Havre Public
Schools
Social Studies
Curriculum
As Approved
May 2010
INTRODUCTION
The materials in this document are the product of a curriculum development effort of representatives from all grade
levels of Social Studies teachers in the Havre Public Schools system. These materials were designed to assist
administrators and teachers in the district in the K-12 Social Studies program. These materials provide a philosophical
foundation and a curricular framework based on learner outcomes for each grade and level around which a meaningful
and effective student skill can be developed in the area of Social Studies.
The document is organized in several major sections:
District Vision and Committee Mission Statements
This section defines the nature of Social Studies and describes its relationship to society, the learner, and the school
curriculum.
Student Learner Goals
The Student Learner Goals are intended to define the essential content for the components of the Social Studies
curriculum at the various grades and levels. The Student Learner Goals are general statements that characterize the
Adirection@ of instruction in each specific area. The Student Performance Indicators are more specific student skills
and behaviors for which meaningful assessment can be built around to determine student performance levels.
Technology Strand
This section is a reprint of the work done by the district Technology Planning Committee. It is intended to serve as a
resource for the classroom teacher when it comes to implementing the use of technology into the delivery of all
curricular areas. Use of technology should improve learning and the Technology Goals listed in this section are
designed to aid teachers in development of that goal.
Resource Guide
The Resource Guide is a listing of materials that have been purchased to support the delivery of the Social Studies
curriculum and are to be considered to be the Acore materials@ that all HPS Social Studies teachers should have in their
classrooms. Some teachers may add to this list as a part of their room collection, but additional materials cannot be
used to replace the materials listed under this tab.
Materials Evaluation
Sample material evaluation forms are included in this section used in the textbook and materials selection processes.
One final note regarding our curriculum development process and the design and format of this document. The district
is committed to curriculum development as an ongoing process. These materials are viewed as dynamic rather than
static. That is to say that it is understood that updates and additions to this document will be necessary and these
changes will be a result of this ongoing process.
Andrew Carlson
Interim Superintendent
PHILOSOPHY OF SOCIAL STUDIES
Social Studies education is essential to the development of the students'
understanding of past, present, and future. It is the key to enable our students to
become effective citizens in a global community.
The philosophy of the Havre Public Schools states that students will study
history and geography at every level, starting in Kindergarten. They must have
opportunities to explore diverse cultures, be exposed to multiple points of view,
examine historical issues, and internalize the geography of the United States and
the world. The Social Studies program will correlate historical developments with
current problems, giving relevancy to both. The program will develop and expand
the concept of human understanding and the pluralistic perspective. The
differences of race, ethnicity, religion, gender, and culture, need to be viewed as
essential, healthy and desirable qualities of a democratic lifestyle.
Social Studies education is the primary means by which we can instill
democratic beliefs, and responsible citizenship in the students. The qualities of
citizenship require students to be able to analyze problems and political issues,
and to derive solutions that are appropriate to the private and public welfare. The
teaching of Social Studies provides the means by which students will process
information, based on the knowledge of the world, its history and geography, to
solve the problems of their world in the 21st century.
DISTRICT SOCIAL STUDIES CURRICULUM
DEVELOPMENT COMMITTEE
ELEMENTARY
Kindergarten Lisa Passon
First Sarah Collins
Second Cheree Bekker
Third Jane Leinwand
Fourth Shaunda Ross
Fifth Dick Fuzesy
HAVRE MIDDLE SCHOOL
Wayne Bolken, HMS Social Studies Dept. Chair
HAVRE HIGH SCHOOL
Jim Magera, HHS Social Studies Dept. Chair
Board Member
Brian Barrows, Administrator
Karla Geda, Administrator
Dustin Kraske, Administrator
Jerry Vandersloot, Administrator
Andy Carlson, Interim Superintendent
ACCESS STRATEGIES FOR THE HISTORY-SOCIAL
SCIENCE CURRICULUM
Enriching History through Literature
The history - social science curriculum is enlivened and made more
accessible to students at all grade levels by enriching the exciting
narrative of history through literature.
Connecting History with other Learnings
Students develop greater understanding and are given opportunities to
connect history with other learning across the curriculum when they
examine historical periods and events in depth.
Connecting History to Personal Experiences
Students interact personally with the content information, when the major
learning in the history - social science curriculum are connected to the
students' own interests, experiences, and prior learning.
Adapting to Different Learning Styles
Teachers are able to engage students in the history - social science
curriculum by using a variety of teaching strategies and print and
non-print materials that address different learning styles.
Integrating Social Participation Skills in the Curriculum
Students develop abilities that are useful in their lives when educators
integrate appropriate social participation, thinking, and study skills in the
history - social science curriculum.
Linking Students to their Communities
The curriculum fosters social participation and understanding of civic and
democratic values by linking students to their schools and communities.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 6
Kindergarten
Student Learner Goals
CONCEPT:
K.01
1.
2.
K.02
1.
2.
3.
K.03
1.
2.
3.
K.04
1.
2.
K.05
1.
K.06
1.
2.
LEARNING TO WORK NOW AND LONG AGO
LEARNING TO WORK TOGETHER - Students will use skills in self-management and working with others.
Students will begin to manage self through problem solving and critical thinking, when working alone or with
others.
Students will begin to share and consider the rights of others.
WORKING TOGETHER: EXPLORING, CREATING AND COMMUNICATING - Students will build a sense of
identity through understanding their relationship to family, friends and school.
Students will identify self by giving personal information (name, birthday, phone number, address, etc.)
Students will explore and discuss their immediate world (school, home and neighborhood.)
Students will develop an awareness of roles of people in our school and community.
ECONOMICS - Students will develop an awareness of goods and services provided in a community.
Students will become aware of the role of money in everyday life.
Students will become aware of goods and services provided in the community.
Students will explore the role of community workers: firemen, police officers, postal carriers, librarian, doctor,
nurse, veterinarian, mayor.
REACHING OUT TO TIMES PAST - Students will develop a beginning sense of the history of the United
States.
Students will begin to develop an awareness of national holidays: Labor Day, Columbus Day, Veteran’s Day,
Thanksgiving Day, Martin Luther King Jr.’s Birthday, President’s Day, Earth Day, Memorial Day,
Independence Day.
Students will begin to develop an awareness of famous people connected to national holidays: Christopher
Columbus, Martin Luther King Jr., Abraham Lincoln, George Washington, and current President.
CULTURAL AWARENESS
Students will develop an awareness of American Indian Cultures, with focus on Montana Reservations.
GEOGRAPHY
Students will develop an awareness of maps and globes.
Students will develop an awareness of the concept of a city within a state (Havre, Montana).
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 7
Grade 1
Student Learner Goals
CONCEPT:
1.01
A SENSE OF PLACE
CITIZENSHIP - Students will develop a civic responsibility.
1.
2.
3.
4.
5.
1.02
Students will be aware of the need for civility, respect for diversity and the rights of others.
Students will be aware of factors that cause conflict.
Students will be aware of factors that contribute to cooperation among individual and groups. (e.g. playground
issues, misunderstandings, listening skills, taking turns).
Students will be held accountable for or responsible for helping to keep the school and grounds orderly.
Students will understand the function of various personnel within the school.
GEOGRAPHY - Students will develop an awareness of geography.
1.
2.
3.
1.03
Students will be introduced to the purpose of maps and globes.
Students will understand the city within a state.
Students will develop an awareness of the state within the United States.
CULTURAL AWARENESS - Students will develop an awareness of cultural diversity.
1.
2.
1.04
Students will explore different North American cultures. (Native Americans, Hispanics, Hutterites)
Students will compare and contrast cultural diversity.
NATIONAL HOLIDAYS - Students will begin to develop a sense of the significance of national holidays.
1.
1.05
Students will identify national holidays,dates,and famous people connected to them.(Labor Day, Columbus
Day, Veteran’s Day, Thanksgiving Day, Martin Luther King’s Birthday, Abraham Lincoln’s Birthday, George
Washington’s Birthday, Memorial Day, Independence Day, and Earth Day, Amerigo Vespucci, Rosa Parks,
Betsy Ross, current president etc.).
ECONOMICS - Students will be exposed to economics.
2.
3.
4.
Students will begin to understand the role of money, banking and savings in everyday life.
Students will identify people who supply our needs and wants.
Students will distinguish between goods and services.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 8
Grade 2
Student Learner Goals
CONCEPT:
2.01
GEOGRAPHY - Students will continue to develop an awareness of the geography in the community, state,
country, and world.
1.
2.
2.02
Students will study people of varying cultures (through videos, literature, community members, etc.).
Students will compare/contrast regional American Indian cultures (houses, occupations, clothing, etc.).
NATIONAL HOLIDAYS - Students will gain an understanding of national holidays.
1.
2.05
Students will recognize a variety of family structures.
Students will compare family traditions.
Students will construct a personal time line.
PEOPLE FROM MANY CULTURES - Students will develop an awareness of many cultures.
1.
2.
2.04
Students will gain an understanding of maps, air photos, and globes.
Students will acquire beginning knowledge of a continent, island, ocean, lake, river, border, pole, equator,
capital, compass, state, country, symbol, directions and key.
FAMILY HISTORY - Students will develop a beginning sense of family structure and history.
1.
2.
3.
2.03
CHILDREN IN THEIR COMMUNITIES
Students will explore the significance of the nation’s holidays: Labor Day, Columbus Day, Veteran’s
Day, Thanksgiving Day, Martin Luther King Jr.’s Birthday, Abraham Lincoln’s Birthday, George
Washington’s Birthday, Earth Day, Arbor Day, Memorial Day, and Independence Day.
ECONOMICS – Students will acquire beginning knowledge of basic economic principles.
1.
2.
3.
Students will further their understanding of the role of money in everyday life.
Students will give examples of needs and wants; scarcity and choice (e.g., budgeting of allowance,
trading cards).
Students will identify how economic decisions (e.g., deciding what to buy, what to recycle, how much to
contribute to people in need) effect the lives of people in Montana, the United States and in the world.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 9
Grade 3
Student Leaner Goals
CONCEPT:
3.01
GEOGRAPHY - Students will gain a beginning awareness of geographic terms by using appropriate
geographic resources, including technology.
1.
2.
3.
4.
3.02
Students will develop an awareness of scale and distance.
Students will demonstrate map globe skills by using geographic vocabulary such as direction, location,
compass rose, key, symbol, and border.
Students will recognize the characteristics of a city, a state, a country, a continent, and an ocean.
Students will acquire beginning knowledge of hemisphere, latitude and longitude, equator and prime meridian.
GOVERNMENT - Students will gain an understanding why individuals, communities and countries
need rules/laws.
1.
2.
3.
3.03
Students will identify ways of earning, spending, & saving money.
Students will explore basic economics concepts that explain events and issues in community (e.g.
supply/demand and price, needs and wants, scarcity and choice).
Students will distinguish between private goods/services and public goods/services.
AMERICAN SYMBOLS - Students will gain an understanding of symbols that represent patriotism.
1.
2.
3.
4.
3.04
Students will investigate and identify American Symbols (American Flag, Bald Eagle, Statue of Liberty and
Liberty Bell).
Students will investigate and identify monuments in the Washington D.C. area.
Students will investigate and identify famous people of America.
Students will summarize why the monuments and American symbols are significant to the country.
HEROES - Students will gain an understanding of people, ordinary and extraordinary, who have
contributed to new opportunities for many.
1.
2.
3.05
Students will distinguish heroes of Tall Tales (Paul Bunyan, Mike Fink, Pecos Bill, etc.) and Folk Tales (Johnny
Appleseed, etc.).
Students will explore historical heroes (Helen Keller, Louis Braille, etc.).
AMERICAN INDIAN STUDIES - Students will develop an understanding of American Indian Cultures and
Legends by evaluating information.
1.
2.
Students will be introduced to the culture of various Plains Indian tribes.
Students will select and examine the legends from various Plains Indian tribes.
1.
ECONOMICS - Students will develop basic economic principles.
Students will explore basic economic concepts that explain events and issues in the community (e.g.
supply/demand d price, needs and wants).
3.06
2. Students will distinguish between private goods/services and public goods/services. Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 10
Grade 4
Student Learner Goals
CONCEPT:
4.01
MONTANA HISTORY/GEOGRAPHY
MONTANA STUDIES - Students will understand the development of Montana.
1.
2.
3.
4.
5.
6.
7.
8.
4.02
Students will describe and explain relationship of Louisiana Purchase and Lewis and Clark's Journey to our
history.
Students will investigate and evaluate the importance of fur trappers, pioneers, miners, railroaders, vigilantes
and American Indians in the outcome of our history.
Students will acquire the knowledge about some of the first settlers of area.
Students will use a time line to organize Montana historical events.
Students will compare and distinguish between the different American Indian Tribes in Montana.
Students will recognize, locate and identify physical characteristics of Montana.
Students will gain an understanding of Montana symbols and seals.
Students will recognize that Montana is divided into counties.
GOVERNMENT - Students will recognize the different levels of government.
1.
2.
3.
4.03
Students will recognize local, state and tribal governments.
Students will develop an awareness of the different offices of city and state government.
Students will acquire the knowledge of the current city, county, and state officials.
GEOGRAPHIC TERMINOLOGY - Students will know and apply the appropriate geographic terminology.
1.
2.
4.04
Students will compare and contrast various land forms and their natural features.
Students will learn to use maps in finding: oceans, continents, countries, land forms, harbor, mountains,
plateaus, peninsula, gulf, coast, lakes, rivers, valleys, canyons, deltas, mouth of river, source of river, scale
and distance, including symbols of maps and compass rose.
GEOGRAPHY - Students will know how to use various types of maps, globes, and graphs.
1.
2.
3.
4.05
Students will identify and locate features on a topographical map.
Students will locate points on a map.
Students will learn how to use globes in finding: poles, directions, equator, prime meridian, latitude,
longitude, hemispheres (N, S, E, and W), tropic of cancer, Capricorn, continents, and oceans.
GEOGRAPHY OF UNITED STATES - Students will apply knowledge of U.S. maps.
1.
2.
3.
4.
Students will identify and use a variety of maps (political, relief, physical).
Students will recognize states and capitals.
Students will differentiate between states, cities, counties and countries.
Students will recognize the products and resources of the regions, showing how science and technology have
affected economic conditions.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 11
Grade 5
Student Learner Goals
CONCEPT:
5.01
EUROPEAN EXPLORERS OF THE UNITED STATES - Students will concentrate on European explorers
who sought trade routes, economic gain, and adventure.
1.
5.02
4.
Students will identify the reasons Americans sought independence from Great Britain.
Students will describe the people and events associated with the Revolutionary War period.
Students will describe the people and events associated with writing the Declaration of Independence and
the Constitution and establishing the new government.
Students will acquire knowledge of the Constitution, Bill of Rights, Branches of Government, and how it
relates to current government.
THE CIVIL WAR ERA - Students will gain an awareness of the Civil War and its impact on various people.
1.
2.
3.
5.05
Students will discuss the way of life of Europeans after settling in America.
Students will identify the causes for the European migration to the New World.
Students will compare the New England, Middle, and Southern Colonies.
Students will compare the colonial way of life to today=s way of life.
Students will develop an understanding of relationship between colonists and American Indians.
THE REVOLUTIONARY WAR - Students will investigate the background causes, course and outcome of the
American Revolution.
1.
2.
3.
5.04
Students will understand the timeline of the Indigenous People of United States
SETTLEMENT OF THE COLONIES - Students will investigate colonial settlements.
1.
2.
3.
4.
5.
5.03
HISTORY OF UNITED STATES
Students will describe the people, events, and economic factors associated with the Civil War.
Students will assess how the Civil War impacted people=s daily lives.
Students will study the way of life of African-Americans before, during, and after the Civil War.
THE WESTWARD MOVEMENT - Students will investigate the flow of migration westward.
1.
Students will describe the people and events associated with the American West: fur traders, mountain
men, settlers, forty-niners, Louisiana Purchase, and the Lewis and Clark Expeditions.
2. Students will assess the challenges faced by the pioneers and American Indians who participated in the
westward movement.
3. Students will relate the folklore associated with the West.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 12
GRADE 6
Student Learner Goals
CONCEPT:
6.01
MAP SKILLS - Students will gain an understanding of map skills, maps, and globes.
1.
2.
3.
4.
5.
6.02
MAP SKILLS, MONTANA AND CANADA
Students will identify and use a variety of maps.
Students will explain and interpret the effects of rotation and revolution.
Students will identify time zones.
Students will compare and contrast the four hemispheres.
Students will use geographic coordinates to find places.
CANADIAN GEOGRAPHY - Students will identify the Canadian provinces, territories, and capitals.
Students will gain an understanding of the physical geography of Canada.
2.
3.
Students will recognize the provinces, territories, and their capitals.
Students will describe and locate:
Major mountain ranges and peaks
Major river systems
Major cities
Bodies of water
Physical regions
6.03
CANADIAN HISTORY - Students will gain an understanding of European groups who colonized and made
claim to present day Canada. Students will gain an understanding of the outcome of the French and Indian
War. Students will gain an understanding of the development of Western Canada. Students will gain an
understanding of the present day Canada.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
6.04
Students will explain the presence of the Viking in North America.
Students will analyze the causes leading to the French colonization of North America.
Students will distinguish among the reasons leading to the French and Indian War and its outcome.
Students will analyze the components of the Quebec Act.
Students will analyze the components of the Convention of 1818.
Students will analyze the components of the British North American Act.
Students will analyze the components of the Statute of Westminster.
Students will describe the roles of explorers and leaders who influenced the colonization of Canada.
Students will explain Quebec=s uniqueness in relationship to the other provinces.
Students will compare the Canadian government to the U.S. Government.
Students will evaluate Canada=s present economy.
MONTANA HISTORY - Students will demonstrate an understanding of Montana History and respect for its
cultural diversity through analysis of significant events, all its peoples, geography, time and human interaction.
1.
2.
3.
4.
5.
6.
7.
8.
Students will identify significant events and people in the major eras of Montana.
Students will gain an understanding of American Indian history and the tribes of Montana.
Students will gain an understanding that there is great diversity among individual American Indians by
examining the origins, similarities, and differences of the American Indian tribes in Montana.
Students will explore the main historical events of Montana and differing perspectives of those involved.
Students will gain an understanding of state, local and tribal government.
Students will gain an understanding of tribal sovereignty and identify the seven main reservations in
Montana.
Students will compare pre-statehood Montana territory to today.
Students will explore current social issues of all Montana=s peoples.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 13
GRADE 7
Student Learner Goals
CONCEPT:
7.01
WESTERN EUROPE AND EASTERN EUROPE AND RUSSIA - Students will gain an understanding of the
physical geography, history and culture of the region.
1.
2.
3.
4.
5.
6.
7.
8.
7.02
Students will identiy land forms of Europe and Russia and surrounding bodies of water.
Students will compare climate and vegetation of the region.
Students will describe resources and land use of the region.
Students will name and locate countries, capitals, important cities of the region.
Students will describe how history shaped the countries of the region.
Students will compare the cultures of Western Europe, Eastern Europe and Russia.
Students will describe and compare five main countries of Western Europe.
Students will describe and compare the nations of Eastern Europe and Russia.
NORTH, WEST, EAST, CENTRAL AND SOUTHERN AFRICA - Students will gain an understanding of the
physical geography, history, and culture of the region.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
7.03
GEOGRAPHY OF THE EASTERN HEMISPERE
Students will identify land forms of Africe and surrounding bodies of water.
Students will compare climate and vegetation of the region.
Students will describe resources and land use of the continent.
Students will name and locate countries, capital, important cities of the continent.
Students will describe how history shaped the countries of the continent.
Students will compare the cultures of Norht, West, East, Southern and Central Africa.
Students will describe and compare two main countries of North Africa.
Students will describe and compare three main countires of West Africa.
Students will describe and compare three main countires of East Africa.
Students will describe and compare two main countries of Central and Southern Africa.
EAST, SOUTH, SOUTHWEST, CENTRAL, SOUTHEAST ASIA AND THE PACIFIC REGION - Students will
gain an understanding of the physical geography, history, and culture of the region.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students will identify land forms of all Asia and the Pacific regions surrounding bodies of water.
Students will compare climate patterns and vegetation of the regions.
Students will describe resources and land use of the regions..
Students will name and locate countries, capitals, important cities of the regions.
Students will describe how history shaped the countries of the regions.
Students will compare the cultures of difference African tribes and regions.
Students will describe and compare three countries of East Asia.
Students will describe and compare five countries of South, Southwest and Central Asia.
Students will describe and compare two countries of Southeast Asia and the Pacific Region.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 14
GRADE 8
Student Learner Goals
CONCEPT:
8.01
OUR COLONAIL HERITAGE: BEGINNINGS TO 1783 - Students will gain an understanding of early Native
Americans civilization in the Americas. Students will review the European Middle Ages and Renaissance and
identify how it relates to the Americas. Students will recognize the significance of early European exploration.
Students will identy the causes of the American Revolution.
1.
2.
3.
4.
5.
6.
8.02
5.
6.
7.
8.
9.
Students will describe the type of government formed under the Articles of Confederation.
Students will explain the major compromises made at the constitutional convention..
Students will describe the framework of government set up under the Constitution.
Students will understand the Constitution’s balance of powers between the legislative, judicial and
executive branches.
Students will explain why the Bill of Rights was added to the Constitution and explain its significance.
Students will recognize the privileges and responsibilities of citizenship.
Students will summarize how our national government was set up by President Washington and the U.S.
Congress.
Students will recognize the serious foreign and domestic issues our nation faced during its infancy.
Students will examine the development of political parties and effect they had on our political system.
THE NEW REPUBLIC: 1800 - 1860 - Student will gain an understanding of the New government implemented
during the Washington and Adams eras. Students will gain an understanding of the Jeffersonian and
Jacksonian Eras. Students will recognize the significance of the western movement in the United States.
1.
2.
3.
4.
5.
6.
7.
8.
9.
8.04
Students will identify influential Native American cultures in the Americas.
Students will describe how the growth in trade changed the African and European life.
Students will identify the historial facts and the effects of European exploration in the Americas.
Students will describe the differences in the English olonial settlements in America and recount the
beginnings of conflicts between the Britis and the American colonies.
Students will identify the causes of the American Revolution and state reasons for the Declaration of
Independence.
Students will identify the major events of the American Revolutionary War.
A NEW NATION: 1977 - 1799 - Students will develop an understanding of the U.S. government under the
Articles of Confederation. Students will recognize the accomplishments of the constitutional convention.
Students will gain an understanding of the structure of the U.S. Constitution..
1.
2.
3.
4.
8.03
UNITED STATES HISTORY; BEGINNINGS THROUGH THE CIVIL WAR
Students will identify major changes in government that occurred during the Jefferson Era.
Students will describe the importance of the Louisiana Purchase and western exploration.
Students will identify the challenges at home and abroad that led to the War of 1812.
Students will describe changes in foreign and domestic policy that led to nationalism and sectionalism..
Students will describe the growth of an American culture.
Students will gain an understanding of the Jacksonian Democracy and the political policies that occurred
during this period.
Students will identiy reasons for the American expansion westward.
Students will describe the effects of Texas independence and the Mexican American War
Students will describe major changes in the United States due to the discovery of gold in California.
THE NATION EXPANTS: 1790-1860 - Students will gain an understanding of the changes that occurred in
the United States because of the Industrial Revolution. Students will recognize the many cultural changes in
the United States that contributed to the Civil War. Students will summarize the differences in the Northern and
Southern economics before the Civil War.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 15
1.
2.
3.
4.
Students will recognize how the industrial revolution transformed the United States economy.
Students will identify the changes in transportation, business, travel and communications.
Students will identify advances in technology that changed daily lives and the work force.
Students will describe the South in regards to agriculture, the invention of the cotton gin, and how they
both contributed to the slave system.
5. Students will describe the influence of the mass immigration into the United States.
6. Students will explain the transformation in art, literature, religion, education and society.
7. Students will describe the movement to abolish slavery.
8. Students will identify the reasons behind the changing of women’s rights.
9. Students will relate how slavery became an issue in annexation which led to political divisions in the
United States.
10. Students will recognize how the issue of slavery led to the division between the North and the South.
8.05
A NATION BREAKS APART: 1861 - 1877 - Students will recognize the major cause of the Civil War.
Studenst will explain how the North was able to be victorious and defeat the South.
1.
2.
3.
4.
5.
Students will compare and contrast differences between the North and South that led to the Civil War.
Students will describe the early battles as Confederate and Union forces met in Virginia and at Sea.
Students will identify the reasons and results of the expansion of the war westward.
Students will describe the effects on the lives of Americans affedted by the Civil War.
Students will will identify the Union victores in 1863 – 1865 that brought the Civil War to an end.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 16
OVERALL OBJECTIVES OF 9-12
SOCIAL STUDIES CURRICULUM
1.
Students will develop abilities to read, understand, and analyze Social Studies readings and
materials.
2.
Students will develop an ability to analyze the past so there can be a better understanding of current
national concerns and aid in the formation of possible solutions.
3.
Students will develop, through the use of special readings and materials, an awareness of past
problems and applied solutions.
4.
Students will, through the use of selected comparative reading, develop greater human
understanding through the concepts of Aframes of reference@ and Ahypothesis@ so that valid personal
opinions may be established.
5.
Students will discover how our nation developed socially, culturally, politically, and physically to the
present status.
6.
Students will, through the total social program, develop a greater awareness of the environment, and
his or her responsibilities and roles in modern society.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 17
GRADE 10
REQUIRED COURSES
Student Learner Goals
CONCEPT:
10.01
WORLD HISTORY AND GEOGRAPHY
10th GRADE WORLD HISTORY AND GEOGRAPHY - Students will gain perspective of human development
from earliest to present time in order to gain understanding of the relationship between human beings and their
social and physical environments in the past and present and in order to apply this knowledge to new
situations.
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Students will understand the processes that contributed to the emergence of agricultural societies and
state civilizations.
Students will understand the five major world religions and large-scale empires with respect to origins,
leaders, teachings, beliefs, and social, economic, and political impact.
Students will understand the Modern World and the characteristics of the Modern World.
Students will understand the concept of culture and its development through innovation and change.
Students will evaluate the consequences of World War I.
Students will understand totalitarianism in the modern world by gaining an understanding of Nazi
Germany and Stalinist Russia.
Students will evaluate and interpret the causes and consequences of World War II.
Students will understand nationalism in the contemporary world.
Students will review the moral and ethical principles of the religions that have profoundly influenced
Western democratic thought.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 18
Grade 11
Student Learner Goals
CONCEPT:
11.01
UNITED STATES HISTORY AND GEOGRAPHY - Students will develop understanding of the most dramatic
and significant historical events from 1865 to the present time in context of re-occurring patterns in order to
more effectively meet our responsibilities as free individuals faced with the challenge of shaping the future of
this society.
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11.02
UNITED STATES HISTORY AND GEOGRAPHY
Students will understand the ideological beliefs that underlie the American character and their
significance.
Students will understand how the United States repaired the wound of Civil War.
Students will understand the American development of western lands and its contribution to the rural
American and Native American character.
Students will understand how the rise in corporations, heavy industrial expansion, and mechanized
farming transformed American society.
Students will understand the causes of the advent of immigration and its impact on the American
character.
Students will understand the causes of the rise of the American labor movement and apply it to today=s
labor market.
Students will understand the Progressive Era and evaluate its influence on American industrial capitalism,
urbanization, and political reform.
Students will understand the changing role of the United States in world affairs through World War I.
Students will understand how the United States changed between the post-World War I years and the eve
of the Great Depression.
Students will understand the causes of the Great Depression, how it affected American society, and how
the New Deal addressed the economic problems.
Students will understand the causes and course of World War II, and its impact on the national and world
culture.
Students will understand the Cold War and conflicts in Korea and Vietnam.
Students will understand the evolution of the civil rights movement as a struggle for racial and gender
equality.
Students will develop an awareness of contemporary economic, social, and cultural developments in the
United States with a background in the nation’s historical record.
Students will develop knowledge of political geography as a by-product of their study of history that
inherently addresses various global areas.
Students will acquire knowledge of physical geography as its application is woven into the narrative of
history.
11TH GRADE ADVANCED PLACEMENT UNITED STATES HISTORY (HONORS) - Advanced placement
courses prepare students for intermediate and advanced college courses. Students will be prepared for the
Advanced Placement Examinations and will be prepared for the demands of college courses.
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Students will review the discovery and settlement of the new world.
Students will analyze and critically reflect on the American Revolution.
Students will discover the importance of the ages of Jefferson and Jackson.
Students will identify the territorial expansion and relate it with the sectional crisis.
Students will reflect on the characteristics of the American culture and compare and contrast to other
world cultures.
Students will discover the intellectual and cultural movements and their influence on the society of this
nation.
Students will understand foreign policies that influenced world war, the cold war era, and the modern era
from 1960 to the present.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 19
Grade 12
Student Learner Goals
CONCEPT:
12.01
GOVERNMENT
UNITED STATES GOVERNMENT - Students will gain an understanding of our nation’s government and
constitution and thus participate effectively within the various levels of government as citizens.
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Students will develop and understand the central ideas of the American Constitution; the roots and
foundations that establish our government structure and democratic values, with emphasis on both
European and American Indian contributions.
Students will understand the interpretive role of the judicial branch, understand its origin in the
Constitution, and apply it at the federal, state, and local levels.
Students will understand the legislative branch as a holistic concept that incorporates formation of all
public policy including law, school board policy, city ordinances, etc.
Students will examine and understand the wide ranging nature of the executive branch spanning from
qualities of leadership to day to day bureaucratic functioning at all levels of government.
Students will compare and contrast world political and economic systems with a global emphasis in order
to understand the American system better.
Students will analyze contemporary issues in the world today and apply this knowledge to provide
potential solutions to world problems.
Students will develop an understanding of how participation in civic and political life can help citizens
attain worthwhile and publicly beneficial goals.
Students will examine the concept of sovereignty and explore the contemporary issues of sovereignty as
they relate to the federal system of government, local, tribal and state governments.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 20
Grade 9 - 12
Student Learner Goals
CONCEPT:
1
AMERICAN INDIAN CULTURE - Students will develop an understanding and respect for the American Indian
culture and an awareness of the interrelationships, effects of beliefs, values and behavior patterns in a society
that leads to cultural diversity.
Students will understand the origins of Indians and their lifestyles, customs, religion, and social structures in
both ancient and modern times.
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MONTANA, LOCAL, AND AMERICAN INDIAN
Students will evaluate their perception and the perceptions of others have been shaped regarding
American Indians.
Students will analyze the reservation system and the special laws relating to American Indian Tribes.
Students will compare and contrast the interaction between Indians and whites in history and in current
times.
Students will develop appreciation and respect for cultural diversity and the contributions of the American
Indian to this nation.
LOCAL HISTORY: HAVRE AND SURROUNDING AREA - Students will gain awareness, understanding and
knowledge of the local history from prehistoric until current times and develop a sense of historical empathy
with the local area and all its peoples.
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Students will understand local battles and their significance to the area.
Students will construct a history of Fort Assiniboine and its contribution to the settlement of the area.
Students will understand the role of the homesteaders, sheep men, and stockmen in early times.
Students will evaluate the development of the railroad and consider its impact on the local development of
the area.
5. Students will gain awareness of the early towns, their locations, their present status and how they were
named.
6. Students will analyze the Ahonky tonk@ times and the gold rush eras of the area.
7. Students will review the development of the churches, health care, public education system.
8. Students will understand the local government and its operation both in historical and modern times.
9. Students will formulate appreciation for oral history and its contribution to present and future
understanding.
10. Students will analyze the impact of the local area of the development of western Canada.
Havre Public Schools
Student Learner Goals
Social Studies Curriculum
Student Performance Indicators
Page 21
GRADES 9 - 12
ELECTIVE COURSES
Student Learner Goals
1.
SURVEY OF SOCIAL SCIENCES - Students will be introduced to several new areas of social science that
have not been included in the curriculum previously.
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SURVEY OF THE COLD WAR- Students will recognize Soviet Union as a world power and develop an
in-depth understanding of its role and relationship with the United States.
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Students will understand psychology as a social science, gain self-understanding relative to their own
psychic, and identify careers in the area of psychology.
Students will understand sociology by identifying groups of people and their rules, roles, and socialization
and identify careers in sociology.
Students will discover the social science of anthropology including the concept of culture and subcultures,
and gain awareness of careers in anthropology.
Students will review and reflect on their current knowledge of geography and expand that knowledge to
include analyzing system of space and the earth, resources of the earth, and concepts of global
interdependence as well as a study of careers in geography.
Students will formulate understandings of political science that include how governments function and
careers in political science.
Students will discover the social science of economics and market economy concepts of supply and
demand, business cycles, and careers in economics.
Students will understand the political, economic, and social arrangement of Russia by engaging in a
survey Soviet history from its beginnings in from 1921 to the present time.
Students will become aware of the beliefs, religions, culture, arts, architecture, law, literature, science,
and technology of the Soviet society.
Students will examine communism and compare and contrast it to a democracy.
Students will gain a sense of importance of the major historical events of Soviet history in order to attain a
greater understanding of the issues and topics that have influenced political relationships with the United
States.
Students will understand the relevance of the study of Soviet history to the student’s= role as current and
future citizens.
Students will evaluate and hypothesize on how the present is influenced by the past and how current
actions may affect the future.
SURVEY OF AMERICAN WARS - Students will identify and understand the unique circumstances created by
war and prevalent during times of war.
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Students will understand the process of committing to a foreign policy of war.
Students will recognize and understand the impacts of war on previous generations.
Students will examine the evaluate decision that have to be made in times of war.
Students will evaluate the consequences of the Battle of Gettysburg.
Students will evaluate and interpret the causes of the Spanish American War.
Students will evaluate and interpret the consequences of the cold war based on the United States
involvement in East Asia.
Students will evaluate and interpret the causes of the cold war from its roots in WWII.