Natrona County School District #1
Mission Statement
The Natrona County School District empowers every learner to grow, excel and
be successful contributors to the local and global community.
K-12 Draft Social Studies Curriculum
Curriculum Feedback for Validation
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 ............................................................................................................................... 30
Seventh Grade ......................................................................................................................... 34
Eighth Grade ............................................................................................................................ 37
Ninth Grade .............................................................................................................................. 41
Tenth Grade ............................................................................................................................ 47
Eleventh Grade ....................................................................................................................... 51
Long-Range Plan................................................................................................................................... 55
NCSD District-Based Terminology ................................................................................................ 56
Appendix .......................................................................................................................................................
Grades K-5 Vocabulary ....................................................................................................... 60
Grades 9-10 Additional Support ...................................................................................... 61
ELA Standards for Literacy in History/Social Studies............................................. 64
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Page 2 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Acknowledgments
Thank you to the members of the Subject Area Committee for your hard work on this
curriculum:
Dwight Ballard
Micade Brack
Deanna Brownell
Tammy Cobb
Jeff Crouse
Tom Ernst
Robert Ewings
Kristin Fauss
Marci Flicek
Jim Gaither
Susan Griffith
Billie Hadley
Karen Higginson
Julie Hornby
Erin Jackson-Ries
Wendy Johnson
Karla Jump
Catherine Kellick
Marci Kutzer
Addey Lloyd
Inga McCoy
Chad Miller
Stacey Mittelstadt
Stacy Morgan
Michelle Nicol
Lisa Sexton
Jill Sutherland
Jared Swenson
Aaron Temple
Josh Thompson
John Trohkimoinen
Jessica Winford
We wish to acknowledge the members of the Curriculum Coordinating Council:
Danna Anderson
Michelle Brazfield
Eberle Buhler
Emily Catellier
Marial Choma
Colleen Collins-Burridge
Jill Felbeck-Jones
Charlotte Gilbar
Ted Hanson
Angela Hensley
Elizabeth Horsch
Back to Table of Contents
Dana Howie
Carla Itzen
Patti Kimble
Sheila McHattie
Jackie O’Briant
Marie Puryear
Amy Rose
Mari Stoll
Ted Theobald
Wayne Tuttle
Walt Wilcox
Aaron Wilson
Page 3 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
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 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
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
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Page 4 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Content Standards and Rationale
2014 Wyoming Social Studies Content and Performance Standards
Standard 1
Standard 2
Citizenship,
Government, &
Democracy
Culture & Cultural
Diversity
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.
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.
Back to Table of Contents
Standard 3
Standard 4
Standard 5
Standard 6
Production,
Distribution, &
Consumption
Time, Continuity, &
Change
People, Places, &
Environments
Technology, Literacy, &
Global Connections
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 use technology and
literacy skills to access,
synthesize, and evaluate
information to communicate
and apply social studies
knowledge to global
situations.
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.
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.
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
Page 5 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Grade
Level
Summary of Grade-Level Purpose Statements
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.
Students will compare and contrast their family culture with other students’ family cultures. Students will identify how rules, symbols, needs and
Kindergarten 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.
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.
2nd Grade
4th Grade
5th Grade
6th Grade
7th Grade
8th Grade
9th Grade
10th Grade
11th Grade
Students will identify and 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.
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.
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.
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
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.
Students will analyze the origins and development of the United States from the Colonial Period through the Civil War to explain the foundations of
modern America.
Students will analyze the birth of the modern United States by evaluating and synthesizing the causes and effects of major eras from Reconstruction
through World War II with further study of Wyoming history and government.
Students will examine the domestic and foreign conflicts and 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.
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.
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Page 6 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Sequence of Standards and Benchmarks by Grade Level
K
K-2 Grade Band
K
K
K
1
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2
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Family Rules & Culture
Create a Map With Key & Symbols
School Rules & Classroom Culture
Create & Use School Map
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Needs & Wants in Classroom
Research Symbols & U.S. Holidays
Schools Rules & U.S. Laws
Describe the Community
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Examine U.S. Holidays & People
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6.2 Fact vs. Fiction
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Technology,
Literacy, &
Global
Connections
6.1 Information Resources
5.1 Spatial
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Standard 6
5.4 Environment & Society
5.3 Human Place & Movement
People, Places,
&
Environments
4.5 Relevant Sources
4.4 Individual/Group Interactions
4.3 Current Events
4.2 Tools & Technology
3.5 Values, Beliefs & Economics
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3.4 Money
3.1 Needs, Wants, Goods & Services
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Time, Continuity, &
Change
Standard 5
5.2 Physical Place & Region
Standard 4
Production,
Distribution, &
Consumption
2.4 Conflicts of Cultures
2.3 Characteristics of Culture
2.2 Expression of Culture
2.1 Meeting Needs & Concerns
1.6 Various Political Systems
1.5 Structure of Constitutions
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Standard 3
Culture &
Cultural
Diversity
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Local Maps & Geography
Needs, Wants & Economics
1.4 Rules are Laws
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Comparing Needs & Wants
Patriotic Symbols & U.S. Holidays
1.3 U.S. Holidays
1.2 Patriotism
Outcome
1.1 Rules
Grade
Citizenship,
Government, &
Democracy
= State benchmark is not assessed at this grade level
4.1 Impact of Events
Standard 2
3.3 Technology & Production
Standard 1
3.2 Buying, Selling, Saving
* = State benchmark is assessed by this outcome
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Page 7 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Rights & Responsibilities of
Citizens
3
How People Affected Settlement
3
4
Local Early People & Settlers
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How Economy Affects Community
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Identify WY Plains Indians
Significant People & Why They
Came West
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The Transcontinental Railroad
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WY Government & State Symbols
Early European Explorers
Colonization
The Revolutionary War
U.S. Government & Constitution
U.S. Geography
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6.3 Digital Tools
6.2 Resource Validity
6.1 Information Resources
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Technology,
Literacy, &
Global
Connections
5.4 Environment & Society
5.3 Human Place & Movement
5.2 Physical Place & Region
5.1 Spatial
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People, Places,
&
Environments
4.5 Relevant Sources
4.4 Individual/Group Interactions
4.3 Current Events
4.2 Tools & Technology
3.5 Values, Beliefs & Economics
Time, Continuity, &
Change
3.4 Money
3.3 Technology & Production
3.1 Scarcity & Choice
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Production,
Distribution, &
Consumption
2.4 Conflicts of Cultures
2.3 Characteristics of Culture
2.2 Expression of Culture
2.1 Meeting Needs & Concerns
1.6 Various Political Systems
1.5 Structure of Constitutions
1.4 Legal System
1.3 Origin of Constitution
1.2 Political Process
1.1 Rights & Responsibilities
Grade
3
3
3-5 Grade Band
Outcome
Standard 3
Culture &
Cultural
Diversity
4.1 Impact of Events
Standard 2
Citizenship,
Government, &
Democracy
3.2 Basic Economic Concepts
Standard 1
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Natrona County School District #1 Draft Social Studies Curriculum
6
6-8 Grade Band
6
Modern N. America
Physical & Political Features of
Latin America
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Early Development of N. America
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History of Latin America
Modern Latin America &
Caribbean
Map Skills
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Cultural Geography
Europe & Russia
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Middle East
Sub-Saharan Africa
East, South & Southeast Asia
Oceania
The Original Thirteen Colonies
The American Revolution
Civics
Westward Expansion
Causes of the American Civil War
The American Civil War
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Standard 6
6.3 Digital Tools
6.2 Fact vs. Opinion
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6.4 Supporting Writing
Technology,
Literacy, & Global
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5.4 Environment & Society
5.2 Physical Place & Region
5.1 Spatial
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People, Places, &
Environments
4.4 Group Interactions
4.3 Current Events
4.2 Tools & Technology
4.1 Impact of Events
3.5 Values, Beliefs & Economics
3.4 Money
3.3 Technology & Production
3.2 Economic Systems
3.1 Basic Economic Concepts
Standard 5
Time, Continuity, &
Change
6.1 Information Resources
Standard 4
Production,
Distribution, &
Consumption
2.4 Conflicts of Cultures
2.3 Characteristics of Culture
2.2 Expression of Culture
1.6 Various Political Systems
1.5 U Structure of Constitutions
1.4 Legal System
1.3 U.S. & WY Constitutions
1.2 Political Process
Map Skills
6
6
Standard 3
Five Themes of Geography
Cultural Geography
Physical & Political Features of N.
America
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1.1 Rights & Responsibilities
Grade
6
6
Outcome
Standard 2
Culture & Cultural
Diversity
2.1 Meeting Needs & Concerns
Standard 1
Citizenship, Government, &
Democracy
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Page 9 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
9
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9-11 Grade Band
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The Second Industrial Revolution
The Gilded Age
The Progressive Era
United States Imperialism
World War I
Roaring Twenties & Dirty Thirties
World War II
Early Cold War with Global Focus
Early Cold War with Domestic
Focus
The Civil Rights Movement
The Vietnam War Era
The End of Cold War Era
The Post-Cold War Era
Development of Early Civilizations
The Middle Ages
The Renaissance & Reformation
Growth of Global Economic System
The Age of Reason
The French Revolution
Industrial Revolutions
Africa, Asia, Oceania Before
Imperialism
Results of the Age of Imperialism
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6.3 Digital Tools
6.2 Reasoning & Evidence
6.1 Information Resources
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Technology,
Literacy, & Global
Connections
5.4 Environment & Society
5.3 Place & Movement
4.5 Relevant Sources
5.2 Physical Place & Region
People, Places, &
Environments
4.4 Group Interactions
4.3 Current Events
4.2 Tools & Technology
4.1 Impact of Events
3.5 Values & Economics
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Time, Continuity, &
Change
3.4 Finance & Government
3.3 Technology & Production
3.2 Economic Systems
3.1 Economic Concepts
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Production,
Distribution, &
Consumption
5.1 Spatial
Standard 3
2.4 Conflicts of Cultures
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1.5 Structure of Constitutions
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1.6 Various Political Systems
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Growth of Wyoming & the West
1.4 Legal System
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The Reconstruction Era
1.2 Political Process
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Outcome
1.1 Rights & Responsibilities
Grade
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Standard 2
Culture & Cultural
Diversity
2.2 Expression of Culture
Standard 1
Citizenship, Government, &
Democracy
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Page 10 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
How to Read the Social Studies Curriculum
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.
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 aligned to standards and benchmarks, outcomes are the
expected result of student learning for a grade level or course.
Outcome
ss3.1
Components
ss3.1.1
ss3.1.2
ss3.1.3
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.
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.
Compare the responsibilities of citizens or individuals in
local communities and organizations (e.g., Scouts,
organized sports, and clubs).
Determine the purpose and role of local government.
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.
Standard
Reference
SS5.2.1
SS5.1.1
SS5.4.4
SS5.1.5
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
Back to Table of Contents
Page 11 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Kindergarten
Purpose
Statement:
Outcome
ssK.1
Components
ssK.1.1
ssK.1.2
ssK.1.3
ssK.1.4
Outcome
ssK.2
ssK.2.1
Components
ssK.2.2
ssK.2.3
ssK.2.4
ssK.2.5
ssK.2.6
Outcome
ssK.3
Components
ssK.3.1
ssK.3.2
ssK.3.3
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.
Students will demonstrate how family rules and family
culture contribute to personal identity.
Identify family and classroom rules.
Compare and contrast home and classroom rules.
Retell and compare and contrast stories from their family
culture (e.g., how names came to be, family traditions, and
favorite family foods) to other student’s family cultures.
Show ways family contributes to personal identity and
daily life (i.e., How does your family contribute to who you
are?).
Students will use their knowledge of maps and globes to
create a map using a bird’s-eye view, simple symbols, and
interpretive key.
With teacher support, use digital tools to learn about map
views and symbols.
Identify what are maps and globes.
Compare and contrast maps and globes.
Examine bird’s-eye view and street view.
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).
With teacher support, create a map of your bedroom or
house using a bird’s-eye view and simple symbols with a
key.
Students will compare needs and wants for self and family
and list factors such as money, tools and changes that
affect family life.
Compare needs and wants for self.
Compare needs and wants for family.
Evaluate and explain how money affects needs and wants
for a family (e.g., We need food, water, shelter, but we
want video games and fancy clothes).
Back to Table of Contents
Standard
Reference
SS2.1.1
SS2.1.1
SS2.2.2
SS2.2.1
Standard
Reference
SS2.6.3
SS2.5.1
SS2.5.1
SS2.5.1
SS2.5.1
SS2.5.1
Standard
Reference
SS2.2.1
SS2.3.1
SS2.2.1
SS2.3.1
SS2.3.2
Page 12 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ssK.3.4
ssK.3.5
ssK.3.6
ssK.3.7
Outcome
ssK.4
Components
ssK.4.1
ssK.4.2
ssK.4.3
ssK.4.4
Evaluate and explain how tools help my 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).
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).
Identify how families may adjust to and/or 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).
Identify what kinds of information can be found in
different resources to help learn about family tools needs
and wants over time (e.g., library and computer).
Students will identify and examine patriotic symbols,
United States holidays, family traditions, and where
relevant information can be found.
With teacher support, use digital tools to research about
the symbol of the flag, Pledge of Allegiance, and
celebrations of United States holidays.
Identify and explain the symbol of the United States flag
and the tradition of saying the Pledge of Allegiance.
Explain and compare how families celebrate United States
holidays.
Identify what kinds of information can be found in
different resources for patriotic symbols (e.g., library and
computer).
Back to Table of Contents
SS2.3.2
SS2.4.2
SS2.4.1
SS2.4.3
SS2.5.4
SS2.6.1
Standard
Reference
SS2.6.3
SS2.1.2
SS2.1.3
SS2.6.1
Page 13 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
1st Grade
Purpose
Statement:
Outcome
ss1.1
Components
ss1.1.1
ss1.1.2
ss1.1.3
ss1.1.4
ss1.1.5
ss1.1.6
Outcome
ss1.2
ss1.2.1
Components
ss1.2.2
ss1.2.3
ss1.2.4
ss1.2.5
ss1.2.6
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.
Students will apply school rules and demonstrate how
their personal identity contributes to a positive classroom
culture.
Identify and/or create classroom rules.
Identify school rules and compare and contrast to
classroom rules.
With teacher support, use digital tools to research school
culture.
Apply classroom and school rules to be productive
learners.
Compare and contrast classroom and school culture.
Show ways the classroom and school contribute to
personal identity and daily life.
Students will analyze physical characteristics and natural
environment to create and use a map of the classroom and
school.
With teacher support, use a variety of digital tools to
identify the components of a map.
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).
Show the cardinal directions; north, south, east and west.
Create a map of the classroom and the school including
physical characteristics.
Identify the main characteristics of the natural
environment around the school (i.e., hills, trees, and
river).
With teacher support, compare and contrast the physical
characteristics around your classroom and school with
that of another classroom and school.
Back to Table of Contents
Standard
Reference
SS2.1.1
SS2.1.1
SS2.6.3
SS2.1.1
SS2.2.2
SS2.2.1
Standard
Reference
SS2.6.3
SS2.5.1
SS2.5.1
SS2.5.1
SS2.5.2
SS2.5.2
SS2.5.2
Page 14 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Outcome
ss1.3
ss1.3.1
Components
ss1.3.2
ss1.3.3
ss1.3.4
ss1.3.5
Outcome
Components
ss1.4
ss1.4.1
ss1.4.2
ss1.4.3
Students will examine needs and wants of the classroom
and school in relation to the goods, services, and
technology used in their classroom and school. Students
will explain how events can lead to changes in the
classroom and school environment.
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).
Compare and contrast the monetary cost of needs vs.
wants.
Identify the goods and services used in the classroom and
school.
Identify classroom and school tools and technology that
make life easier and describe how they affect the
classroom and school environment.
Describe what a current event is and predict how it could
change the future of the classroom and school.
Students will conduct research to identify patriotic
symbols and United States holidays.
Identify the symbols and traditional practices that honor
patriotism in the United States including but not limited to
the Bald Eagle, Statue of Liberty, and the Liberty Bell.
With teacher support, use a variety of resources to
conduct research to distinguish between fiction and
nonfiction stories about patriotic symbols.
Identify people and events that are honored on United
States holidays including but not limited to Independence
Day, President’s Day, and Martin Luther King, Jr. Day.
Back to Table of Contents
Standard
Reference
SS2.3.1
SS2.6.3
SS2.3.2
SS2.3.1
SS2.4.2
SS2.4.1
SS2.4.3
Standard
Reference
SS2.1.2
SS2.6.2
SS2.1.3
Page 15 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
2nd Grade
Purpose
Statement:
Outcome
ss2.1
ss2.1.1
Components
ss2.1.2
ss2.1.3
ss2.1.4
Outcome
ss2.2
ss2.2.1
ss2.2.2
Components
ss2.2.3
ss2.2.4
ss2.2.5
ss2.2.6
Students will identify and 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.
Students will compare and contrast school rules and
United States laws and discuss why each is important.
Identify and/or create classroom rules and discuss why
they are important.
Determine that the rules of the United States are called
laws and discuss why they are important to our
community.
With teacher support, use digital tools to research United
States laws as they apply to our community.
Compare and contrast rules of the school and laws of the
United States as they apply to our community.
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.
(*This includes Midwest, Evansville, Mills, or Bar Nunn).
Define a community and explain why your neighborhood,
Casper*, and/or its surrounding communities meet that
definition.
Discuss the physical characteristics of your neighborhood
and compare and contrast characteristics of Casper*
and/or its surrounding communities (e.g., mountains,
rivers, highway, and neighborhoods).
Determine the human features of our community. As a
class, describe what makes our community special and
what cultures (i.e., language, religion, food, clothing,
political, economic, population, and types of jobs in the
area) influence it.
Describe how community helpers contribute to our daily
lives.
Describe tools and/or technology that make our lives
easier in Casper* and/or its surrounding communities
(e.g., road work, snowplows, stop lights, cash registers, oil
wells, and wind turbines).
With teacher support, use digital tools to research current
Back to Table of Contents
Standard
Reference
SS2.1.1
SS2.1.4
SS2.6.3
SS2.1.1
SS2.1.4
Standard
Reference
SS2.5.2
SS2.5.2
SS2.5.3
SS2.2.1
SS2.4.2
SS2.4.3
Page 16 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
events and discuss how they impact our neighborhood,
Casper* and/or its surrounding communities.
Outcome
ss2.3
ss2.3.1
Components
ss2.3.2
ss2.3.3
Outcome
ss2.4
ss2.4.1
Components
ss2.4.2
ss2.4.3
ss2.4.4
Students will view and create maps of Casper* and/or
surrounding communities to describe how physical
geography affects our community.
(*This includes Midwest, Evansville, Mills, or Bar Nunn).
Determine how maps help us in our neighborhood in
Casper* and/or its surrounding communities.
With teacher support, use digital tools to view Casper*
and/or its surrounding communities (e.g., Google Earth,
Google Maps, or cell phone maps). Create a map with a
compass rose, universal symbols and an interpretive key
of the blocks around our school.
With teacher support, use digital tools to view the
physical geography of our community 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’s 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?).
Students will analyze needs, wants, and change to show
how economics meet basic needs in our community.
Students will predict how an event can change the future
of Casper* and/or surrounding communities.
(*This includes Midwest, Evansville, Mills, or Bar Nunn).
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.
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).
Identify how science or technology affects production.
Describe how this affects Casper* and/or its surrounding
communities (e.g., oil, coal, robots, video streaming, rural
education, computers, and the internet).
Identify how people may adjust to and/or change their
environment in order to survive. Explain how needs and
wants may change in order to survive (e.g., job changes,
Back to Table of Contents
SS2.6.3
Standard
Reference
SS2.5.1
SS2.5.1
SS2.6.3
SS2.5.2
SS2.6.3
Standard
Reference
SS2.3.1
SS2.3.2
SS2.5.3
SS2.3.3
SS2.5.4
Page 17 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss2.4.5
ss2.4.6
Outcome
ss2.5
ss2.5.1
Components
ss2.5.2
ss2.5.3
ss2.5.4
financial changes, medical issues, and extreme weather
conditions).
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.
Predict how an event can change the future of our
community (i.e., getting a new park, store, business, and
school).
Students will examine and explain United States and
community holidays and events as related to the people
they represent. Students will examine symbols and
traditional practices of the United States.
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.), Patriot
Day (to honor 9-11).
Identify events we celebrate that are specific to our
Casper* community (e.g., Parade Day, Natrona County
Fair, Salt Creek Days, school-specific celebrations).
(*Refers to the community in which your school is located
(e.g., Midwest, Evansville, Mills, Bar Nunn).
With teacher support, use digital and print sources to
view and research symbols and traditional practices that
honor patriotism (e.g., standing for the flag, hats off, hand
over heart, and folding the flag).
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, and
interpret and sing the United States National Anthem.
Back to Table of Contents
SS2.4.3
SS2.6.3
SS2.4.1
Standard
Reference
SS2.1.3
SS2.6.3
SS2.1.2
Page 18 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
3rd Grade
Purpose
Statement:
Outcome
ss3.1
ss3.1.1
Components
ss3.1.2
ss3.1.3
ss3.1.4
ss3.1.5
Outcome
ss3.2
Components
ss3.2.1
ss3.2.2
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.
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.
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.
Compare the responsibilities of citizens or individuals in
local communities and organizations (e.g., Scouts,
organized sports, and clubs).
Determine the purpose and role of local government.
Explain governing structures and the rights and
responsibilities of citizens within them (e.g., legal system,
branches of local government, and governing documents
in a given local community).
Interpret the significance of the basic local (Casper and
Natrona County) political processes (e.g., voting, elections,
laws and law enforcement).
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.
Identify early groups of people before Casper and Natrona
County was settled and how they met their basic needs
including but not limited to Paleo-Indians, missionaries,
explorers, mountain men, fur trappers, pioneers, settlers,
prospectors, soldiers.
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.
Back to Table of Contents
Standard
Reference
SS5.2.1
SS5.1.1
SS5.4.4
SS5.1.5
SS5.1.1
SS5.1.4
SS5.1.5
SS5.1.2
Standard
Reference
SS5.2.1
SS5.3.1
SS5.5.3
SS5.3.1
SS5.5.2
Page 19 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss3.2.3
ss3.2.4
ss3.2.5
ss3.2.6
Outcome
ss3.3
ss3.3.1
Components
ss3.3.2
ss3.3.3
ss3.3.4
ss3.3.5
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).
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).
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. Use mental
mapping to visualize the placement of the trails along
natural landmarks and resources.
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).
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.
Identify the difference between primary and secondary
resources to help choose reliable and valid resources to
complete research.
Sequence significant contributions and people that led up
to the founding of Casper/Natrona County (e.g., American
Indians, Platte Bridge Station, Caspar Collins, Mormon
Ferry, John Richard [Reshaw], Reshaw Bridge, Guinard
Bridge).
Identify important groups and people to Casper and
Natrona County and their impact on the settlement of the
area (e.g., sheepherders, cattle ranchers, business owners,
government officials, and railroad workers).
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).
Identify and describe how tools and technology made
Back to Table of Contents
SS5.5.2
SS5.5.3
SS5.2.2
SS5.4.1
SS5.5.3
SS5.4.1
SS5.5.1
SS5.5.3
SS5.5.2
SS5.5.3
SS5.5.4
Standard
Reference
SS5.4.5
SS5.6.2
SS5.6.4
SS5.2.3
SS5.2.1
SS5.2.3
SS5.4.1
SS5.4.4
SS5.5.3
SS5.2.3
SS5.6.1
SS5.6.3
SS5.3.3
Page 20 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
lives easier and influenced change in Casper and Natrona
County (e.g., telegraph to telephone; horse-drawn wagon
to railroad to car; dams).
Outcome
ss3.4
ss3.4.1
Components
ss3.4.2
ss3.4.3
ss3.4.4
ss3.4.5
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.
Identify economic concepts (e.g., supply, demand, price,
trade, role and effect of money, boom and bust).
Identify man-made and natural resources in Casper and
Natrona County (e.g., oil, minerals, fauna, kitty litter, and
makeup).
Discuss the production and distribution of goods and how
they impact Casper and Natrona County (e.g., exports and
imports).
Investigate energy exploration and production in Casper
and Natrona County and how it changes the economy.
Identify the validity of various media resources to
describe the natural resources that are harvested in
Casper and Natrona County (e.g., wind, mining, electricity
production, natural gas, and oil).
Back to Table of Contents
SS5.4.1
SS5.4.2
Standard
Reference
SS5.3.2
SS5.3.4
SS5.3.1
SS5.3.2
SS5.3.3
SS5.5.2
SS5.3.1
SS5.3.3
SS5.3.3
SS5.6.1
SS5.6.2
Page 21 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
4th Grade
Purpose
Statement:
Outcome
ss4.1
ss4.1.1
ss4.1.2
ss4.1.3
Components
ss4.1.4
ss4.1.5
ss4.1.6
ss4.1.7
ss4.1.8
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.
Students will analyze Plains Indian life and culture before
European influence so they can determine how basic
needs were met, how they governed themselves, and how
tensions developed between Plains Indian tribes.
Identify Plains Indian tribes that lived in Wyoming
territory (e.g., Arapahoe, Shoshones, Lakota, Cheyenne,
and Blackfoot).
Use map skills and mental mapping to identify and label
where Plains Indian tribes were located within the state of
Wyoming.
Using digital tools to research, design, and present
information about the Plains Indian nomadic lifestyle in
relation to the buffalo and Plains environment (e.g.,
homes, food source, nomadic, and climate).
Summarize how the horse changed Plains Indian life (e.g.,
homes, trading, travel, and hunting techniques).
Describe Plains Indian tribal roles and how tribes were
governed.
Identify and describe the tensions between Plains tribes.
Analyze expressions of cultures, such as creation stories,
folktales, and legends of Plains Indian tribes to examine
how different tribes explained natural phenomena (e.g.,
Devil’s Tower, geysers, nature, and stars). Explain how
these expressions influenced people.
Summarize how Plains Indian basic needs were met prior
to European influence.
Back to Table of Contents
Standard
Reference
SS5.2.1
SS5.2.3
SS5.5.1
SS5.3.1
SS5.4.5
SS5.5.4
SS5.6.3
SS5.4.1
SS5.4.2
SS5.2.1
SS5.2.4
SS5.2.2
SS5.2.1
SS5.3.1
SS5.4.1
SS5.4.2
SS5.5.4
Page 22 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Outcome
ss4.2
ss4.2.1
Components
ss4.2.2
ss4.2.3
ss4.2.4
ss4.2.5
Outcome
ss4.3
ss4.3.1
Components
ss4.3.2
ss4.3.3
ss4.3.4
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).
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).
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).
Identify the reason for and describe typical rendezvous
activities (e.g., interaction, social event, and trade).
Determine how supply and demand ended the mountain
man’s way of life (e.g., changing fashion trends and overhunting).
Discuss the tensions between American Indian groups,
Europeans, and the Mountain Men.
Students will assess Pioneer family roles and contrast
them with family roles today. Students will determine
whether the Pioneers’ basic needs were met by their
westward migration and describe the impact this
movement had across various cultural groups.
Use various media to discover why the Wyoming region
was critical for westward migration (e.g., South Pass and
Continental Divide).
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).
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) and how these
contributed to personal identity
Identify the importance of significant Emigrant trail
landmarks in the state of Wyoming (e.g., Independence
Rock, Martin’s Cove, Split Rock, South Pass, and North
Platte River).
Back to Table of Contents
Standard
Reference
SS5.2.3
SS5.2.4
SS5.4.5
SS5.5.1
SS5.6.1
SS5.3.1
SS5.3.2
SS5.2.1
SS5.3.1
SS5.3.2
SS5.3.2
SS5.2.4
Standard
Reference
SS5.5.3
SS5.5.4
SS5.6.1
SS5.5.1
SS5.5.2
SS5.5.3
SS5.5.4
SS5.2.1
SS5.3.1
SS5.5.3
SS5.5.3
SS5.5.4
Page 23 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss4.3.5
ss4.3.6
ss4.3.7
ss4.3.8
Outcome
ss4.4
ss4.4.1
ss4.4.2
ss4.4.3
Components
ss4.4.4
ss4.4.5
ss4.4.6
ss4.4.7
ss4.4.8
Describe how Pioneer tools and technology made life
easier (e.g., travel, clothing, games, toys, and odometer).
Use primary and secondary sources to summarize the
central themes in Pioneer family roles and
responsibilities. Contrast them with students’ lives today.
Investigate why tension among cultures initiated a need
to convert trading posts along the trails into military forts
(e.g., Fort Laramie and Fort Caspar).
Justify and defend whether the Pioneers’ basic needs were
met by their westward migration.
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,
and travel.
Determine the motivation and purpose behind the
building of the Transcontinental Railroad (e.g.,
communication, travel, and linking coast-to-coast).
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).
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).
Evaluate the tension between different cultural groups
(e.g., Irish, Chinese, and American Indians).
Determine how, where, and why railroad towns were
formed in Wyoming (e.g., southern portion and
Cheyenne).
Identify and describe how train technology affected travel
on the Emigrant trails.
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
like the guitar). Explain how these expressions influenced
people.
Differentiate between the Pony Express, telegraph, and
Transcontinental Railroad as forms of communication and
analyze how these evolved over time (e.g., telegraph,
Back to Table of Contents
SS5.4.2
SS5.2.1
SS5.4.4
SS5.4.5
SS5.6.4
SS5.2.4
SS5.3.1
SS5.5.4
Standard
Reference
SS5.3.1
SS5.3.3
SS5.3.2
SS5.6.1
SS5.2.3
SS5.2.4
SS5.4.1
SS5.3.3
SS5.4.1
SS5.4.2
SS5.2.1
SS5.2.2
SS5.4.1
SS5.4.2
Page 24 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
telephone, and cell phone).
Outcome
ss4.5
ss4.5.1
ss4.5.2
ss4.5.3
Components
ss4.5.4
ss4.5.5
ss4.5.6
ss4.5.7
Students will examine state cultural groups, significant
historical figures, the timeline of Wyoming statehood,
state firsts, state symbols, the structure of Wyoming
counties, and current events in the state.
Investigate local and state American Indian groups in
Wyoming and the creation of the Wind River Reservation.
Identify significant outlaws and lawmen in Wyoming
history and the purpose for the territorial prison system
(e.g., Butch Cassidy, Rawlins prison, and Wyoming
Territorial Prison).
Discuss when Wyoming became a territory, when it
became a state, and how women played a significant role
in achieving statehood.
Discuss Wyoming statehood and the structure of
Wyoming counties (i.e., county names).
Identify important Wyoming firsts, state symbols, and
motto. Including but not limited to:
•Nellie Tayloe Ross: 1st Woman Gov.
•Ester Hobart Morris: 1st Justice of Peace
•Yellowstone: 1st National Park
•Devil’s Tower: 1st National Monument
•State symbols: seal, flag, tree, etc.
•motto: “Equal Rights”
Select current events and distinguish between reliable
and unreliable sources to compare and contrast the
Wyoming economy from statehood to present.
Explain the roles and effect of money, banking, savings,
and budgeting in personal life and society.
Back to Table of Contents
Standard
Reference
SS5.2.2
SS5.2.3
SS5.1.4
SS5.4.1
SS5.5.1
SS5.5.3
SS5.5.1
SS5.5.3
SS5.4.3
SS5.6.2
SS5.3.4
Page 25 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
5th Grade
Purpose
Statement:
Outcome
ss5.1
ss5.1.1
Components
ss5.1.2
ss5.1.3
ss5.1.4
ss5.1.5
Outcome
ss5.2
Components
ss5.2.1
ss5.2.2
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.
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.
Locate and name, through the use of various media, the
seven major continents and five oceans to explain how
geography contributes to exploration.
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.
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.
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.
Compare and contrast navigational tools and technology
used by early explorers to those used today (e.g., star
maps compared to GPS).
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.
Identify the locations and describe the origins of Roanoke
and Jamestown.
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.
Back to Table of Contents
Standard
Reference
SS5.5.1
SS5.5.2
SS5.6.1
SS5.4.1
SS5.5.1
SS5.5.3
SS5.3.2
SS5.4.4
SS5.5.3
SS5.6.3
SS5.3.2
SS5.5.1
SS5.5.2
SS5.3.3
SS5.4.2
Standard
Reference
SS5.5.3
SS5.4.2
SS5.4.4
SS5.4.5
Page 26 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss5.2.3
ss5.2.4
ss5.2.5
ss5.2.6
Outcome
ss5.3
ss5.3.1
ss5.3.2
Components
ss5.3.3
ss5.3.4
ss5.3.5
ss5.3.6
ss5.3.7
Summarize a form of self-government used by the
colonies (i.e., Mayflower Compact).
Examine the reasons why different colonies were
established including but not limited to:
•religious freedom (e.g., Quakers and Puritans)
•economic motivation (e.g., social class and more
land)
•geographic location (e.g., resource availability)
Investigate the contributions of American Indian tribes to
the English colonists’ success (e.g., Squanto and the First
Thanksgiving).
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.
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.
Explain how the costs to England of the French and Indian
War created a need for taxation of the colonists.
Investigate the types of taxes levied on colonists and laws
created to manage the colonists including but not limited
to the Stamp Act, Tea Act, Quartering Act, and Intolerable
Acts.
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.
Examine the Declaration of Independence as the outcome
of the First and Second Continental Congress.
Identify the contributions of the key figures that played a
role in the Revolutionary War including but not limited to
King George, George Washington, Thomas Jefferson, Ben
Franklin, John Hancock, and Phyllis Wheatley.
Use maps to identify the locations and significance of
major battles of the Revolutionary War including but not
limited to the Battle of Lexington and Concord, Battle of
Trenton, and the Battle of Yorktown.
Discuss the outcome of the Revolutionary War and how it
established United States independence from England.
Back to Table of Contents
SS5.1.3
SS5.2.2
SS5.2.4
SS5.3.1
SS5.2.1
SS5.2.4
SS5.4.1
SS5.3.2
SS5.5.1
SS5.5.2
Standard
Reference
SS5.2.4
SS5.1.3
SS5.2.4
SS5.4.1
SS5.1.3
SS5.2.4
SS5.4.1
SS5.1.3
SS5.4.4
SS5.4.4
SS5.1.3
SS5.5.1
SS5.5.2
SS5.1.3
Page 27 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Outcome
ss5.4
ss5.4.1
ss5.4.2
Components
ss5.4.3
ss5.4.4
ss5.4.5
ss5.4.6
Outcome
ss5.5
ss5.5.1
Components
ss5.5.2
ss5.5.3
ss5.5.4
Students will determine the importance of the
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.
Identify and explain the three components of the
Constitution (i.e., Preamble, Articles, and Amendments)
Interpret protections granted to United States citizens
under the first ten amendments (i.e., the Bill of Rights)
including but not limited to freedom of speech, freedom of
religion, and freedom of the press.
List and explain the three branches of our National and
State Government (i.e., Executive, Judicial, and
Legislative).
Classify the powers held by each branch of government
and demonstrate the system of checks and balances
between the three branches.
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).
Debate current events (e.g., gun control, immigration
reform, elections, and internet privacy) using valid
primary and secondary sources that relate to our
Constitution.
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.
Identify the major regions that comprise the United States
(e.g., West, Southwest, Great Plains, Midwest, South, and
Northeast).
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.
Explain how physical features impact different regions
and how these features help us generalize and compare
areas within the nation.
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.
Back to Table of Contents
Standard
Reference
SS5.1.3
SS5.1.4
SS5.1.1
SS5.1.4
SS5.1.4
SS5.1.5
SS5.1.4
SS5.1.5
SS5.1.1
SS5.1.2
SS5.4.3
SS5.6.2
SS5.6.4
Standard
Reference
SS5.5.1
SS5.5.2
SS5.5.1
SS5.5.2
SS5.3.1
SS5.3.3
SS5.5.3
Page 28 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
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.
Back to Table of Contents
SS5.3.1
SS5.3.2
SS5.3.3
SS5.3.4
Page 29 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
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.
WY Social Studies teachers are responsible for the Reading and Writing ELA Standards for
Literacy in History/Social Studies. Please see appendix.
Outcome
ss6.1
ss6.1.1
Components
ss6.1.2
ss6.1.3
ss6.1.4
Outcome
ss6.2
ss6.2.1
Components
ss6.2.2
ss6.2.3
ss6.2.4
ss6.2.5
Outcome
ss6.3
ss6.3.1
Students will explain the importance of Geography using
the Five Themes of Geography and relate the themes to
the world around them.
Identify the discipline of geography and examine its
importance.
Define and identify the Five Themes of Geography.
Create a visual representation of the concepts of
continent, country, state, county, city, and their
interconnectedness.
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.
Students will apply fundamental geographical skills and
knowledge to analyze physical and political maps.
Identify parts of a map (e.g., title, legend or key, scale,
compass rose, directional indicator, grid).
Compare and contrast physical and political maps.
Identify, locate, and label the seven continents and the five
oceans, and explain how they illustrate the importance of
relative location.
Identify on a map the major lines of latitude and longitude
(i.e., Prime Meridian, Equator, the Tropic of Cancer and
Tropic of Capricorn).
Use latitude and longitude to find and give absolute
location.
Students will analyze physical geography to explain how it
affects cultural geography.
Define and identify major landforms (e.g., plateau,
Back to Table of Contents
Standard
Reference
SS8.5.1
SS8.5.3
SS8.5.4
SS8.5.1
SS8.5.1
SS8.5.2
SS8.5.3
SS8.5.4
Standard
Reference
SS8.5.1
SS8.5.1
SS8.5.1
SS8.5.1
SS8.5.1
Standard
Reference
SS8.5.1
Page 30 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss6.3.2
ss6.3.3
ss6.3.4
ss6.3.5
ss6.3.6
ss6.3.7
Outcome
ss6.4
Components
ss6.4.1
ss6.4.2
ss6.4.3
ss6.4.4
Outcome
ss6.5
Components
ss6.5.1
ss6.5.2
ss6.5.3
archipelago, cape, plain, and peninsula) and bodies of
water (e.g., tributary, gulf, bay, and strait).
Identify climate zones.
Predict how climate zones affect population distribution.
Identify what cultural geography is and examine its
importance.
Define culture and list the parts of a culture (e.g., beliefs,
customs, language, food, clothing, homes, movement,
government, and economy).
Discuss how population and population density are
affected by physical location and culture.
Identify basic economic concepts (e.g., supply, demand,
production, exchange, consumption, labor, wages, and
profits) as it relates to cultural geography.
Students will create a visual representation of the physical
features and political boundaries of North America.
Identify and label on a map physical features of North
America (e.g., Rocky Mountains, Mississippi River,
Missouri River, Rio Grande River, St. Lawrence River,
Appalachian Mountains, Great Lakes, Gulf of Mexico, Great
Plains, Hudson Bay, and Oceans).
Identify and label on a map the states, territories, and
capitals of the United States.
Identify and label on a map the provinces, territories, and
capitals of Canada.
Create a visual representation of the important political
boundaries and physical features of North America.
Students will examine how resources affected the
movement and cultures of early people (i.e., American
Indians, explorers, and settlers) throughout North
America.
Determine how and why early people migrated to the
Americas (e.g., coastal migration, Beringia land bridge,
and multiple migrations).
Compare and contrast the cultures of the early American
Indians of North America, including but not limited to
Northwest, Far North, Southwest, Plains, and Eastern
Woodlands.
Explain how the environment determined the tools,
technologies, and resources of early people.
Back to Table of Contents
SS8.5.4
SS8.5.3
SS8.2.1
SS8.2.2
SS8.5.3
SS8.5.4
SS8.3.1
Standard
Reference
SS8.5.1
SS8.5.1
SS8.5.1
SS8.5.1
Standard
Reference
SS8.4.1
SS8.5.2
SS8.2.1
SS8.2.3
SS8.4.2
SS8.4.2
Page 31 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss6.5.4
ss6.5.5
ss6.5.6
Outcome
ss6.6
Components
ss6.6.1
ss6.6.2
ss6.6.3
ss6.6.4
ss6.6.5
Outcome
ss6.7
Components
ss6.7.1
ss6.7.2
ss6.7.3
Determine the causes and effects of North American
exploration, including but not limited to how this affected
American Indian cultures.
Explain how resources affected the development of early
settlements in North America. (e.g., New France’s
resources were fur, fish, and freedom of religion).
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.
Students will analyze and summarize the development of
cultural geography as it relates to the physical geography
of modern North America, and analyze the way the people
of North America react to current events.
Using maps, charts, graphs, and tables explain how
climate and landforms affect the lives of the people in
North America to illustrate population distribution and
resources.
Explain the correlation between key historical events and
the cultural development of North America.
Compare and contrast the government systems of Canada
and the United States.
Compare and contrast the economic systems between
Canada and the United States.
Analyze the way the people of North America react to
current events.
Students will create a visual representation of the physical
features and political boundaries of Latin America and the
Caribbean.
Identify and label on a map physical features of Latin
America and the Caribbean (e.g., Amazon River, Andes
Mountains, Chihuahuan Desert, Pampas, Amazon
Rainforest, Yucatan Peninsula, and the Panama Canal)
Identify and label on a map countries and capitals of Latin
America and the Caribbean.
Create a visual representation of the important political
boundaries and physical features of Latin America and the
Caribbean.
Back to Table of Contents
SS8.2.3
SS8.4.1
SS8.4.4
SS8.5.3
SS8.4.5
SS8.6.4
Standard
Reference
SS8.6.1
SS8.3.2
SS8.5.3
SS8.4.1
SS8.2.2
SS8.1.6
SS8.3.2
SS8.4.3
Standard
Reference
SS8.5.1
SS8.5.1
SS8.5.1
Page 32 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Outcome
ss6.8
ss6.8.1
Components
ss6.8.2
ss6.8.3
ss6.8.4
Outcome
ss6.9
ss6.9.1
Components
ss6.9.2
ss6.9.3
ss6.9.4
ss6.9.5
Students will examine the development of early Latin
American and Caribbean cultures.
Compare and contrast the cultures of the early people of
Latin America and the Caribbean (e.g., Maya, Aztec, and
Inca).
Explain how the early people modified their environment
to meet their needs (e.g., terraces, chinampas, draining
lakes, and irrigation).
Summarize the Columbian Exchange and analyze its
impact on the culture of Latin America, Caribbean, and the
world.
Determine causes and effects of European exploration and
settlement in Latin America and the Caribbean (e.g.,
explain the impact on the cultures of early people,
including but not limited to missions, early people as
slaves, and the encomienda system).
Students will analyze and summarize the development of
cultural geography as it relates to the physical geography
of modern Latin America and the Caribbean, and analyze
the way the people of Latin America react to current
events.
Using maps, charts, graphs, and tables explain how
climate and landforms affect the lives of the people in
Latin America and the Caribbean to illustrate population
distribution and resources.
Explain the correlation between historical events and the
cultural development of Latin America and the Caribbean,
including but not limited to the cultural influence of early
people, Spanish influence, revolutions, and wars.
Analyze the government systems of Latin America and the
Caribbean and examine what life is like for a citizen of that
country.
Compare and contrast the economic systems of Latin
America and the Caribbean.
Analyze the way the people of Latin America and the
Caribbean react to current events.
Back to Table of Contents
Standard
Reference
SS8.2.1
SS8.4.2
SS8.5.4
SS8.3.2
SS8.4.1
SS8.4.1
SS8.4.4
Standard
Reference
SS8.6.1
SS8.5.3
SS8.3.2
SS8.2.2
SS8.4.1
SS8.1.6
SS.8.3.2
SS8.4.3
Page 33 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
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.
WY Social Studies teachers are responsible for the Reading and Writing ELA Standards for
Literacy in History/Social Studies. Please see appendix.
Outcome
ss7.1
ss7.1.1
Components
ss7.1.2
ss7.1.3
ss7.1.4
Outcome
ss7.2
ss7.2.1
ss7.2.2
ss7.2.3
Components
ss7.2.4
ss7.2.5
ss7.2.6
ss7.2.7
Students will apply fundamental geographic skills and
knowledge to analyze physical, political, and thematic
maps.
Identify and locate hemispheres, continents, oceans,
countries, cities, and bodies of water of the world.
Compare and contrast the different types of maps,
including political, physical, and thematic maps, and their
uses to understand the world.
Identify latitude and longitude, absolute location, and time
zones.
Compare and contrast the climate of different latitudes
(i.e., high, middle, and low).
Students will analyze the ways in which government,
economics, and culture affect the world.
Identify and examine the elements of culture (e.g., daily
habits, customs, language, religion, food, and dress).
Identify the major world religions including but not
limited to Buddhism, Christianity, Hinduism, Islam, and
Judaism.
Describe the effects of climate and latitude on human
culture.
Identify the various types of world governments.
Compare and contrast different forms of government and
the government's effect on its people within each type
(e.g., possible connections and comparisons to United
States).
Identify the various types of economic systems and
compare and contrast developed and developing
countries.
Distinguish the relationship between economic systems
and governmental systems (e.g., democracy and free
market economies, dictatorships and command
economies).
Back to Table of Contents
Standard
Reference
SS8.5.1
SS8.5.1
SS8.5.1
SS8.5.1
Standard
Reference
SS8.2.1
SS8.2.2
SS8.5.2
SS8.5.3
SS8.1.6
SS8.1.6
SS8.3.2
SS8.3.4
SS8.3.2
SS8.3.4
Page 34 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Outcome
ss7.3
ss7.3.1
Components
ss7.3.2
ss7.3.3
ss7.3.4
ss7.3.5
ss7.3.6
Outcome
ss7.4
ss7.4.1
ss7.4.2
Components
ss7.4.3
ss7.4.4
ss7.4.5
ss7.4.6
Outcome
ss7.5
ss7.51
Students will examine how various events, people,
cultures, and economics have shaped modern day Europe
and Russia.
Identify the physical features and political boundaries of
Europe and Russia.
Examine the past and present influence (e.g.,
contributions and impacts) of Europe and Russia on the
world.
Examine key events in Europe and Russia’s history that
shaped the region today.
Examine the influence of key people on various world
events and movements.
Identify the relationship between physical geography and
European and Russian cultures.
Compare and contrast regional economic differences
within Europe and Russia using charts, graphs, and tables.
Students will examine how various events, people,
cultures, and economics have shaped the modern day
Middle East.
Identify the physical features and political boundaries of
the Middle East.
Examine the past and present influence (e.g.,
contributions and impacts) of Middle Eastern cultures on
the world.
Examine key people and events in Middle Eastern history
that shaped the region today.
Identify natural resources in the region and examine the
effects on world prices (e.g., water, oil, OPEC, Suez Canal).
Compare and contrast the major religions present in the
Middle East including Christianity, Islam, and Judaism.
Examine the influence of religion on Middle Eastern
culture and government structures.
Students will examine how various events, people,
cultures, and economics have shaped modern day SubSaharan Africa.
Identify the physical features and political boundaries of
Africa.
Back to Table of Contents
Standard
Reference
SS8.5.1
SS8.4.1
SS8.4.4
SS8.4.1
SS8.4.4
SS8.5.3
SS8.4.3
SS8.5.3
SS8.5.2
SS8.5.3
SS8.3.2
SS8.6.1
Standard
Reference
SS8.5.1
SS8.4.1
SS8.4.2
SS8.4.4
SS8.4.3
SS8.4.4
SS8.5.3
SS8.5.1
SS8.3.1
SS8.3.2
SS8.2.1
SS8.2.2
SS8.1.6
SS8.2.1
SS8.2.2
Standard
Reference
SS8.5.1
Page 35 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss7.5.2
ss7.5.3
ss7.5.4
ss7.5.5
Outcome
ss7.6
ss7.6.1
Components
ss7.6.2
ss7.6.3
ss7.6.4
ss7.6.5
Components
Outcome
ss7.7
ss7.7.1
ss7.7.2
ss7.7.3
Identify natural resources (e.g., diamonds, gold, and oil)
and examine conflict associated with them (e.g., the effects
of poaching and deforestation).
Examine the influence of European colonization on Africa
and the present day consequences (e.g., civil war).
Use and evaluate multiple sources of information in
diverse formats and media in order to examine the
cultural development of African nations.
Examine different groups and significant people (i.e.,
leaders of change) in Africa and their contributions to the
region and the world.
Students will examine how various events, people,
cultures, and economics have shaped East, South, and
Southeast Asia.
Identify the physical and political features of East, South,
and Southeast Asia.
Compare and contrast the cultural aspects of the different
groups who reside in East, South and Southeast Asia (e.g.,
religions, diet, customs, and government systems).
Analyze the environmental impact of industrialization in
East, South, and Southeast Asia.
Examine the interrelationships between industrialization
and global trade (e.g., outsourcing and goods made
overseas).
Identify historical technological contributions of East,
South and Southeast Asia to the world (e.g., gunpowder,
porcelain, paper, and nautical)
Students will examine how various events, people,
cultures, and economics have shaped Oceania.
Identify the physical features and political boundaries of
Oceania including but not limited to the Great Barrier
Reef.
Examine the cultural influences of Europeans and early
people on Oceania.
Examine the impact of humans on the environment of
Oceania (e.g., deforestation, decline of the coral
population in the Great Barrier Reef).
Back to Table of Contents
SS8.4.2
SS8.5.4
SS8.5.2
SS8.2.4
SS8.4.4
SS8.4.3
SS8.2.2
SS8.6.1
SS8.2.1
SS8.2.2
SS8.4.4
Standard
Reference
SS8.5.1
SS8.2.1
SS8.2.2
SS8.5.4
SS8.3.1
SS8.4.1
SS8.4.2
SS8.5.4
Standard
Reference
SS8.5.1
SS8.4.1
SS8.2.2
SS8.5.3
SS8.5.4
Page 36 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
8th Grade
Purpose
Statement:
Students will analyze the origins and development of the United States
from the Colonial Period through the Civil War to explain the
foundations of modern America.
WY Social Studies teachers are responsible for the Reading and Writing ELA Standards for
Literacy in History/Social Studies. Please see appendix.
Outcome
ss8.1
ss8.1.1
ss8.1.2
Components
ss8.1.3
ss8.1.4
ss8.1.5
ss8.1.6
Outcome
ss8.2
Components
ss8.2.1
ss8.2.2
ss8.2.3
Students will analyze how the Thirteen Original Colonies
evolved from early European settlements to high
functioning autonomous colonies.
Compare and contrast the reasons why different groups
colonized America.
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 three distinct regions.
Describe the development of the New England, Middle,
and Southern colonies’ economies and how they were
connected to world trade, evaluating the strengths and
weaknesses of each.
Evaluate how the colonies were governed locally and their
political connection to Great Britain.
Analyze the interactions between colonists and American
Indian nations in the region and their impact on each
other.
Compare and contrast the cultural characteristics of each
region (e.g., daily life, religion, cultural background, art,
music, and literature).
Students will analyze the conflict between the American
colonies and Great Britain and how the conflict led to
American revolution and independence.
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.
Analyze how the distance between Great Britain and the
colonies led the colonists to develop a feeling of
separation and independence from Great Britain.
Analyze 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
Back to Table of Contents
Standard
Reference
SS8.3.2
SS8.3.5
SS8.4.1
SS8.4.4
SS8.5.1
SS8.5.3
SS8.3.2
SS8.3.5
SS8.4.2
SS8.1.3
SS8.1.6
SS8.2.4
SS8.4.4
SS8.2.1
SS8.2.2
SS8.2.3
Standard
Reference
SS8.3.1
SS8.3.2
SS8.5.3
SS8.1.3
SS8.4.1
Page 37 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss8.2.4
ss8.2.5
Outcome
ss8.3
ss8.3.1
ss8.3.2
Components
ss8.3.3
ss8.3.4
ss8.3.5
ss8.3.6
ss8.3.7
ss8.3.8
Outcome
ss8.4
Components
ss8.4.1
ss8.4.2
Britain.
Analyze the reasons that the colonies separated using
primary documents including but not limited to the
Declaration of Independence, and compare to other points
of view.
Analyze the turning points in the war that led to an
American victory.
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.
Analyze the strengths and weaknesses of the Articles of
Confederation and examine what contributed to its
failure.
Analyze how the Constitution, including the development
of a federal system, was a product of compromises
between many different interests.
Examine the United States Constitution to define the
structure (i.e., legislative, executive, judicial branches) and
the system of separation of powers (i.e., checks and
balances) in the federal government.
Examine why the Bill of Rights was added to the
Constitution and determine what rights are included in
these and subsequent amendments.
Explain the rights, duties, and responsibilities of a United
States citizen and how to participate in the political
process.
Compare the structure of the Wyoming Constitution to the
United States Constitution and define the separate powers
of a state government in a federal system.
Distinguish the difference between the civil and criminal
legal systems in the United States.
Use digital tools to research, design, and present a social
studies concept related to the broad outcomes of this unit.
Students will analyze the expansion and development of
the United States from the early republic to its expansion
to the western coast.
Use and create maps to model the territorial growth of the
United States between 1789 and 1853, including
migrations along the major trails.
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
Back to Table of Contents
SS8.4.5
SS8.6.1
SS8.6.2
SS8.6.4
SS8.4.1
Standard
Reference
SS8.1.3
SS8.1.3
SS8.1.1
SS8.1.2
SS8.1.5
SS8.1.1
SS8.1.3
SS8.1.5
SS8.1.1
SS8.1.2
SS8.1.3
SS8.1.5
SS8.1.4
SS8.6.3
Standard
Reference
SS8.5.1
SS8.1.3
SS8.4.1
Page 38 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss8.4.3
ss8.4.4
ss8.4.5
ss8.4.6
ss8.4.7
ss8.4.8
Outcome
ss8.5
ss8.5.1
Components
ss8.5.2
ss8.5.3
ss8.5.4
Manifest Destiny.
Analyze how the United States established itself on the
world stage through early foreign policy and conflicts,
including the War of 1812.
Examine how the displacement of American Indian
nations, including the Trail of Tears, allowed for western
expansion and settlement encouraged by the Homestead
Act of 1862 and other government policies. Analyze the
resultant tensions.
Determine factors that led to the settlement,
independence, and annexation of Texas.
Analyze how new technologies and modes of
transportation had an impact on western expansion (e.g.,
steel plow and steam power).
Determine factors that led to the Mexican-American War
and the acquisition of Mexican territory.
Analyze the motivation for and impact of the mass
migrations to Oregon, California, and Utah in the 1840s
and 50s.
Students will analyze the events leading up to the
secession of the Southern states to determine causes of
the American Civil War.
Analyze attempts by the United States government to ease
tensions regarding slavery between the North and South,
including the Three-Fifths Compromise, the Missouri
Compromise, the Compromise of 1850, the KansasNebraska Act, the Dred Scott Decision, and popular
sovereignty.
Describe the daily life of slaves under the plantation
system and how their African background and status as
property contributed to a distinct culture.
Evaluate the cultural and economic differences between
the agrarian South versus the industrial North (i.e.,
sectionalism) and how these impacted views on slavery.
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.
Back to Table of Contents
SS8.4.1
SS8.2.4
SS8.4.4
SS8.5.3
SS8.4.1
SS8.4.4
SS8.5.3
SS8.4.2
SS8.5.4
SS8.4.1
SS8.4.4
SS8.3.1
SS8.3.5
SS8.4.1
SS8.5.3
Standard
Reference
SS8.1.3
SS8.4.1
SS8.4.4
SS8.4.5
SS8.2.1
SS8.2.3
SS8.2.1
SS8.2.3
SS8.2.4
SS8.3.3
SS8.3.5
SS8.2.2
SS8.4.1
Page 39 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss8.5.5
Outcome
ss8.6
ss8.6.1
ss8.6.2
Components
ss8.6.3
ss8.6.4
ss8.6.5
ss8.6.6
ss8.6.7
ss8.6.8
Analyze the Presidential Election of 1860 and how it led to
Southern secession.
Students will analyze how the events of the Civil War
began a transformation of the United States.
Using primary source documents, analyze various
declarations made by the seceding states that justified
their actions, including the slavery versus states’ rights
argument.
Describe how the political organization of the United
States changed as a result of the Southern secession (i.e.,
the Union and the Confederacy).
Use maps or other representations to locate the major
decisive events of the Civil War.
Analyze the advantages and disadvantages the Union and
Confederacy each faced in going to war and how these
affected the progress and outcome.
Analyze the technology and technological advances
associated with the Civil War, and why it might be termed
“the first modern war.”
Examine and explain the importance and impact of the
Gettysburg Address and the Emancipation Proclamation.
Describe the creation and role of black regiments in the
Union Army.
Describe and explain the major figures and turning points
of the war that led to an ultimate Union victory.
Back to Table of Contents
SS8.2.4
SS8.4.1
Standard
Reference
SS8.4.1
SS8.4.5
SS8.6.1
SS8.6.2
SS8.4.1
SS8.4.4
SS8.5.1
SS8.5.1
SS8.4.2
SS8.4.4
SS8.4.2
SS8.4.1
SS8.4.5
SS8.2.4
SS8.4.1
Page 40 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
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
Reconstruction through World War II with further study of Wyoming
history and government.
WY Social Studies teachers are responsible for the Reading and Writing ELA Standards for
Literacy in History/Social Studies. Please see appendix.
For additional support regarding outcome and component content please see appendix.
Outcome
ss9.1
ss9.1.1
ss9.1.2
Components
ss9.1.3
ss9.1.4
ss9.1.5
ss9.1.6
Students will analyze the political, social, cultural and
economic impact that the United States experienced
during the Reconstruction era in order to explain its
impact on civil rights and the power of the United States
Constitution.
Analyze the role and impact the Radical Republican
agenda had on legislation and the South’s social and
political responses to those changes (e.g., Reconstruction
amendments, white “redeemer” governments,
gerrymandering, black codes, poll taxes, literacy tests,
grandfather clause, and the rise of the Ku Klux Klan).
Identify the impeachment process, then compare the
constitutional and political reasons Andrew Johnson was
impeached.
Compare and contrast African-American identity before
and after the Civil War in order to determine changes in
their political, social, and economic status.
Describe the changes in the South’s economy in order to
explain the impact it had on the cycle of poverty (e.g.,
sharecropping, debt peonage, carpetbaggers, and
scalawags).
Determine the events, including the Compromise of 1877
and Plessy v. Ferguson that brought an end to
Reconstruction, and the impact these events had on the
birth of modern America.
Evaluate and integrate accurate, sufficient, and relevant
information from primary and secondary sources related
to one of the above topics to support writing.
Back to Table of Contents
Standard
Reference
SS12.1.3
SS12.2.4
SS12.4.4
SS12.1.3
SS12.1.5
SS12.4.1
SS12.1.1
SS12.2.1
SS12.3.1
SS12.3.2
SS12.4.4
SS12.2.4
SS12.4.1
SS12.6.4
Page 41 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Outcome
ss9.2
ss9.2.1
ss9.2.2
ss9.2.3
Components
ss9.2.4
ss9.2.5
ss9.2.6
ss9.2.7
Outcome
ss9.3
Components
ss9.3.1
ss9.3.2
ss9.3.3
ss9.3.4
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.
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.
Determine how Manifest Destiny influenced various
groups including but not limited to ranchers, farmers,
miners, and immigrants, and the effects these groups had
on settling Wyoming and the West.
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.
Determine the causes and effects of the Plains Indian
Wars in order to evaluate the impact they had on
Wyoming and the West.
Compare and contrast the basic structure of the United
States Constitution to the Wyoming Constitution.
Identify key characteristics unique to the Wyoming
Constitution, including but not limited to water rights (i.e.,
Article 8), mining (i.e., Article 9), and tribal rights (i.e.,
Article 21). Evaluate how these characteristics shaped
Wyoming government.
Evaluate and integrate accurate, sufficient, and relevant
information related to one of the above topics from
primary and secondary sources to support writing. Using
primary and secondary sources apply historical research
methods to interpret and evaluate important historical
events from multiple perspectives.
Students will identify inventions and business practices
that revolutionized the United States during the Second
Industrial Revolution in order to demonstrate their
impact on modern United States economy and society.
Identify key inventions of the Second Industrial
Revolution and determine their impact on transportation,
communication, and the birth of a modern United States.
Identify key principles of capitalism and the rise of big
business and analyze the impact on society.
Identify the role big business played in creating
corporations, monopolies, and trusts.
Explain the effects of industrialization and analyze the
impact they had on working conditions, the rise of unions
Back to Table of Contents
Standard
Reference
SS12.2.3
SS12.2.4
SS12.3.2
SS12.2.3
SS12.4.4
SS12.2.1
SS12.2.4
SS12.4.1
SS12.1.3
SS12.1.5
SS12.1.3
SS12.1.5
SS12.6.4
SS12.4.5
Standard
Reference
SS12.4.1
SS12.4.2
SS12.3.1
SS12.3.2
SS12.3.2
SS12.4.1
SS12.4.4
Page 42 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss9.3.5
Outcome
ss9.4
ss9.4.1
Components
ss9.4.2
ss9.4.3
ss9.4.4
ss9.4.5
Outcome
ss9.5
ss9.5.1
Components
ss9.5.2
ss9.5.3
ss9.5.4
and the tactics used to advance their cause.
Evaluate and integrate accurate, sufficient, and relevant
information related to one of the above topics from
primary and secondary sources to support writing.
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.
Identify push and pull factors that brought immigrants to
the United States during the Gilded Age and compare
these factors to today.
Analyze the cultural influences of immigrants and
determine the impact of immigration on American society
during the Gilded Age.
Show how the growth of cities led to the hazards and
dangers that developed during the Gilded Age.
Identify political machines during the Gilded Age and
examine policy reforms.
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.
Students will investigate various Progressive issues
created by industrialism, capitalism, immigration,
urbanization, and political corruption to show the impact
on modern United States society.
Investigate 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.
Investigate the Progressive’s responses to corruption in
business, including but not limited to the Sherman
Antitrust Act and the Pure Food and Drug Act, to
determine how business practices have been impacted
today.
Investigate the Progressive’s responses to environmental
concerns, including but not limited to conservation and
national parks, to determine impacts to modern United
States society.
Investigate the Progressive’s amendments and their
impact on modern United States society.
Back to Table of Contents
SS12.6.4
Standard
Reference
SS12.2.1
SS12.4.1
SS12.4.3
SS12.2.2
SS12.2.4
SS12.5.3
SS12.1.3
SS12.4.4
SS12.6.2
Standard
Reference
SS12.2.1
SS12.4.1
SS12.4.4
SS12.1.2
SS12.4.1
SS12.4.4
SS12.2.1
SS12.4.1
SS12.5.4
SS12.1.1
SS12.1.2
Page 43 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss9.5.5
ss9.5.6
Outcome
ss9.6
ss9.6.1
Components
ss9.6.2
ss9.6.3
ss9.6.4
Outcome
ss9.7
Components
ss9.7.1
ss9.7.2
ss9.7.3
Investigate the Progressive’s response to minority
concerns championed by leaders including but not limited
to W.E.B. Du Bois, Booker T. Washington, Ida B. Wells,
Susette La Flesche, and Sarah Winnemucca, and their
impact on modern United States society.
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).
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.
Define imperialism and global expansion and explain the
evolution of the United States becoming a world power.
List the economic factors that led to United States
imperialism and global expansion to determine their
impact on modern United States society and the world.
Define Anglo-Saxonism and explain how the United States
justified imperialism and expansion into world territories.
Compare and contrast various Progressive presidential
policies (e.g., the Spanish-American War and building the
Panama Canal) related to imperialism and global
expansion.
Students will distinguish the causes and effects of World
War I to examine the lasting impacts of American
involvement in global conflicts.
List and explain the four main causes and the spark of
World War I.
Identify and locate on a map the Allies and Central Powers
involved in World War I.
Evaluate how the development of new technologies and
strategies revolutionized modern warfare and impacted
Europe.
Back to Table of Contents
SS12.4.1
SS12.2.1
SS12.4.1
SS12.4.4
SS12.6.1
SS12.6.3
Standard
Reference
SS12.4.1
SS12.4.4
SS12.5.1
SS12.2.4
SS12.3.5
SS12.4.1
SS12.4.4
SS12.2.1
SS12.2.4
SS12.4.4
SS12.1.3
SS12.2.4
Standard
Reference
SS12.4.1
SS12.4.4
SS12.5.1
SS12.4.2
SS12.5.3
Page 44 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss9.7.4
ss9.7.5
ss9.7.6
ss9.7.7
Outcome
ss9.8
ss9.8.1
ss9.8.2
Components
ss9.8.3
ss9.8.4
ss9.8.5
ss9.8.6
ss9.8.7
Investigate key factors that brought the United States into
World War I and led to the quick mobilization of the
United States
Analyze certain rights and freedoms affected by the
United States involvement in World War I, including but
not limited to the Alien and Sedition Act and the
Espionage Act.
Distinguish between short and long term effects of World
War I, including but not limited to the Treaty of Versailles
and its impact on future global events.
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.
Students will distinguish the defining characteristics of
post-war culture and politics of the Roaring Twenties and
Dirty Thirties to analyze the impact it had on a new
modern United States society.
Evaluate the policies of Presidents Warren G. Harding and
Calvin Coolidge and how they led to economic growth and
consumerism.
Evaluate the cultural changes that occurred on a mass
scale and describe the social impact mass culture had on
the modern American public.
Describe how the passage of the 18th Amendment led to
organized crime.
Examine the literary, artistic, and intellectual aspects of
the Harlem Renaissance and the impact they had on
developing a new African-American cultural identity.
Determine the causes and impacts of the Great Depression
and distinguish the functions of the stock market in
relationship to basic economic principles.
Compare and contrast Herbert Hoover and Franklin D.
Roosevelt’s policies in dealing with the Great Depression.
Investigate the hardships of the Dirty Thirties and explain
the impact they had on society.
Back to Table of Contents
SS12.4.1
SS12.4.4
SS12.1.1
SS12.1.2
SS12.4.1
SSSS12.5.4
SS12.4.5
SS12.6.1
SS12.6.2
Standard
Reference
SS12.3.3
SS12.3.4
SS12.2.1
SS12.2.2
SS12.4.1
SS12.2.1
SS12.4.4
SS12.2.2
SS12.3.4
SS12.4.1
SS12.3.4
SS12.3.5
SS12.4.1
SS12.2.1
SS12.4.1
SS12.4.2
Page 45 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Outcome
ss9.9
ss9.9.1
ss9.9.2
Components
ss9.9.3
ss9.9.4
ss9.9.5
ss9.9.6
Students will examine the causes of World War II to
determine the lasting impacts on American and global
society.
Identify political ideologies present in Europe and Japan
in order to investigate the causes of WWII.
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 reaction to the plight
of people trying to escape Europe.
Examine the intervention versus isolationism debate to
determine the causes that led to the United States
entering WWII.
Define the key wartime technologies and tactics used
during WWII and evaluate the impact they had on specific
battles.
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.
Examine the domestic and global social, political, and
economic impacts of WWII (i.e., Japanese internment and
the ramifications of nuclear war).
Back to Table of Contents
Standard
Reference
SS12.1.6
SS12.4.4
SS12.4.1
SS12.4.4
SS12.4.2
SS12.5.1
SS12.5.3
SS12.1.1
SS12.4.4
SS12.1.3
SS12.4.1
SS12.5.4
Page 46 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
10th Grade
Purpose
Statement:
Students will examine the domestic and foreign conflicts and 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.
WY Social Studies teachers are responsible for the Reading and Writing ELA Standards for
Literacy in History/Social Studies. Please see appendix.
For additional support regarding outcome and component content please see appendix.
Outcome
ss10.1
ss10.1.1
Components
ss10.1.2
ss10.1.3
ss10.1.4
ss10.1.5
Outcome
ss10.2
Components
ss10.2.1
ss10.2.2
ss10.2.3
Students will evaluate the global significance and legacy of
the early Cold War (1945-1965) on the 20th Century.
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.
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.
Examine the development and consequences of nuclear
technology to assess their respective risks and rewards.
Analyze various global conflicts and policies of the Cold
War between 1945 and 1965 to examine their global
scope and impact.
Assess the extent to which the reasoning and evidence in a
text related to one of the above topics supports the
author’s claim.
Students will evaluate the domestic significance and
legacy of the early Cold War (1945-1965) on the 20th
Century.
Evaluate post WWII economic changes to explain their
impact on the society of the United States.
Evaluate post WWII social changes to explain their impact
on American culture.
Explain the paranoia and hysteria surrounding
communism and the resulting effects on civil liberties to
Back to Table of Contents
Standard
Reference
SS12.4.4
SS12.5.1
SS12.5.2
SS12.1.6
SS12.3.2
SS12.3.5
SS12.4.2
SS12.4.3
SS12.5.4
SS12.2.1
SS12.4.1
SS12.4.4
SS12.6.2
Standard
Reference
SS12.3.1
SS12.3.2
SS12.3.3
SS12.3.4
SS12.5.2
SS12.5.3
SS12.2.1
SS12.2.2
SS12.1.1
SS12.1.2
Page 47 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss10.2.4
ss10.2.5
Outcome
ss10.3
ss10.3.1
Components
ss10.3.2
ss10.3.3
ss10.3.4
Outcome
ss10.4
ss10.4.1
Components
ss10.4.2
ss10.4.3
ss10.4.4
analyze similar situations in current society.
Identify domestic legislative agendas to evaluate their
impact on modern American society.
Evaluate and integrate accurate, sufficient, and relevant
information from primary and secondary sources to
support writing related to one of the above topics.
Students will appraise the methods and consequences of
the domestic social movements that demonstrate the
struggle for equality for all American citizens.
Analyze the historical context and the contributing factors
that sparked the Civil Rights Movement to deduce their
significance.
Describe the various philosophies and tactics of the Civil
Rights and Social Movements to evaluate their
comparative effectiveness.
Identify the significant legislation and court decisions
including but not limited to Brown versus Board of
Education, Miranda versus Arizona, Tinker versus Des
Moines ISD, and Gideon versus Wainwright spurred by
these social equality movements to evaluate their
continuing impact on American society.
Analyze, evaluate, and/or synthesize multiple sources of
information related to one of the above topics in diverse
formats and media to address a question or solve a
problem.
Students will examine the foreign and domestic impacts of
the Vietnam War Era (1965-1975).
Identify the justifications the United States used for
involvement in Southeast Asia.
Describe the nature of the war in Vietnam and explain
how the American people became divided with the
direction of the war and its conclusion.
Analyze the domestic unpopularity of the war to examine
the war’s controversial conclusion.
Examine the legacy of the Vietnam War Era and the rise of
Back to Table of Contents
SS12.4.3
SS12.3.4
SS12.4.1
SS12.6.4
Standard
Reference
SS12.1.1
SS12.1.3
SS12.2.1
SS12.2.4
SS12.4.1
SS12.4.4
SS12.1.2
SS12.1.4
SS12.2.2
SS12.4.2
SS12.1.3
SS12.1.4
SS12.4.1
SS12.4.4
SS12.6.1
Standard
Reference
SS12.4.1
SS12.4.4
SS12.5.1
SS12.4.1
SS12.4.2
SS12.4.3
SS12.1.1
SS12.1.2
SS12.2.2
SS12.3.3
SS12.1.3
Page 48 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
the counterculture to identify its contributions to presentday society.
ss10.4.5
ss10.4.6
ss10.4.7
ss10.4.8
Outcome
ss10.5
ss10.5.1
Components
ss10.5.2
ss10.5.3
ss10.5.4
Outcome
ss10.6
Components
ss10.6.1
ss10.6.2
Examine the impact of the Great Society programs of
President Johnson on modern society.
Examine the impact of the checks and balances related to
the War Powers Act, Pentagon Papers, and Watergate
scandal on American politics.
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.
Use digital tools to research, design, and present social
studies concepts.
Students will analyze how the end of the Cold War Era
affected the United States on domestic and foreign fronts
(1975-1991).
Identify the world leaders, policies, and events that led to
a thaw in Cold War relations from the Nixon
Administration to the Carter Administration.
Identify the world leaders, policies, and events that led to
a thaw in Cold War relations from the Reagan
Administration to the George H.W. Bush (Sr.)
Administration.
Examine the social, environmental, and economic changes
in this era.
Analyze the factors that led to the collapse of Communism
in Europe and the Soviet Union.
Students will analyze America’s foreign and domestic
policies of the post-Cold War Era to examine the causes of
current conflicts and situations (post-1991).
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.
Examine the events of 9/11 to explain the factors that led
to the “War on Terrorism,” War in Iraq, and War in
Afghanistan.
Back to Table of Contents
SS12.1.5
SS12.4.1
SS12.4.2
SS12.5.4
SS12.2.1
SS12.4.1
SS12.1.5
SS12.4.1
SS12.4.3
SS12.4.5
SS12.6.3
Standard
Reference
SS12.1.3
SS12.3.4
SS12.2.1
SS12.3.2
SS12.4.1
SS12.4.2
SS12.1.1
SS12.1.4
SS12.4.4
SS12.5.4
SS12.2.1
SS12.3.2
SS12.4.1
SS12.4.2
Standard
Reference
SS12.4.1
SS12.5.1
SS12.1.1
SS12.1.4
SS12.2.2
Page 49 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss10.6.3
Investigate the technological changes of this era to
determine their impact on the contemporary economy.
Back to Table of Contents
SS12.2.4
SS12.4.2
SS12.4.4
SS12.3.3
SS12.4.2
SS12.4.3
Page 50 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
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.
WY Social Studies teachers are responsible for the Reading and Writing ELA Standards for
Literacy in History/Social Studies. Please see appendix.
Outcome
ss11.1
ss11.1.1
ss11.1.2
Components
ss11.1.3
ss11.1.4
ss11.1.5
ss11.1.6
ss11.1.7
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, Ancient Greek,
and Ancient Roman Civilizations.
Define and identify the key characteristics of civilization
and the impact of geography on their development.
Identify different forms of government that developed in
the ancient world (e.g., monarchy, theocracy, and
democracy).
Compare the governments of Ancient Greece and Rome
and explain how they contributed to the development of
United States government systems (e.g., democracy and
republic).
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.
Show the development of culture through written
language in the ancient world (e.g., cuneiform,
hieroglyphics, and calligraphy).
Analyze and evaluate how art and technology of the
ancient world influenced and shaped the modern world
(e.g., wheel, plow, sail, aqueduct, and column).
Examine and differentiate between the religious beliefs
and philosophies of the ancient world (e.g., monotheism,
polytheism, Judaism, Hinduism, Buddhism and
Confucianism).
Back to Table of Contents
Standard
Reference
SS12.2.2
SS12.5.1
SS12.5.2
SS12.5.4
SS12.1.6
SS12.1.6
SS12.3.1
SS12.3.2
SS12.3.3
SS12.3.5
SS12.2.2
SS12.5.3
SS12.2.1
SS12.4.2
SS12.5.3
SS12.2.2
SS12.4.4
Page 51 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Outcome
ss11.2
ss11.2.1
Components
ss11.2.2
ss11.2.3
ss11.2.4
Outcome
ss11.3
ss11.3.1
Components
ss11.3.2
ss11.3.3
Outcome
ss11.4
Components
ss11.4.1
ss11.4.2
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.
Explain the origins and structure of European feudal
society and analyze how it impacted all aspects of feudal
life (e.g., manorialism).
Examine the history, rise, and influence of Christianity and
Islam (e.g., ecclesiastical authority).
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).
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.
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.
Identify origins of the Renaissance in Europe (e.g.,
patronage, Italian trade, and the rise of universities).
Determine how literature, the arts, and religion changed
during the Renaissance (e.g., printing press, perspective,
humanism, and political philosophy).
Identify and analyze the origins and ideas of the
Reformation and the Catholic response (e.g., ideas of
Luther, Calvin, and the Counter-Reformation).
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.
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).
Explain the origins of global economic systems (e.g.,
mercantilism, Triangular Trade, joint stock companies,
Back to Table of Contents
Standard
Reference
SS12.2.1
SS12.3.2
SS12.4.1
SS12.2.2
SS12.4.4
SS12.2.4
SS12.3.2
SS12.4.4
SS12.5.3
SS12.2.1
SS12.3.1
SS12.4.4
SS12.5.3
Standard
Reference
SS12.4.1
SS12.4.4
SS12.2.2
SS12.3.1
SS12.4.2
SS12.4.4
SS12.4.1
SS12.4.4
SS12.4.5
Standard
Reference
SS12.2.1
SS12.2.2
SS12.3.1
SS12.4.4
SS12.5.4
SS12.3.5
SS12.4.4
Page 52 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
and capitalism).
Outcome
ss11.5
ss11.5.1
Components
ss11.5.2
ss11.5.3
Outcome
ss11.6
ss11.6.1
Components
ss11.6.2
ss11.6.3
ss11.6.4
Outcome
ss11.7
ss11.7.1
ss11.7.2
Students will analyze the Age of Reason (Enlightenment
and Scientific Revolution) and how it infused Western
Civilization with a new vision of science, politics, and
philosophy.
Identify the political and economic beliefs and theories of
the Enlightenment philosophers (e.g., Locke, Montesquieu,
Voltaire, Smith, and Hobbes).
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).
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).
Students will analyze the causes and consequences of the
French Revolution.
Define the term revolution and examine the challenge to
absolute monarchy that led to the French Revolution (e.g.,
divine right and Old Regime).
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).
Explain the rise and collapse of political movements
during the French Revolution and their impact on France
(e.g., Estates General, Bastille, Robespierre, and Reign of
Terror).
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).
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.
Examine the origins of the Agricultural Revolution and
Industrial Revolution in England.
Differentiate between the tools and technology of the First
(e.g., steam power and textiles) and Second (e.g.,
electricity and durable goods) Industrial Revolutions and
Back to Table of Contents
SS12.5.4
Standard
Reference
SS12.1.3
SS12.3.5
SS12.6.2
SS12.1.1
SS12.1.3
SS12.4.1
SS12.4.4
SS12.4.1
SS12.4.2
Standard
Reference
SS12.2.1
SS12.3.2
SS12.4.1
SS12.4.4
SS12.3.2
SS12.4.1
SS12.4.4
SS12.4.1
SS12.3.4
SS12.4.1
SS12.4.4
Standard
Reference
SS12.4.1
SS12.4.1
SS12.4.2
Page 53 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
ss11.7.3
Outcome
ss11.8
Components
ss11.8.1
ss11.8.2
Outcome
ss11.9
ss11.9.1
Components
ss11.9.2
ss11.9.3
ss11.9.4
their influence on the world.
Analyze the rise of new political, social, and economic
impacts of the Industrial Revolution (e.g., capitalism,
socialism, communism, urbanization, and expansion of the
middle class).
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, digital tools).
Interpret and evaluate important historical events within
Asia, Oceania, and/or Africa before the Age of Imperialism
using primary and secondary sources.
Using digital tools, utilize primary and secondary source
materials to generate research projects related to Asia,
Oceania, and/or Africa before the Age of Imperialism.
Students will analyze the motives, methods,
consequences, and role of Western imperialism on the
continents of Asia, Oceania, and Africa through the 21st
Century.
Identify factors, advantages, and motives that led Western
nations to colonize Africa, Oceania, and Asia (e.g.,
religious, economic, and political).
Categorize forms of imperialistic control Western powers
used in the management of their colonies (e.g., direct
colonies, indirect colonies, and mandates).
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).
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 WWII to the
present).
Back to Table of Contents
SS12.1.6
SS12.3.1
SS12.3.2
SS12.4.1
Standard
Reference
SS12.4.5
SS12.6.1
SS12.6.3
SS12.6.4
Standard
Reference
SS12.3.2
SS12.4.2
SS12.4.4
SS12.5.2
SS12.1.6
SS12.2.4
SS12.2.4
SS12.3.3
SS12.4.1
SS12.4.4
SS12.5.2
SS12.2.1
SS12.2.4
SS12.3.3
SS12.4.1
SS12.4.3
Page 54 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Long-Range Plan 2015-2016
Reviewed & Revised Annually
SUBJECTS
ELA
14/15 15/16
C
Health
C
PE
Social Studies
16/17
17/18
VC
A/R
VA
C
VC
A/R
VA
VC
A/R
VA
VC
C
Fine & Performing Arts
C
Foreign Language
Career & Vocational Education
Science
Math
KEY
A/R
VC
C
C
VC, VA
VA
VA
A/R
18/19
19/20
C
VA
A/R
VA
C
VC
A/R
A/R
21/22
C
VC
VC
20/21
VA
C
C
VA
VC
A/R
22/23 23/24 24/25 25/26 26/27
VC
VC
VC
C
A/R
A/R
A/R
C
VC
VA
VA
VA
VC
C
A/R
VA
C
VC
A/R
VA
VC
VA
C
C
C=DEVELOPMENT OF CURRICULUM
DOCUMENTS
VC=IMPLEMENTATION & VALIDATION
OF NEW CURRICULUM
A=DEVELOPMENT OF ASSESSMENTS
R=RESOURCE SELECTION
VA=IMPLEMENTATION &
VALIDATION OF ASSESSMENTS
Finalized April 8, 2016
Back to Table of Contents
A/R
Page 55 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
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.
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Page 56 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Pacing Guide
NCSD Standards-Based Terminology
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.
Back to Table of Contents
Page 57 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Key:
NCSD Standards-Based Terminology
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.
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Page 58 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
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.
Back to Table of Contents
Page 59 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
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
patriotic
map
symbols
needs & wants
interpretive key
birds-eye view
traditions
family
current event
globe
rules
patriotic
map
symbols
needs & wants
interpretive key
culture
goods & services
independence
liberty
cardinal directions
Back to Table of Contents
rules and laws
patriotism
community
symbols
needs & wants
interpretive key
culture
digital map
rural
neighborhood
community helpers
technology
geography
physical
characteristics
compass rose
universal symbols
economics
production
environment
U.S. holidays
local events
traditions
culture
economy
community
county
culture
economy
nomadic
county
impact
mental mapping
landmark
natural resources
manmade resources
primary resource
secondary resource
tool
Natrona county
production
distribution
buffalo jump
reservation
boom & bust cycle
tension
responsibilities
citizen
organizations
local
state
National
election
technology
emigrant
physical features
rendezvous
mountain men
supply & demand
migration
emigrant
immigrant
transcontinental
Union Pacific Railroad
telegraph
territory
continents
patriots & loyalists
explorer
navigate &
navigation
revolution
harbor
oceans
Constitution
bill and law
National
Congress
democracy
election
Federal
justices
Bill of Rights
state capitol
voting
president
amendments
veto
Page 60 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
Social Studies Grades 9-10 Additional Support
The following are suggested content that could be included in a particular outcome and component.
GRADE OUTCOME COMPONENT
SUGGESTED CONTENT
9
9
9
1
2
2
2
1
3
9
3
1
9
9
9
9
9
9
9
9
9
9
9
9
10
10
2
3
3
4
5
6
7
7
8
8
9
9
1
1
Back to Table of Contents
4
3
4
4
4
4
1
3
4
7
3
6
1
2
Tenure of Office Act
Rock Springs Massacre, Chinese Exclusion Act, Pacific Railway Act
Ella Watson, Jim Averell, Wyoming Stock Growers Association, Nick Ray, & Nate Champion
Sand Creek Massacre, Ft. Laramie Treaty of 1851 and 1868, Red Cloud’s War, Battle of the Little
Bighorn, Flight of the Nez Perce, Wounded Knee
Telephone, electricity, Bessemer Process, assembly line, internal combustion engine, oil
derrick, refrigerated rail car.
Carnegie, Rockefeller, Vanderbilt, & J.P Morgan.
Knights of Labor, ALF, Homestead Strike, Pullman Strike
Boss Tweed, Assassination of Garfield, Civil Service Reforms
16th-21st amendments
Policies by William McKinley, Theodore Roosevelt, William Taft, and Woodrow Wilson as
policies that justified; big stick diplomacy, Taft’s dollar diplomacy, Roosevelt corollary to
Monroe Doctrine.
Militarism, imperialism, nationalism, entangling military alliances. Spark-Assassination of
Archduke Franz Ferdinand
Propaganda, rationing, and the draft.; unrestricted submarine warfare, Zimmerman telegram
Langston Hughes, Cotton Club
The Okies, Arkies, photography, Hoovervilles, Dust Bowl, riding the rails, breadlines and soup
kitchens
Invasion of Poland/Blitzkrieg, Radar & the Battle of Britain, D-Day and amphibious landing,
Pearl Harbor (sabotage, surprise attack), and island hopping
Korematsu, Truman’s decision to drop the A-Bomb on Hiroshima/Nagasaki
Yalta, Potsdam, Hiroshima/Nagasaki, the Marshall Plan, Iron Curtain, Truman Doctrine,
NATO/Warsaw, Berlin currency crisis/blockade/airlift, Soviet nuclear acquisition, Truman
“losing” China
[Ideologies] capitalism, socialism, communism, fascism; [Types of economies] market economy,
mixed economy, command/centrally planned economy; [Types of government]
monarchy/dictatorship/authoritarian/totalitarian, democracy (direct,
representative/republic); Which sorts of economies tend to occur with which sorts of
governments?
Page 61 of 67, Draft April 2016
Natrona County School District #1 Draft Social Studies Curriculum
10
1
3
10
2
1
10
10
10
10
1
2
2
2
4
2
3
4
10
3
1
10
3
2
10
3
3
10
4
2
10
4
3
10
4
4
10
4
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1
A-bomb, thermonuclear H-bomb, ICBMs, SLBMs, Mutually Assured Destruction [MAD], nuclear
deterrence, Bikini Atoll, Arms Race, nuclear power, nuclear disasters
Iron Curtain countries, the Truman Doctrine, Korean War, Bay of Pigs, Cuban Missile Crisis, U2,
containment policy, nuclear deterrence, Mutually Assured Destruction, domino theory, SALT I,
Nuclear Test Ban, SANE
Wartime economy, Marshall Plan, consumerism, GI Bill, Baby Boom,
Levittown/suburbanization, White Migration, Interstate System
Mass Media, Rise of American Teenager, sexual revolution, rock n’ roll, suburbia, drive-in, TV,
fashion
Second Red Scare, McCarthyism, Hollywood 10, HUAC, Alger Hiss, espionage, Rosenberg Trial,
McCarran Act
New Deal, military-industrial complex, New Frontier, Federal Highway Act, Federal Housing
Act, New Look, Flexible Response, Great Society, Reaganomics
Lynching, Jim Crow segregation, early civil rights, Great Migration/urbanization,
redlining/blockbusting, Federal Highway Act, Federal Housing Act, faith, Supreme Court
decisions of the Warren Court, armed forces integration, media context, Emmett Till,
Montgomery bus boycott, Brown vs. Board
Civil disobedience, non-violence, boycotts, sit-ins, black nationalism, Black separatism,
American Indian Movement, Black Panthers, Nation of Islam/Black Muslims,
Malcolm X
Civil vs Criminal legal systems (pre-teach); Civil Rights Acts, Voting Rights Act, Brown vs.
Board/Brown II, Little Rock 9, forced integration/bussing/white flight, Affirmative Action,
Loving vs. VA
French Indochina/Vietminh independence war, Geneva Accords, Dein Bein Phu, Gulf of Tonkin
Resolution, policy of containment, domino theory, Ho Chi Minh, Ngo Dinh Diem
NVA, Ia Drang Valley, Vietcong, guerilla warfare, search-and-destroy, Operation Rolling
Thunder, Operation Linebacker (Cambodia, Laos), Vietnamization , Ho Chi Minh Trail, My Lai
Massacre, Tet Offensive, Agent Orange, napalm, institution of the draft, media coverage, protest
music
“New Left,” Free Speech Movement, draft card burning, Woodstock, counterculture, Nixon’s
War on Drugs, demonstrations, 1968 DNC Chicago, Dr. King, Kent State, Fall of Saigon,
Operation Frequent Wind, POW’s / MIA’s, Pentagon Papers, Paris Peace Talks, hawks/doves,
invasion of Cambodia and Laos, mistreatment of Vietnam Veterans, Agent Orange’s legacy,
Tinker vs. Des Moines, draft dodging
War Powers Act, Life-Flight (helicopters), awareness of PTSD, Veteran benefits, Wounded
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Warriors, influence of media, embedded journalism/censorship of body bags/images of war
America’s boycott of 1980 Olympics, Kruschev and Nixon Kitchen Debates, Nixon opens China,
detente, SALT I, Star Wars (ballistic missile defense), OPEC embargo, Iran hostage
crisis/Iranian student revolution
Reagan Doctrine, Soviet invasion of Afghanistan, deficit spending, nuclear arms race
intensification, ballistic missile defense (Star Wars), fall of Berlin Wall, Perestroika, Glasnost,
coup against Mikhail Gorbachev, Helsinki Accords, Boris Yeltsin, defense deficit spending,
Reaganomics
Defense deficit spending, Women’s lib/ERA/Title IX, ADA/disability/inclusion, United Farm
Workers grape boycott & Cesar Chavez, ERA, Love Canal, Superfund, Clean Air/Water Acts,
outsourcing/downsizing, Reaganomics, Three Mile Island/Earth Day, Silent Spring/Rachel
Carson, Nuclear Freeze Movement, Anti-Apartheid, energy crisis
Balkan Wars, Somalia, Sudan, Indonesia, Darfur, Rwandan genocide, apartheid in South Africa,
rise of religious extremism, Ayatollah Khomeni, Hezbollah, Hamas, Al Qaeda, Taliban, 1996
Anti-Terrorism and Effective Death Penalty Act and “secret evidence” (citizens/non-citizens,
4th, 5th, 6th, 8th amendments), AUMF War on Terror, Patriot Act, Operation Enduring
Freedom, Global War on Terror, Patriot Act, Guantanamo Bay
Shi’ia vs Sunni extremism (Wahabbism, Mahdiism, Hezbollah, Hamas), Israel-Palestinian
context, Osama Bin Ladin, Al Qaeda, Taliban, rise of religious extremism, Ayatollah Khomeni,
Hezbollah, Hamas, Syrian Civil War, Iraq and Afghanistan Wars
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Natrona County School District #1 Draft Social Studies Curriculum
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Natrona County School District #1 Draft Social Studies Curriculum
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Natrona County School District #1 Draft Social Studies Curriculum
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Natrona County School District #1 Draft Social Studies Curriculum
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Page 67 of 67, Draft April 2016