8.2.2 Analyze how the distance between Great Britain and the colonies led the colonists to develop a feeling of separation and independence from Great Britain.

SS8.5.3

ss8.2.3 Describe how the events and consequences of the French and Indian War and the Treaty of Paris of 1763 led to the increasing movement for independence from Great Britain.

SS8.1.3 SS8.4.1

ss8.2.4 In writing, identify the reasons colonists gave for separation from Great Britain, using primary and secondary documents including but not limited to the Declaration of Independence. Compare the reasons to

SS8.4.5 SS8.6.1 SS8.6.2 SS8.6.4



other points of view (e.g., loyalists), distinguishing between fact, opinion, and reasoned judgment.

ss8.2.5 Identify the turning points in the war that led to an American victory.

SS8.4.1

Outcome ss8.3

Students will analyze the development and structure of the United States Constitution and present the roles, rights, and responsibilities of a citizen in the United States.

Standard Reference

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nts

ss8.3.1 Identify the strengths and weaknesses of the Articles of Confederation and examine what contributed to its failure.

SS8.1.3

ss8.3.2 Identify how the United States Constitution was a product of compromises between different interests.

SS8.1.3

ss8.3.3 Describe the structure of the United States Constitution (i.e., legislative, executive, judicial branches, and separation of powers).

SS8.1.5

ss8.3.4 Explain why the Bill of Rights was added to the United States Constitution and determine what rights are included in these and subsequent amendments.

SS8.1.1 SS8.1.3 SS8.1.5

ss8.3.5 Explain the rights, duties, and responsibilities of a United States citizen and a tribal member of the Wind River Indian Reservation (e.g., inherent rights, treaty obligations, and tribal sovereignty). Explain how to participate in the political process (i.e., tribal, local, state, and national elections).

SS8.1.1 SS8.1.1.a SS8.1.2

ss8.3.6 Describe the structure of the Wyoming Constitution and define the separate powers of a state government in a federal system. Describe how the U.S. Constitution creates a special relationship with tribal governments (i.e., 1868 Fort Bridger Treaty, Plenary Power, Indian Commerce Clause - Article I, Section 8, Clause 3; Supremacy Clause - Article VI, Clause 2; Cherokee Nation v. Georgia).

SS8.1.3 SS8.1.5

SS8.1.5.a

ss8.3.7 Distinguish the difference between the civil and criminal legal systems in the United States at the federal, state, and tribal levels.

SS8.1.4

Outcome ss8.4

Students will analyze the expansion and development of the United States from an early republic to its expansion to the western coast.

Standard Reference

Com

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nts

ss8.4.1 Use and create maps to model the territorial growth of the United States between 1789 and 1853, including migrations along the major trails.

SS8.5.1

ss8.4.2 Examine how the Northwest Ordinance and Louisiana Purchase led to the expansion and exploration of the United States, the addition of new states, and a sense of Manifest Destiny.

SS8.1.3 SS8.4.1

ss8.4.3 Describe how the United States established itself on the world stage through early foreign policy and conflicts, including the War of 1812.

SS8.4.1



ss8.4.4 Analyze how the displacement of American Indian Nations (e.g. reservations, treaties, allotment, boarding schools, and forced assimilation), including the Trail of Tears (Indian Removal Act), allowed for western expansion and settlement encouraged by the Homestead Act of 1862 and other government policies. Describe the resultant tensions in the United States and Wyoming.

SS8.2.4 SS8.2.4.a SS8.4.4

SS8.4.4.a SS8.5.3

ss8.4.5 Identify factors that led to the settlement, independence, and annexation of Texas.

SS8.4.1 SS8.4.4 SS8.5.3

ss8.4.6 Evaluate how new technologies and modes of transportation had an impact on western expansion (e.g., steel plow and steam power).

SS8.3.3 SS8.4.2 SS8.5.4

ss8.4.7 Determine factors that led to the Mexican-American War and the acquisition of Mexican territory.

SS8.4.1 SS8.4.4

ss8.4.8 Identify the economic and social motivations for, and physical and social impacts of, the mass migrations to Oregon, California, and Utah in the 1840s and 1850s (e.g., overuse of agricultural land in the east, religious organizations, and the effects of the California Gold Rush). Collaboratively examine the problem solving that went into these decisions.

SS8.3.1 SS8.3.5 SS8.4.1 SS8.5.2 SS8.5.3

Outcome ss8.5

Students will analyze the events leading up to the secession of the Southern states to determine causes of the American Civil War.

Standard Reference

Com

pone

nts

ss8.5.1 Describe how decisions made by Congress and the Supreme Court attempted to ease tensions between the North and South regarding slavery (i.e., Three-Fifths Compromise, the Missouri Compromise, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott Decision, and popular sovereignty).

SS8.1.3 SS8.4.1 SS8.4.4

ss8.5.2 Describe the daily life of slaves under the plantation system and how their African background and status as property contributed to a distinct culture.

SS8.2.1 SS8.2.3

ss8.5.3 Compare and contrast the cultural and economic differences between the agrarian South versus the industrial North (i.e., sectionalism) and how these impacted views on slavery.

SS8.2.1 SS8.2.3 SS8.2.4 SS8.3.3 SS8.3.5

ss8.5.4 Explain how the Abolitionist Movement gained momentum through literature, songs, and events including but not limited to Uncle Tom’s Cabin, Bleeding Kansas, John Brown’s Raid, Harriet Tubman and the Underground Railroad, and Frederick Douglass.

SS8.2.2 SS8.4.1

ss8.5.5 Describe how the Presidential Election of 1860 led to Southern secession.

SS8.2.4 SS8.4.1



Outcome ss8.6

Students will analyze how the events of the Civil War began a transformation of the United States.

Standard Reference

Com

pone

nts

ss8.6.1 Use primary sources (i.e., seceding state declarations) to examine how southern states justified leaving the Union. Compare these to secondary sources and modern explanations (e.g., states’ rights) for secession.

SS8.4.1 SS8.4.5 SS8.6.1 SS8.6.2

ss8.6.2 Describe how the political organization of the United States changed as a result of the Southern secession (i.e., the Union and the Confederacy).

SS8.4.1 SS8.4.4 SS8.5.1

ss8.6.3 Use maps or other representations to locate the major decisive events of the Civil War.

SS8.5.1

ss8.6.4 Compare and contrast the advantages and disadvantages the Union and Confederacy each faced in going to war and how these affected the progress and outcome.

SS8.4.2 SS8.4.4

ss8.6.5 Analyze the technology and technological advances associated with the Civil War, and why it might be termed “the first modern war.”

SS8.4.2

ss8.6.6 Examine and explain the importance and impact of the Gettysburg Address and the Emancipation Proclamation.

SS8.4.1 SS8.4.5

ss8.6.7 Describe the creation and role of black regiments in the Union Army.

SS8.2.4

ss8.6.8 Identify and describe the major figures and turning points of the war that led to an ultimate Union victory.

SS8.4.1

ss8.6.9 Use digital tools to research, design, and present a social studies concept related to the broad consequences of this outcome.

SS8.6.3

Outcome ss8.7

Students will analyze the Reconstruction Era in order to evaluate its impact on the development of post-Civil War United States.

Standard Reference

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ss8.7.1 Identify and describe the legislative response to Reconstruction events (e.g., Reconstruction amendments, readmittance, white “redeemer” governments, gerrymandering, black codes, poll taxes, literacy tests, grandfather clause, and the rise of the Ku Klux Klan).

SS8.1.3 SS8.2.4 SS8.4.4

ss8.7.2 Describe changes to the economy of the United States following the Civil War (e.g., rebuilding, sharecropping, carpetbaggers, and scalawags).

SS8.3.1 SS8.3.2 SS8.4.4

ss8.7.3 Compare and contrast the life of African Americans before and after the war.

SS8.2.1

ss8.7.4 Describe how reconstruction affected the political environment (e.g., impeachment of Andrew Johnson).

SS8.4.4



9th Grade

Purpose Statement

Students will analyze the birth of the modern United States by evaluating and synthesizing the causes and effects of major eras from westward growth through World War II and the origins of the Cold War, with further study of Wyoming history and government.


Outcome ss9.1

Students will analyze the political, social, cultural and economic factors to determine the impact on the growth and development of Wyoming statehood and the West.

Standard Reference

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ss9.1.1

Identify and analyze the political, cultural, and economic factors of the Transcontinental Railroad in order to evaluate the impact it had on settling Wyoming and the West.

SS12.2.3 SS12.2.4 SS12.3.2

ss9.1.2 Compare and contrast the human experience and cultural expression of Indigenous Tribes of Wyoming using primary and secondary sources (e.g., oral history, Native literature, traditional arts, values, songs, dance, artifacts, and language).

SS12.2.2.a SS12.4.5.a

ss9.1.3

Determine how Manifest Destiny influenced various groups including but not limited to Indigenous Tribes of Wyoming, ranchers, farmers, miners, and immigrants and the effects these groups had on settling Wyoming and the West.

SS12.2.3

ss9.1.4

Determine the causes and effects of the range wars (i.e., Johnson County War) in order to evaluate the impact they had on Wyoming and the West.

SS12.4.4

ss9.1.5

Determine the causes and effects of the Plains Indian Wars in order to evaluate the impact they had on Wyoming and the West. Content should include but not be limited to Fort Laramie Treaties of 1851 and 1868, Platte Bridge Fight, Sand Creek, Powder River Expedition, Red Cloud’s War, Great Sioux War, the 1868 Fort Bridger Treaty, Battle of Little Bighorn, and Wounded Knee Massacre, land cessions, the 1905 Shoshone Reservation Congressional Act, and conflicts resulting from forced assimilation (e.g., mission/boarding schools and relocation) in order to evaluate the impact they had on Wyoming and the West.

SS12.2.1 SS12.2.4 SS12.4.1

SS12.4.1.a SS12.5.3.a

ss9.1.6 Describe the historical interactions between governments: tribal, state, and federal (e.g., Chief Washakie and the federal government, treaties, 1871 Indian Appropriations Act, and the Dawes Act).

SS12.4.4.a

ss9.1.7 Use geographic tools and reference materials to compare ancestral locations of Indigenous Tribes of Wyoming to reservations today.

SS12.5.1.a

ss9.1.8

Evaluate and integrate accurate, sufficient, and relevant information from primary and secondary sources related to one of the above topics to support writing. Using

SS12.4.5 SS12.6.4



primary and secondary sources apply historical research methods to interpret and evaluate important historical events from multiple perspectives.

Outcome

ss9.2 Students will analyze the similarities and differences between the Federal, Wyoming, and tribal governments.

Standard Reference

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ss9.2.1 Compare and contrast the separation of powers in the federal and state governments (i.e., legislative, executive, and judicial branches and layout of constitutions).

SS12.1.3 SS12.1.4 SS12.1.5

ss9.2.2 Identify federalism as a shared system of enumerated, reserved, and concurrent powers. (e.g. tribal, local, state, federal)

SS12.1.3 SS12.1.4 SS12.1.5

ss9.2.3 Identify key characteristics unique to the Wyoming Constitution including but not limited to women’s suffrage (i.e., Article 6), water rights (i.e., Article 8), mining (i.e., Article 9). Evaluate how these characteristics shaped Wyoming government.

SS12.1.3 SS12.1.5

ss9.2.4 Compare and contrast various tribal political systems (e.g., ideologies, structure, and institutions) within the United States.

SS12.1.6.a

ss9.2.5 Analyze and evaluate the ways Indigenous Tribes of Wyoming meet human needs and concerns and contribute to tribal identity (e.g., group, nation, and global) as well as historical and contemporary situations and events (e.g., intergenerational care, mineral royalty payments, water rights, tribal economic development, the repopulation of local animal species, and social/cultural events).

SS12.2.1.a

ss9.2.6 Explain and/or demonstrate how to participate in the political process and form personal opinions (i.e. tribal, local, state, and national elections).

SS12.1.2

ss9.2.7 Evaluate and integrate accurate, sufficient, and relevant information from primary and secondary sources related to one of the above topics to support writing. Using primary and secondary sources apply historical research methods to interpret and evaluate important historical events from multiple perspectives.

SS12.4.5 SS12.6.4

Outcome ss9.3

Students will identify inventions and business practices that revolutionized the United States during the Second Industrial Revolution in order to demonstrate the impact on modern United States economy and society.

Standard Reference

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ss9.3.1 Identify key inventions and innovations of the Second Industrial Revolution including but not limited to electricity, oil, steel, transportation, and communication. Determine the impact on transportation, communication, and the birth of a modern United States.

SS12.4.1 SS12.4.2

ss9.3.2 Identify key principles of capitalism and the rise of big business including but not limited to laissez faire, Morrill Tariff, and distribution of goods. Analyze the impact on

SS12.3.1 SS12.3.2



society including but not limited to working conditions and the labor force.

ss9.3.3 Identify the role big business and tycoons including but not limited to John Rockefeller, Andrew Carnegie, Vanderbilt, and J.P. Morgan played in creating corporations, monopolies, and trusts.

SS12.3.2

ss9.3.4 Explain the effects of industrialization and analyze the impact it had on working conditions and the rise of unions. Explain the tactics used to advance their cause.

SS12.4.1 SS12.4.4

ss9.3.5 Evaluate and integrate accurate, sufficient, and relevant

information from primary and secondary sources to support writing related to one of the above topics.

SS12.6.4

Outcome ss9.4

Students will analyze the political, social, and cultural changes the United States experienced during the Gilded Age to analyze the impact on politics, immigration, and urbanization.

Standard Reference

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ss9.4.1 Identify push and pull factors that brought immigrants to the United States during the Gilded Age and compare these factors to today.

SS12.2.1 SS12.4.1 SS12.4.3

ss9.4.2 Analyze the cultural influences of immigrants and determine the impact of immigration on American society during the Gilded Age.

SS12.2.2 SS12.2.4

ss9.4.3 Show how the growth of cities led to the hazards and dangers that developed during the Gilded Age.

SS12.5.3

ss9.4.4 Identify political machines during the Gilded Age and examine policy reforms.

SS12.1.3 SS12.4.4

ss9.4.5 Assess the extent to which the reasoning and evidence in a primary source text supports the author’s claims in regards to one of the above topics.

SS12.6.2

Outcome ss9.5

Students will identify and investigate various Progressive issues created by industrialism, capitalism, immigration, urbanization, and political corruption to show the impact on modern United States society.

Standard Reference

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ss9.5.1 Identify the Progressive’s responses to poor living conditions including but not limited to Jane Addams and Jacob Riis’s Settlement House Movement, to determine the resulting improvements made in modern United States society.

SS12.2.1 SS12.4.1 SS12.4.4

ss9.5.2 Identify the Progressive’s responses to corruption in business including but not limited to the Sherman Antitrust Act and the Pure Food and Drug Act. Determine how business practices have been impacted today.

SS12.1.2 SS12.4.1

ss9.5.3 Identify the Progressive’s responses to environmental concerns including but not limited to conservation and national parks. Determine impacts on modern United States society.

SS12.2.1 SS12.4.1 SS12.5.4

ss9.5.4 Identify the Progressive Era amendments (e.g., 16th, 17th, SS12.1.1



18th, and 19th) and their impact on modern United States society.

SS12.1.2 SS12.1.3

SS12.4.1 ss9.5.5 Investigate the Progressive Era responses to minority

concerns championed by leaders and their impact on modern United States society (i.e., Suffragettes and civil rights leaders, Plessy v. Ferguson).

SS12.2.1 SS12.4.1 SS12.4.4

ss9.5.6 Analyze, evaluate, and/or synthesize multiple sources of information using diverse formats and media in order to address a question or solve a Progressive Era problem and connect it to modern social issues. Use digital tools to research, design, and present social studies concepts (e.g., understand how individual responsibility applies in usage of digital media).

SS12.6.1 SS12.6.3

Outcome ss9.6

Students will analyze the political, social, cultural, and economic factors that led to the United States becoming an imperialistic nation to show our role in the world theater.

Standard Reference

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ss9.6.1 Define imperialism and global expansionism and explain the evolution of the United States transforming from an isolationist to expansionist world power in Latin America and Asia.

SS12.4.1 SS12.4.4 SS12.5.1

ss9.6.2 List the economic, military, and political factors that led to United States imperialism and global expansionism to determine their impact on modern United States society and the world including but not limited to the Spanish American War, the Boxer Rebellion, and the Panamanian Revolution.

SS12.2.4 SS12.3.5 SS12.4.1 SS12.4.4

ss9.6.3 Define Social Darwinism and Anglo-Saxonism and explain how the United States justified imperialism and expansion into world territories.

SS12.2.1 SS12.2.4 SS12.4.4

ss9.6.4 Compare and contrast various Progressive presidential policies related to imperialism and global expansion including but not limited to McKinley’s Open Door Policy, Roosevelt’s Big Stick Diplomacy, Taft’s Dollar Diplomacy, and Wilson’s Moral Diplomacy.

SS12.1.3 SS12.2.4

Outcome ss9.7

Students will distinguish the causes and effects of World War I to examine the lasting impacts of American involvement in global conflicts.

Standard Reference

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ss9.7.1 Identify the four main causes (i.e., militarism, alliances, imperialism, and nationalism) and the assassination of Archduke Ferdinand of World War I.

SS12.4.1 SS12.4.4

ss9.7.2 Identify and locate on a map the Allies and Central Powers involved in World War I.

SS12.5.1

ss9.7.3 Evaluate how the development of new technologies and strategies revolutionized modern warfare and impacted Europe including but not limited to advances in communication, transportation, and trench warfare.

SS12.4.2 SS12.5.3



ss9.7.4 Investigate key factors that brought the United States into World War I and led to the quick mobilization of the United States including but not limited to unrestricted submarine warfare, the Zimmerman Telegram, and the Bolshevik Revolution.

SS12.4.1 SS12.4.4

ss9.7.5 Analyze certain rights and freedoms affected by the United States involvement in World War I (e.g., the Alien and Sedition Act and the Espionage Act).

SS12.1.1 SS12.1.2

ss9.7.6 Distinguish between short- and long-term effects of World War I and the Treaty of Versailles and its impact on future global events including but not limited to the economic, political, and social consequences for Europe and the United States.

SS12.4.1 SS12.5.4

ss9.7.7 Analyze, evaluate, and/or synthesize multiple sources of information in diverse formats and media related to one of the above topics in order to address a question or solve a problem. Assess the extent to which the reasoning and evidence in a text supports the author's claims. Using primary and secondary sources, apply historical research methods to interpret and evaluate important historical events from multiple perspectives.

SS12.4.5 SS12.6.1 SS12.6.2

Outcome ss9.8

Students will distinguish the defining characteristics of post-World War I culture and the politics of the 1920s and The Great Depression to analyze the impact it had on a new modern United States society.

Standard Reference

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ss9.8.1 Describe the policies of Presidents Warren G. Harding and Calvin Coolidge and how they led to economic growth and consumerism.

SS12.3.3 SS12.3.4

ss9.8.2 Evaluate the impact that cultural innovations had on the American public (e.g., communication, transportation, and mass media).

SS12.2.1 SS12.2.2 SS12.4.1

ss9.8.3 Compare and contrast the viewpoints of Modernists and Traditionalists (i.e., nativism, women, fundamentalism, and prohibition).

SS12.1.4 SS12.2.1 SS12.4.4

ss9.8.4 Examine the literary, artistic, and intellectual aspects of the Harlem Renaissance and the impact they had on developing a new African-American cultural identity.

SS12.2.2 SS12.2.3

ss9.8.5 Determine the causes and impacts of the Great Depression and distinguish the functions of the stock market in relationship to basic economic principles.

SS12.3.4 SS12.4.1

ss9.8.6 Compare and contrast Herbert Hoover and Franklin D. Roosevelt’s policies in dealing with the Great Depression and the impact they had on American society.

SS12.3.4 SS12.3.5 SS12.4.1

ss9.8.7 Investigate the hardships of the 1930s and explain the impact they had on society.

SS12.2.1 SS12.4.1 SS12.4.2



Outcome ss9.9

Students will examine the causes of World War II to determine the lasting impacts on American and global society.

Standard Reference

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ss9.9.1 Identify political ideologies present in Europe and Asia (e.g., fascism and totalitarianism) and the world’s responses in order to investigate the causes of World War II.

SS12.1.6

ss9.9.2 Define anti-Semitism and explain how Nazi ideology led to the systematic loss of civil rights of Jews and other persecuted groups and the world’s reactions to the plight of people trying to escape Europe.

SS12.4.4

ss9.9.3 Examine the interventionism versus isolationism debate to determine the causes that led to the United States entering World War II.

SS12.4.1 SS12.4.4

ss9.9.4 Define the key wartime technologies and tactics used during World War II and evaluate the impact they had on specific battles.

SS12.4.2 SS12.5.1 SS12.5.3

ss9.9.5 Examine how the United States mobilized for war and became an “arsenal of democracy” and investigate the reorientation of economic and social patterns at home that provided the template for post-war years.

SS12.1.1 SS12.4.4

ss9.9.6 Examine the social, political, and economic impacts of World War II domestically and globally (e.g., U.S. Japanese internment, Korematsu v. United States, genocide, Universal Declaration of Human Rights, and nuclear proliferation).

SS12.1.3 SS12.1.4 SS12.4.1 SS12.5.4

ss9.9.7 Explain the Cold War as a consequence of World War II in order to debate the comparative roles of the United States and the Soviet Union in the Cold War’s development and continuation including but not limited to the Yalta Conference, Potsdam Conference, United Nations, NATO, creation of Israel, and the Iron Curtain.

SS12.4.4 SS12.5.1 SS12.5.2

ss9.9.8 Identify the conflicting political and economic ideologies to illustrate the different strategies used to address global problems (e.g., communism, capitalism, the Marshall Plan, the Truman Doctrine, and the Berlin Airlift).

SS12.1.6 SS12.3.2



10th Grade

Purpose Statement

Students will examine the continuing evolution of the United States democracy. Students will examine domestic and foreign conflicts along with the policies that made the United States a superpower following World War II. Students will then analyze and evaluate the implications of the global dominance of the United States.


Outcome ss10.1

Students analyze how people create and change structures of power, authority, and governance to understand the continuing evolution of the U.S. government.

Standard Reference

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ss10.1.1 Analyze the historical development of the United States Constitution and how it has shaped the United States government including but not limited to the Declaration of Independence.

SS12.1.3

ss10.1.2 Demonstrate an understanding of the purpose of government and the structure and principles of the United States Constitution including but not limited to popular sovereignty, republicanism, limited government, federalism, separation of powers, checks and balances, and individual rights.

SS12.1.5

ss10.1.3 Analyze unique freedoms, rights, and civic responsibilities of living in a democratic society and explain their interrelationships including but not limited to the Bill of Rights.

SS12.1.1

ss10.1.4 Compare the rights, duties, and responsibilities (inherent rights, treaty obligations, and tribal sovereignty) of being a tribal member on the Wind River Indian Reservation to the rights, duties, and responsibilities of an American citizen.

SS12.1.1 SS12.1.1.a

ss10.1.5 Evaluate the impact of judicial review on society through the analysis of landmark Supreme Court cases including but not limited to Brown v. Board, Tinker v. Des Moines, NJ v. TLO.

SS12.1.1 SS12.1.5

ss10.1.6 Explain and/or demonstrate how to participate in the political process and form personal opinions.

SS12.1.2

ss10.1.7 Differentiate between the civil and criminal legal systems at the federal, state, and tribal levels.

SS12.1.4

Outcome ss10.2

Students will evaluate the global significance and legacy of the early Cold War during the Truman and Eisenhower administrations on the 20th Century.

Standard Reference

ss10.2.1 Explain the Cold War as a consequence of World War II in order to debate the comparative roles of the United States and the Soviet Union in the Cold War’s development and continuation.

SS12.4.4 SS12.5.1 SS12.5.2



Com

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ss10.2.2 Compare and contrast the conflicting ideologies of the superpowers of the East and the West to illustrate the different strategies used to address their society’s problems including but not limited to communism vs. capitalism and democracy vs. authoritarianism.

SS12.1.6 SS12.3.2 SS12.3.5

ss10.2.3 Examine the development and consequences of nuclear technology to assess their respective risks and rewards.

SS12.4.2 SS12.4.3 SS12.5.4

ss10.2.4 Analyze the impact of various global conflicts and policies during this time period including but not limited to the Iron Curtain Speech, Truman Doctrine, Marshall Plan, Berlin airlift, Korean War, NATO, and the Warsaw Pact.

SS12.2.1 SS12.4.1 SS12.4.4

ss10.2.5 Assess the extent to which the reasoning and evidence in a text related to one of the above topics supports the author’s claim.

SS12.6.2

Outcome ss10.3

Students will evaluate the domestic significance and legacy of the early Cold War (1945-1961) on the 20th Century.

Standard Reference

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ss.10.3.1 Explain the paranoia and hysteria surrounding communism and the resulting effects on civil liberties to analyze similar situations in current society.

SS12.1.1 SS12.1.2 SS12.4.3

ss10.3.2 Evaluate post-World War II economic changes to explain their impact on the society of the United States including but not limited to GI Bill of Rights, consumerism, the baby boom, and Levittown.

SS12.3.1 SS12.3.2 SS12.3.3 SS12.3.4 SS12.5.2 SS12.5.3

ss10.3.3 Identify domestic legislative agendas to evaluate their impact on modern American society (e.g., the Fair Deal, Federal Highway Act, the 1956 Indian Relocation Act).

SS12.3.4 SS12.4.1

SS12.4.4.a ss10.3.4 Evaluate post-World War II social changes to explain their

impact on the society of the United States including but not limited to automobiles, TV culture, generation gap, and Rock n’ Roll.

SS12.2.1 SS12.2.2

ss10.3.5 Evaluate and integrate accurate, sufficient, and relevant information from primary and secondary sources to support writing related to one of the above topics.

SS12.6.4

Outcome ss10.4

Students will appraise the methods and consequences of the domestic social movements that demonstrate the struggle for equality for all American citizens.

Standard Reference

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nts ss10.4.1 Analyze the historical context and the contributing factors

that sparked the Civil Rights Movement to deduce their significance including but not limited to Brown v. Board, Emmett Till, and the Montgomery bus boycott.

SS12.1.1 SS12.1.3 SS12.2.1 SS12.2.4 SS12.4.1 SS12.4.4



ss10.4.2 Describe the various philosophies and tactics of the Civil Rights and other social movements to evaluate their comparative effectiveness including but not limited to sit-ins, boycotts, civil disobedience, and marches.

SS12.1.2 SS12.1.4 SS12.2.2 SS12.4.2

ss10.4.3 Identify and explain significant groups and events that led to the passage of the Civil Rights Act and the Voting Rights Act including but not limited to the SCLC, SNCC, NAACP, Freedom Rides, March on Washington, Freedom Summer, and the Selma March.

SS12.1.3 SS12.1.4 SS12.4.1 SS12.4.4

ss10.4.4 Analyze, evaluate, and/or synthesize multiple sources of information in diverse formats and media to address a question or solve a problem related to one of the above topics.

SS12.6.1

Outcome ss10.5

Students will evaluate the global and domestic significance of the Kennedy and Johnson Administrations.

Standard Reference

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ss10.5.1 Analyze the impact of Kennedy’s domestic legislation of the New Frontier policy.

ss12.4.1

ss10.5.2 Analyze the impact of Kennedy’s foreign policy including but not limited to the Bay of Pigs, Cuban Missile Crisis, Berlin Wall, and the space race.

ss12.2.1 ss12.4.1 ss12.4.4

ss10.5.3 Examine the assassination of Kennedy and its impact on domestic legislation.

ss12.4.1

ss10.5.4 Analyze the impact of Johnson’s domestic legislation of the Great Society policy.

ss12.4.1

Outcome ss10.6

Students will examine the foreign and domestic impacts of the Vietnam War Era.

Standard Reference

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ss10.6.1 Examine the origins of U.S. involvement in Southeast Asia following World War II including but not limited to the Geneva Accords, Domino Theory, and containment policy.

SS12.4.1

ss10.6.2 Identify the justifications the United States used for involvement in Southeast Asia including but not limited to the Gulf of Tonkin incident.

SS12.4.1 SS12.4.4 SS12.5.1

ss10.6.3 Describe the nature of the war in Vietnam including but not limited to guerilla warfare, war of attrition, escalation, and search and destroy.

SS12.4.1 SS12.4.2 SS12.4.3

ss10.6.4 Analyze the domestic unpopularity of the war to examine the war’s controversial conclusion including but not limited to media coverage, credibility gap, and the draft.

SS12.1.1 SS12.1.2 SS12.2.2 SS12.3.3

ss10.6.5 Examine the legacy of the Vietnam War Era and the rise of a counterculture to identify their contributions to present-day society.

SS12.1.3 SS12.1.5 SS12.4.1 SS12.4.2 SS12.5.4



ss10.6.6 Examine the impact on American politics of the checks and balances related to the War Powers Act and the Pentagon Papers.

SS12.1.5 SS12.4.1 SS12.4.3

ss10.6.7 Using primary and secondary sources related to one of the above topics, apply historical research methods to interpret and evaluate important and historical events from multiple perspectives.

SS12.4.5

ss10.6.8 Use digital tools to research, design, and present social studies concepts.

SS12.6.3

Outcome ss10.7

Students will evaluate the global and domestic significance of the Nixon, Ford, and Carter administrations.

Standard Reference

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ss10.7.1 Analyze the domestic issues that Nixon, Ford, and Carter faced including but not limited to Watergate, the environmental movement, American Indian Movement, Chicano-American Movement, and the Women’s Movement.

SS12.4.1 SS12.5.4

ss10.7.2 Analyze the historical development of governance of the Indigenous Tribes of Wyoming through U.S. Congressional Acts and U.S. Supreme Court decisions (e.g., Per Capita Act, Marshall Trilogy, U.S. v. Shoshone Tribe of Indians).

SS12.1.3.a

ss10.7.3 Describe the inherent powers held by Indigenous Tribes of Wyoming due to their sovereignty (e.g., taxation, membership, per capita payments, fish and game).

SS12.1.5.a

ss10.7.4 Evaluate Native American cultural preservation efforts (e.g., language revitalization and repatriation of human remains and artifacts) on Indigenous Tribes of Wyoming.

SS12.2.4.a

ss10.7.5 Analyze how the value placed on physical characteristics and natural resources cause conflict among different groups (e.g., Dakota Pipeline, Black Hills, energy development, Big Horn River Adjudication, Devils Tower, Bear Lodge, and Yellowstone).

SS12.5.2.a

ss10.7.6 Analyze the foreign policies and affairs of Nixon, Ford, and Carter including but not limited to détente, Ping-Pong Diplomacy, the Iran Hostage Crisis, and the OPEC Oil Embargo.

SS12.2.1 SS12.4.1 SS12.4.4

Outcome ss10.8

Students will analyze how the end of the Cold War Era affected the United States on domestic and foreign fronts during the administrations of Reagan and George H.W. Bush.

Standard Reference

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ss10.8.1 Identify the world leaders, policies, and events that led to a thaw in Cold War relations including but not limited to Mikhail Gorbachev, Perestroika, and Glasnost.

SS12.1.3 SS12.3.4 SS12.4.1

ss10.8.2 Examine the social, environmental, and economic changes in this era including but not limited to AIDS, New Conservatism, Moral Majority, and Reaganomics.

SS12.1.1 SS12.1.4 SS12.4.4 SS12.5.4



ss10.8.3 Analyze the factors that led to the collapse of communism in Europe and the Soviet Union including but not limited to the fall of the Berlin Wall.

SS12.2.1 SS12.3.2 SS12.4.1 SS12.4.2

ss10.8.4 Identify the causes and consequences of the United States intervention in the Middle East including but not limited to the Gulf War and covert operations.

SS12.4.1 SS12.5.1

Outcome ss10.9

Students will analyze America’s foreign and domestic policies of the Clinton, George W. Bush, and Obama administrations to examine the causes of current conflicts and situations.

Standard Reference

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ss10.9.1 Identify domestic issues that impacted society including but not limited to NAFTA, the Clinton impeachment, and domestic terrorism.

SS12.4.1

ss10.9.2 Examine the events of 9/11 to explain the factors that led to the “war on terrorism,” the War in Iraq, and the War in Afghanistan.

SS12.1.1 SS12.1.4 SS12.2.2 SS12.2.4 SS12.4.2 SS12.4.4

ss10.9.3 Investigate the technological changes of this era to determine their impact on the contemporary economy.

SS12.3.3 SS12.4.2 SS12.4.3



11th Grade

Purpose Statement:

Students will analyze multiple events and issues throughout world history and compare and contrast these in terms of the impacts of time, continuity, and change on the world.

Outcome ss11.1

Students will analyze the key characteristics of a civilization and evaluate the impact on the modern world through the study of the Early River Valley Civilizations.

Standard Reference

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ss11.1.1 Define and identify the key characteristics of civilization and the impact of geography on their development.

SS12.2.2 SS12.5.1 SS12.5.2 SS12.5.4

ss11.1.2 Identify different forms of government that developed in the ancient world (e.g., monarchy, theocracy, and democracy).

SS12.1.6

ss11.1.3 Examine the development of economies and urbanization by identifying the social stratification and job specialization (e.g., social pyramid and caste system) of the civilization.

SS12.3.1 SS12.3.2 SS12.3.3 SS12.3.5

ss11.1.4 Show the development of culture through written language in the ancient world (e.g., cuneiform, hieroglyphics, and calligraphy).

SS12.2.2 SS12.5.3

ss11.1.5 Analyze and evaluate how art and technology of the

ancient world influenced and shaped the modern world (e.g., wheel, plow, and sail).

SS12.2.1 SS12.4.2 SS12.5.3

ss11.1.6 Examine and differentiate between the religious beliefs and philosophies of the ancient world (e.g., monotheism, polytheism, Judaism, Hinduism, Buddhism, and Confucianism).

SS12.2.2 SS12.4.4

Outcome ss11.2

Students will analyze the key characteristics of Ancient Greece and Rome and evaluate their impact on the modern world.

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ss11.2.1 Compare the governments of Ancient Greece and Rome and explain how they contributed to the development of United States governmental systems (e.g., democracy and republic).

SS12.1.1 SS12.1.2 SS12.1.6

ss11.2.2 Define and identify the impact of geography on the

Ancient Greek and Roman civilizations. SS12.2.2 SS12.5.1 SS12.5.2 SS12.5.4

ss11.2.3 Analyze and evaluate how art, technology, and trade of Ancient Greece and Rome influenced and shaped the modern world (e.g., aqueducts, columns, roads, and mosaics).

SS12.2.1 SS12.4.2 SS12.5.3

ss11.2.4 Examine the impact of the development and growth of Christianity in the ancient Roman world.

SS12.2.2 SS12.4.4



Outcome ss11.3

Students will analyze the political, social, and economic development of Europe and the Middle East during the Middle Ages in terms of its impact on Western Civilization.

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ss11.3.1 Explain the origins and structure of European feudal society and analyze how it impacted all aspects of feudal life (e.g., manorialism).

SS12.2.1 SS12.3.2 SS12.4.1

ss11.3.2 Examine the history, rise, and influence of Christianity and Islam (e.g., ecclesiastical authority).

SS12.2.2 SS12.4.4

ss11.3.3 Evaluate the interactions between Christendom and the Islamic world during the Middle Ages and their impacts on the modern world (e.g., the Silk Road, the Crusades, Reconquista, and cultural diffusion).

SS12.2.4 SS12.3.2 SS12.4.4 SS12.5.3

ss11.3.4 Evaluate the causes that led to the decline of feudalism (e.g., Black Death, growth of towns, and rise of nationalism) at the end of the Middle Ages.

SS12.2.1 SS12.3.1 SS12.4.4 SS12.5.3

Outcome ss11.4

Students will analyze the academic, economic, political, artistic, technological, and religious changes that took place in western Europe as a result of the Renaissance and the Reformation.

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ss11.4.1 Identify origins of the Renaissance in Europe (e.g., patronage, Italian trade, and the rise of universities).

SS12.4.1 SS12.4.4

ss11.4.2 Determine how literature, the arts, and religion changed during the Renaissance (e.g., printing press, perspective, humanism, and political philosophy).

SS12.2.2 SS12.3.1 SS12.4.2 SS12.4.4

ss11.4.3 Identify and analyze the origins and ideas of the Reformation and the Catholic response (e.g., ideas of Luther, Calvin, and the Counter-Reformation).

SS12.4.1 SS12.4.4 SS12.4.5

Outcome ss11.5

Students will analyze the cultural, economic, and political interactions among the peoples of Europe, Asia, Africa, and the Americas (1450-1770 AD) and the changes that resulted.

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ss11.5.1 Investigate and evaluate the consequences of the exchange of plants, animals, people, ideas, and disease in the Americas, Africa, and Eurasia (e.g., Columbian Exchange).

SS12.2.1 SS12.2.2 SS12.3.1 SS12.4.4 SS12.5.4

ss11.5.2 Explain the origins of global economic systems (e.g., mercantilism, Triangular Trade, joint-stock companies, and capitalism).

SS12.3.4 SS12.3.5 SS12.4.4 SS12.5.4



Outcome ss11.6

Students will analyze the Age of Reason (the Age of Enlightenment and the scientific revolution) and how it infused Western Civilization with a new vision of science, politics, and philosophy.

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ss11.6.1 Identify major achievements and theories of the scientific revolution and examine their impact on global society (e.g., mathematics, astronomy, physics, biological sciences, and military technology).

SS12.4.1 SS12.4.2

ss11.6.2 Identify the political and economic beliefs and theories of the Enlightenment philosophers (e.g., Locke, Montesquieu, Voltaire, Smith, and Hobbes).

SS12.1.3 SS12.3.5 SS12.6.2

ss11.6.3 Assess the impact of Enlightenment philosophy on the European monarchies and the development of the United States (e.g., natural rights, separation of powers, and freedoms of speech and religion).

SS12.1.1 SS12.1.3 SS12.4.1 SS12.4.4

ss11.6.4 Identify the political, social, and economic factors that led to the French Revolution (e.g., food shortages, national debt, Marie Antoinette, and Tennis Court Oath).

SS12.3.2 SS12.4.1 SS12.4.4

ss11.6.5 Explain the rise and collapse of political movements and leaders during the French Revolution and their impact on France (e.g., Estates General, Bastille, the Reign of Terror, and Robespierre).

SS12.4.1

ss11.6.6 Assess the rise and fall of Napoleon’s rule and its impact on France and Europe (e.g., Napoleonic Code, Continental System, nationalism, and Congress of Vienna).

SS12.3.4 SS12.4.1 SS12.4.4

Outcome ss11.7

Students will analyze the Industrial Revolutions as they set the stage for the growth of cities and changes in the social, political, and economic structures of the world.

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ss11.7.1 Examine the origins of the agricultural revolution and the First Industrial Revolution in England.

SS12.4.1

ss11.7.2 Differentiate between the tools and technology of the First (e.g., steam power and textiles) and the Second (e.g., electricity and durable goods) Industrial Revolutions and their influence on the world.

SS12.4.1 SS12.4.2

ss11.7.3 Analyze the rise of new political, social, and economic impacts of the First Industrial Revolution (e.g., socialism, communism, urbanization, expansion of the middle class, and capitalism).

SS12.1.6 SS12.3.1 SS12.3.2 SS12.4.1



Outcome ss11.8

Students will demonstrate knowledge of a turning point in the history of Africa, Oceania, or Asia as a consequence of the Age of Imperialism through investigative activities (e.g., case studies, research projects, and digital tools).

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ss11.8.1 Interpret and evaluate important historical events within Asia, Oceania, or Africa during the Age of Imperialism using primary and secondary sources. Evaluate the historical context, key players, specific turning point, short-term outcomes, and long-term outcomes of the turning point.

SS12.4.5 SS12.4.1 SS12.4.4

ss11.8.2 Use digital tools and primary and secondary source materials to generate research projects related to Asia, Oceania, or Africa before the Age of Imperialism.

SS12.6.1 SS12.6.3 SS12.6.4

Outcome ss11.9

Students will demonstrate knowledge of the culture and history of Africa, Oceania, and Asia in the 18th and 19th centuries before the Age of Imperialism through investigative activities (e.g., case studies, research projects, and digital tools).

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ss11.9.1 Identify factors, advantages, and motives that led Western nations to colonize Africa, Oceania, and Asia (e.g., religious, economic, and political).

SS12.3.2 SS12.4.2 SS12.4.4 SS12.5.2

ss11.9.2 Categorize forms of imperialistic control Western powers used in the management of their colonies (e.g., direct colonies, indirect colonies, and mandates).

SS12.1.6 SS12.2.4

ss11.9.3 Compare and contrast the response of China and Japan to the Western Powers in regard to their reaction towards imperialism and its impact on the 19th, 20th, and 21st centuries (e.g., Westernization in Japan vs. Open Door Policy in China).

SS12.2.4 SS12.3.3 SS12.4.1 SS12.4.4 SS12.5.2

ss11.9.4 Analyze the decolonization of Africa, Oceania, and Asia in the 20th century and its impact on current global issues (e.g., creation of new nation states after World War II to the present).

SS12.2.1 SS12.2.4 SS12.3.3 SS12.4.1 SS12.4.3 SS12.5.1



Long-Range Plan

Reviewed & Revised Annually

SUBJECTS 14/15 15/16 16/17 17/18 18/19 19/20 20/21 21/22 22/23 23/24 24/25 25/26 26/27 27/28 28/29

English Language Arts C VC A/R VA C VC A/R VA

Health C VC A/R VA C VC A/R VA

Physical Education C VC A/R VA C VC A/R VA

Social Studies C VC VC A/R VA C VC A/R VA

Fine & Performing Arts C VC A/R VA C VC A/R VA

Foreign Languages C VC A/R VA C VC A/R VA

Career & Vocational Ed. C VC A/R VA C VC A/R VA

Science C VC A/R VA C VC A/R

Math VC, VA A VA C VC A/R VA C

KEY

C=DEVELOPMENT OF DRAFT CURRICULUM VC=IMPLEMENTATION & VALIDATION OF DRAFT CURRICULUM A=DEVELOPMENT OF ASSESSMENTS R=RESOURCE SELECTION VA=IMPLEMENTATION & VALIDATION OF ASSESSMENTS Natrona County School District #1 Long-Range Plan Reviewed and revised annually Date(s): Developed 12.01.15, Updated 03.31.16, Updated 05.04.17, Updated 02.14.18



NCSD Standards-Based Terminology District Guaranteed & Viable Curriculum

Our district’s guaranteed & viable curriculum is identified as the learning curriculum that guarantees an equal opportunity to learn for all students. It also guarantees adequate time for educators to teach the content and for students to learn it. It guarantees that the curriculum being taught is the same curriculum that will be assessed. It is viable when adequate time is ensured to teach all determined essential content. Our district’s curriculum is composed of identified learning outcomes students must know or do in order to perform at the mastery level of the identified standards.

State & District Content Standards

Our state & district content standards are the minimum content expectations that students must meet as defined by the State Board of Education. The content standards provide a common understanding among educators as to what students should learn at particular grades. However, the standards are not the curriculum.

District Vertical Learning Progression

A district vertical learning progression is the purposeful sequencing of a subject area’s route for teaching and learning expectations across multiple developmental stages, ages or vertical grade levels. The progressions illustrate progress toward the mastery of content skills as students move throughout their K-12 learning experience. The exiting stage is defined as college and career readiness for the graduate.



NCSD Standards-Based Terminology Pacing Guide

A pacing guide is a flexible timeline for logical and progressive sequencing of a content area over the course of an academic school year. Pacing guides may include the timeline for state, common, or classroom-level assessment.

Classroom Curriculum Map

A classroom curriculum map guides educators in planning the outcomes of their grade-level curriculum while differentiating to the needs of their students. It is designed to provide an overall picture of the what, the when, and the how content outcomes will be mastered during a school year.

Classroom Unit

A classroom unit targets the learning of outcomes and their components over a cycle/chunk of a few days to a few weeks. It contains all three stages for a learning cycle/chunk: • Desired results/learning • Assessment/evidence • Learning plan

Classroom Lesson Plan

The classroom lesson plan is a detailed instructional lesson that is used to plan and guide the daily learning activities.



NCSD Standards-Based Terminology Key: Bold terms are important concepts in Unit and Lesson Planning.

Underlined terms are important concepts that will be requested for validation. Italicized terms are important to our NCSD standards process.

Component: Aligned to standards and benchmarks, components are specific concepts and skills necessary for students to know and do in order to meet an outcome.

Component Assessment: Checks for understanding. May be oral, written, a product, and/or a performance.

Component Evaluative Criteria: Characteristics, qualities, or measures that are used to evaluate the student academic performance of the component.

Curriculum Coordinating Council: The governing body responsible for evaluating and making recommendations regarding curriculum, instruction, and assessment practices. Council is representative of all district educators and includes board, community and/or parent members.

Date Instruction Begins: The date instruction begins on a particular outcome.

Date of Outcome Assessment: Date a particular outcome is assessed.

Differentiation: Adaptations in content, processes, and/or products instructors make to meet the needs of a diverse group of students, with diverse learning needs, in the same learning environment.

Instructional Strategies: Classroom techniques that have research supporting their utility at enhancing student achievement. What the teacher is doing.

Long-Range Plan: A yearly timeline identifying when each content area will go through the curriculum, instruction, and assessment work. The Long-Range Plan is an 8-10 year projection and is re-evaluated each year by the Curriculum Coordinating Council. Outcome: Aligned to standards and benchmarks, outcomes are the expected result of student learning for a grade level or course. Outcome Assessment: Requires students to demonstrate proficiency/mastery of the outcome as measured by the outcome evaluative criteria. May be oral, written, a product, and/or a performance.



Outcome Evaluative Criteria: Characteristics, qualities, or measures that are used to evaluate the student academic performance of the outcome. Purpose Statement: Describes the focus of the subject at this grade level or in this course; points out what is new or different at this level that the student will accomplish. Resources: Used to support the curriculum such as materials, technology, field experiences, and community professionals. Standard Reference: Standards specify the essential learning in a given content area in which students must demonstrate proficiency. Each component references specific standards and/or benchmarks. Student Engagement Strategies: Techniques that help students be actively involved in their learning. What the students are doing. Subject Area Committee: A representative team of district educators for a specific subject area who analyze and adjust the current curriculum, coordinate the validation process, and facilitate the creation of common assessments. Validation: A process in which teacher feedback is gathered to ensure our curriculum is viable and to make adjustments as necessary.



Social Studies Grades K-5 Vocabulary The words on the following lists denote vocabulary words relevant to the content at each grade level, regardless of duplicates. KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADE FIFTH GRADE rule rules rules and laws culture culture continents patriotic patriotic patriotism economy economy patriots & loyalists map map community community nomadic explorer symbols symbols symbols county county navigate &

navigation needs & wants needs & wants needs & wants responsibilities rendezvous revolution interpretive key interpretive key interpretive key citizen mountain men harbor birds-eye view culture culture organizations supply & demand boycott traditions goods & services digital map local migration Constitution family independence rural state emigrant bill and law current event liberty neighborhood National immigrant National globe cardinal directions community helpers election transcontinental Congress technology technology Union Pacific Railroad democracy geography emigrant telegraph election physical

characteristics physical features territory Federal

compass rose impact buffalo jump justices universal symbols mental mapping reservation Bill of Rights economics landmark boom & bust cycle state capitol production natural resources tension voting environment manmade resources president U.S. holidays primary resource amendments local events secondary resource veto traditions tool Natrona county production distribution



Social Studies Grades 6-10 Additional Support The following suggestions from the committee could be included in the identified outcome and component. GRADE OUTCOME COMPONENT SUGGESTED CONTENT

6 4 3 Oral history and traditional storytelling may be used as primary sources. 6 7 7 The primary and secondary sources in 6.7.7 can be done in the unit that each teacher feels it

fits best with. 8 3 6 Links that support state benchmark 8.1.5.a can be found in the 2018 Additions document on

the WDE website. 9 1 1 Rock Springs Massacre, Chinese Exclusion Act, Pacific Railway Act 9 1 3 Ella Watson, Jim Averell, Wyoming Stock Growers Association, Nick Ray, Nate Champion 9 1 4 Sand Creek Massacre, Red Cloud’s War, Flight of the Nez Perce 9 3 1 Bessemer Process, telephone, assembly line, internal combustion engine, oil derrick,

refrigerated rail car 9 3 4 Knights of Labor, AFL, Homestead Strike, Pullman Strike 9 4 4 Boss Tweed, Assassination of Garfield, Civil Service Reforms 9 6 4 Roosevelt Corollary to Monroe Doctrine 9 7 3 Propaganda, rationing, draft 9 8 4 Langston Hughes, Cotton Club 9 8 7 Okies, Arkies, photography, Hoovervilles, Dust Bowl, riding the rails, breadlines and soup

kitchens 9 9 3 Invasion of Poland, Battle of Britain, D-Day, Pearl Harbor 9 9 4 Blitzkrieg, radar, amphibious landing, sabotage, surprise attack, island hopping 9 9 6 Truman’s decision to drop the A-Bomb on Hiroshima and Nagasaki

10 1 1 Magna Carta, Mayflower Compact, Articles of Confederation 10 1 4 Bethel v. Fraser, Hazelwood v. Kuhlmeier, Miranda v. Arizona, Gideon v. Wainwright, Texas v.

Johnson, Morse v. Fredrick, Mapp v. Ohio, Katz v. U.S., U.S. v. Nixon, D.C. v. Heller, Engel v. Vitale, In Re Gault, Loving v. VA, Houghton v. WY

10 2 2 Socialism, fascism, market economy, mixed economy, command economy, centrally-planned economy, monarchy, dictatorship, authoritarian, totalitarian, direct democracy, representative democracy, republic

10 2 3 A-bomb, thermonuclear H-bomb, ICBMs, SLBMs, Mutually Assured Destruction, nuclear deterrence, Bikini Atoll, Arms Race, National Committee for a Sane Nuclear Policy

10 2 4 Iron Curtain countries, containment policy, Greece, Turkey, Iran, Guatemala, U2 incident, Suez Canal Crisis

10 3 1 Hollywood Ten, HUAC, Alger Hiss, espionage, Rosenberg Trial, McCarran Act 10 3 2 Wartime economy, suburbanization, White Migration, Interstate Highway System, military-

industrial complex



10 3 3 Federal Highway Act, Fair Deal 10 3 4 Beatnicks, appliances and technology, rise of American teenager, drive-in, television,

fashion 10 4 1 Jim Crow segregation, lynching, Great Migration, urbanization, redlining, blockbusting, Federal

Housing Act, faith, Supreme Court decisions of the Warren Court, United States Armed Forces integration, media context, N.A.A.C.P., Little Rock Nine

10 4 2 Black Panthers, Nation of Islam, Black Muslims, Malcolm X, black nationalism, black separatism, American Indian Movement, non-violence

10 4 3 Children’s March, Bull Connor, George Wallace, Medgar Evers, James Meredith, CORE, Letter from Birmingham Jail

10 5 2 Peace Corps, Alliance for Progress, Green Berets 10 5 3 Lee Harvey Oswald, Jack Ruby, Warren Commission 10 5 4 Medicare, Medicaid, Head Start, Higher Education Act, Fair Packaging and Labeling Act, Job

Corps, Housing and Urban Development, Water Quality Act, Clean Air Act, National Endowment for the Arts

10 6 1 French Indochina War, Viet Minh independence, Battle of Dein Bein Phu, Ho Chi Minh, Ngo Dinh Diem

10 6 3 NVA, Ia Drang Valley, Vietcong, guerilla warfare, Operation Rolling Thunder, Ho Chi Minh Trail, Tet Offensive, Agent Orange, napalm

10 6 4 Kent State, protest music, My Lai, Vietnamization, Fall of Saigon, Operation Linebacker (Cambodia, Laos), Pentagon Papers, Paris Peace Talks, Operation Frequent Wind, hawks, doves, POW’s, MIA’s, draft card burning, draft dodging

10 6 5 “New Left,” Free Speech Movement, Woodstock, demonstrations, 1968 Democratic National Convention, Dr. King, invasion of Cambodia and Laos, mistreatment of Vietnam Veterans, Agent Orange’s legacy

10 7 1 Whip Inflation Now, pardon of Nixon, pardon of draft dodgers, stagflation, “malaise” speech, women’s rights, environmentalism, Title IX, EPA, Silent Spring, Love Canal, Three Mile Island

10 7 2 America’s boycott of 1980 Olympics, Nixon opens China, SALT I, Iranian student revolution, Ayatollah Khomeini, Soviet invasion of Afghanistan, Helsinki Accords, Camp David Accords

10 8 1 Margaret Thatcher 10 8 2 Reagan Doctrine, cable television, Walkman, video games, Atari, Apple computers 10

8 3 Nuclear arms race intensification, MAD, ballistic missile defense (Star Wars), coup against

Mikhail Gorbachev, Boris Yeltsin 10 8 4 Saddam Hussein, Secretary of Defense Dick Cheney 10 9 1 Oklahoma City Bombing, Brady Bill, Contract of America, Newt Gingrich 10 9 2 Al-Qaeda, Osama Bin Laden, weapons of mass destruction, Taliban, Patriot Act, Department of

Homeland Security 10 9 3 Silicon Valley, cell phones, internet, Steve Jobs, Bill Gates, drones

k-12 social studies curriculum · 2019-03-15 · danna anderson dana howie michelle brazfield carla...

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