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1
Table of Contents
Acknowledgements 2
Introduction and Mission Statements 3
Curriculum at a Glance 4
Kindergarten 8
Grade One 10
Grade Two 12
Grade Three 13
Grade Four 14
Grade Five 17
Grade Six 18
Grade Seven, Economics and American History 21
Grade Eight, Government and American History 23
Grade Nine, World Geography 26
Grade Ten, World History 29
Grade Eleven, US History 32
Grade Twelve, American Government 34
Grades Eleven and Twelve, Psychology 36
Grades Eleven and Twelve, Sociology 38
2
The following people worked to develop the Social Studies Curriculum for the North Platte Public
Schools:
Kim Aurich
Joshua Bruck
Tami Eshleman
Tara Foster
Cheryl Franken
Pam Froman
Susan Furrow
Deb Gulzow
Steve Gulzow
Sherri Hausmann
Carla Holmes
Pete Johnson
Sara Jordening
Kirk Livingston
Marcia Misegadis
Jami O’Rourke
Jeff Smith
Becky States
Michelle Strickland
Jeanie Thies
Jill Walters
Kristi Walz
Susan Wesslund
Daniel Whitney
3
Introduction:
The Social Studies Curriculum of the North Platte Public Schools has been designed to address the
needs and interests of our students and community as well as the standards set forth by the State of
Nebraska.
Mission Statement for North Platte Public Schools:
“Student learning, Student Achievement, Student Success”
Mission Statement for Social Studies:
The mission of the Social Studies Curriculum is to provide instruction which will establish
the knowledge, skills and attitudes that enable students to make informed decisions in a
culturally diverse and interdependent world.
Students will demonstrate skills necessary to be productive and knowledgeable citizens,
cooperative and independent learners, consumers and producers in a global market place,
and social and analytical problem solvers.
4
“Curriculum At a Glance”
Kindergarten:
Citizenship
Environment
Wants and needs
Symbols of the United States
People, places and things
Holidays
First Grade:
Past events
Holidays
Map directions and symbols
Technology and transportation
Money
Buyers, sellers, goods and services
Patriotic symbols
Second Grade:
National, state and local culture
Producers and consumers
Earning, spending and saving
Maps and globes - scales, symbols and locations
Changes in daily life
Third Grade:
Use of essential map elements
Cultural and ethnic groups
Local, state and federal government
How to be a good and law abiding citizen
Fourth Grade:
Maps - terminology, types and creation
Use of primary sources
Nebraska -
geography
history
government
economy
social development
symbols
Native Americans
prominent Nebraskans
Fifth Grade:
Basic economics
Geography skills
Rights and Responsibilities
5
US History
Exploration to Am. Revolution
Primary and Secondary Sources
Regions - Northeast, Midwest,
Southeast, Southwest
Western, climate, geography,
economics, history, resources,
states and capitals
Sixth Grade:
Historical and geographical research
Ancient artifacts
Paleolithic Era
Neolithic Era
Ancient Egypt
Ancient Mesopotamia
Ancient India
Ancient China
Ancient Greece
Ancient Rome
World Religions - Judaism, Hinduism,
Buddhism, Islam,
Christianity
Medieval Europe
Seventh Grade:
United States Economics
Comparison of US Economics to the World
US History
Exploration
Colonization
American Revolution
1801 - 1860
Civil War
Reconstruction
Eighth Grade:
Primary and Secondary Sources
Historical Research and Analysis
US Constitution and Government
Nebraska State Government
Local Government
US History
Settlement of the West
Industry, Immigration and Imperialism
World War I
19203s and the Great Depression
World War II
Cold War
Civil Rights
6
1960 to present
Ninth Grade Geography:
Geography Literacy
Physical Geography
Human Geography
Western Geography
United States, Canada, Latin
America, Caribbean
Eastern Geography
Africa, East Asia, Europe, Pacific, Russia, South Asia
Tenth Grade World History:
Middle Ages - early and late
Renaissance
Reformation
Exploration
Religion
Scientific Revolution, Enlightenment and Monarchies
Revolutions - American, French,
English
Industrial Revolution
Wars - World War I, World War II,
Cold War
Eleventh Grade US History:
Exploration and Colonization
American Revolution and Early National Period
Civil War and Western Expansion
World War I
Depression and New Deal
World War II
1950’s, Vietnam and 1960’s
Civil Rights
Nixon, Ford and Carter
Reagan and Bush
Twelfth Grade Government:
Voting and Elections
Political Heritage
Executive Branch
Legislative Branch
Judicial Branch
Political Parties
Rights and Responsibilities
State Government
7
Sociology:
Sociology Perspective
Research Methods
Culture
Socialization
Social Organization
Social Inequities
Deviance and Conformity
Social Institutions
Social Change
Psychology:
Introduction
Learning and memory
Emotions
Personality
Sensation and perception
Intelligence
Mental Health
8
Social Studies Curriculum
High Achievement Unit Outcomes and Components
Grade/Subject: Kindergarten
Purpose Statement: Students will demonstrate an understanding of past, present and future
events relating to environment, wants and needs of people, places and things,
symbols of the United States, holidays and citizenship.
Outcomes:
SSK:1 Students will demonstrate an understanding that history relates to events and people of other
times and places SSK:1-1 identify individuals who have contributed to the development of our country
(George Washington, Abraham Lincoln, Christopher Columbus, Martin Luther King Jr., etc.)
SSK:1-2 identify past events and commemorative holidays (Columbus Day, Thanksgiving,
Martin Luther King Jr. Day, and President’s Day)
SSK:1-3 compare school and community life of America in past and present times
SSK:2 Students will compare and contrast the past and present contributions of cultures to school and
family. SSK:2-1 tell about the past and the present through pictures, oral history, letters, or journals
(Plains Indians and Pilgrims)
SSK:2-2 describe ways that people grow and change over time (homes, clothing, transportation, etc.)
SSK:3 Students will compare the relative location of people, places and things. SSK:3-1 show positions using objects (near/far, up/down, left/right, behind/in front)
SSK:3-2 locate land and water on simple maps, globes, etc.
SSK:3-3 identify the physical shape of our state and nation
SSK:4 Students will recognize that climate, location, and physical surroundings affect the lives of people. SSK:4-1 explain how the environment influences food, clothing, shelter, transportation, and recreation.
SSK:4-2 name, describe, and recognize the four seasons in Nebraska
SSK:5 Students will identify uses of technology, such as transportation and communication. SSK:5-1 name transportation vehicles for air, land, and water and how they are used
SSK:6 Students will identify basic economic concepts. SSK:6-1 name the four basic needs of families (food, clothing, shelter, and love) and how money is
needed to obtain those needs
SSK:7 Students will explain how families and individuals earn, spend, and save.
SSK:7-1 match simple descriptions of work that people do with the names of those jobs (fire fighters,
police officers, doctors, dentists, mail carriers, etc.) to earn money to meet family needs
SSK:8 Students will recognize good citizenship and its importance. SSK:8-1 state how choices and actions affect one’s self and others (class rules, classroom chores, etc.)
SSK:8-2 describe importance of rules (at school, and in the community)
SSK:8-3 list examples of being a good citizen (Character Counts, Earth Day, etc.)
SSK:8-4 name the President of the United States and how he shows good citizenship
9
SSK:9 Students will identify patriotic symbols and actions. SSK:9-1 name symbols associated with the United States (flag, bald eagle, etc.)
SSK:9-2 recite the pledge
SSK:9-3 identify features of the American flag
10
Grade/Subject: First Grade
Purpose Statement: Students will demonstrate an understanding of past, present and future events
relating to environment, wants and needs of people, places and things, symbols of
the United States, holidays and citizenship.
Outcomes:
SS1:1 Students will demonstrate an understanding that history relates to events and people of other times
and places.
SS1:1-1 identify individuals who have contributed to the development of our country (George
Washington, Abraham Lincoln, Christopher Columbus, Martin Luther King Jr., etc.)
SS1:1-2 identify past events and commemorative holidays (Columbus Day, Thanksgiving, Martin
Luther King Jr. Day, and Presidents Day)
SS1:1-3 compare school and community life of America in past and present times
SS1:2 Students will compare and contrast the past and present contributions of cultures to school and
family. SS1:2-1 tell about the past and the present through pictures, oral history, letters, or journals (Native
Americans and Pilgrims)
SS1:2-2 describe ways that people grow and change over time (homes, clothing, transportation, etc.)
SS1:3 Students will compare the relative location of people, places and things. SS1:3-1 show positions using objects (near/far, up/down, left/right, behind/in front)
SS1:3-2 locate land and water on simple maps, globes, etc.
SS1:3-3 identify the physical shape of our state and nation
SS1:4 Students will recognize that climate, location, and physical surroundings affect the lives of people. SS1:4-1 explain how the environment influences food, clothing, shelter, transportation and recreation
SS1:4-2 name, describe and recognize the four seasons in Nebraska
SS1:4-3 compare Nebraska seasons to other places in the United States
SS1:5 Students will identify uses of technology, such as transportation and communication. SS1:5-1 identify what inventions are
SS1:5-2 describe a helpful invention and why it is important
SS1:6 Students will identify basic economic concepts. SS1:6-1 name the four basic needs of families (food, clothing, shelter and love)
SS1:6-2 state the difference between basic needs and wants
SS1:6-3 explain differences between buyers and sellers/goods and services
SS1:7 Students will explain how families and individuals earn, spend and save. SS1:7-1 match simple descriptions of work that people do with the names of those jobs (fire fighters,
police officers, doctors, dentists, mail carriers, etc.)
SS1:7-2 identify ways to save money
SS1:7-3 demonstrate the exchange of money for goods and services (role play)
11
SS1:8 Students will recognize good citizenship and its importance. SS1:8-1 state how choices and actions affect themselves and others (class rules, classroom chores, etc.)
SS1:8-2 describe importance of rules (at school, and in the community)
SS1:8-3 list examples of being a good citizen (Character Counts, Earth Day, etc.)
SS1:8-4 name the President of the United States and other elected officials
SS1:9 Students will identify patriotic symbols and actions.
SS1:9-1 name symbols associated with the United States (flag, bald eagle, statue of liberty, white house,
President’s Seal)
SS1:9-2 recite the pledge
SS1:9-3 identify features of the flag (American and Nebraska)
12
Grade/ Subject: Second Grade
Purpose Statement: Student will compare differences in communities over time, identify federal holidays
and events, distinguish between goods / services, producers /consumers, identify
concepts of money, and understand basic map skills.
Outcomes:
SS 2:1 Student will identify changes in daily life past and present, e.g. roles, jobs, communities, technology,
schools and cultural traditions
SS2:1-1 give examples of how a community changes over time
SS2:1-2 define history, tradition, relative, ancestor, neighborhood, community, transportation
SS2:2 Student will identify and describe cultural holidays and events in their communities, Nebraska and
the United States
SS2:2-1 identify and describe Federal Holidays: New Year’s Day, Memorial Day, Independence Day,
Columbus Day, Labor Day, Veteran’s Day, Thanksgiving Day, Christmas, President’s Day,
Martin Luther King Day, Flag Day
SS 2:3 Student will identify goods and services, and differentiate between producing and consuming.
SS2:3-1 identify goods (e.g. food and clothing) and services (e.g. teachers and policeman)
SS2:3-2 distinguish between producing and consuming
SS 2.4 Students will identify the concepts of earning, saving, and spending used by consumers SS2:4-1 identify money
SS2:4-2 explain why people work to earn money
SS2:4-3 identify needs and wants
SS2.5 Students will identify and use essential map elements SS2:5-1identify and use map key symbols
SS2:5-2 identify and use compass rose
S.S 2.6 Student will locate and identify on maps and on globes his/her local city and county, state, the
United States, the seven continents and four oceans SS2:6-1 identify the seven continents
SS2:6-2 identify the four oceans
SS2:6-3 identify the country in which we live
SS2:6-4 identify the state in which we live
SS2:6-5 identify the county in which we live
SS2:6-6 identify the city in which we live
13
Grade/Subject: Grade Three
Purpose Statement: Students will define geographic terms and use them to locate places within the
community. Students will identify various aspects of culture and government and
how it affects them.
Outcomes:
SS3:1 Students will identify and use essential map elements.
SS3:1-1 identify equator
SS3:1-2 identify hemispheres
SS3:1-3 use cardinal directions
SS3:1-4 use compass rose
SS3:1-5 use scales, symbols, and grid systems
SS3:2 Students will identify important people ,places and natural resources from different cultural and
ethnic groups. SS3:2-1 identify Native American cultural areas
SS3:2-2 state the contributions of John Smith and John Rolfe
SS3:2-3 describe how geography, natural resources and climate can effect a
community
SS3:3 Students will define the importance of being a good law abiding citizen. SS3:3-1 name basic laws and demonstrate how to obey them
SS3:3-2 list consequences for breaking laws
SS3:4 Students will differentiate between local, state and federal government SS3:4-1 name the mayor of North Platte, governor of Nebraska, and President of the
United States
SS3:4-2 list the basic functions of state and local government
SS3:4-3 write the three branches of federal government
14
Grade/Subject: Fourth Grade
Purpose Statement: Students will learn basic map skills, how agriculture impacts the economy, the
influence and contributions of Native Americans and pioneers, and the significance
of notable Nebraskans, symbols, and government.
Outcomes:
SS4:1 Students will understand map terminology and apply knowledge to create maps.
SS4:1-1 name, identify, and locate the continents and oceans
SS4:1-2 apply latitude and longitude to identify points on a map
SS4:1-3 locate Prime Meridian, Equator, and 4 hemispheres
SS4:1-4 describe world to state relationship
SS4:1-5 demonstrate how to use a coordinate grid system, compass rose (to include cardinal and
intermediate directions), map key/legend and its symbols, and distance scale.
SS4:1-6 create a coordinate grid system, compass rose (to include cardinal and intermediate directions),
map key/legend and its symbols, and distance scale
SS4:2 Students will identify types of maps and their purposes, and acquire information using maps and
globes. SS4:2-1 distinguish between physical, political, and transportation maps
SS4:2-2 obtain and record information gained from maps
SS4:3 Students will name and locate NE’s major geographic regions and components.
SS4:3-1 name NE’s major geographic regions (Badlands, High Plains, Great Plains, Sandhills, and
Till Plains) and components (capital city, major cities, major lakes and rivers, and surrounding
counties).
SS4:3-2 locate NE’s major geographic regions (Badlands, High Plains, Great Plains, Sandhills, and
Till Plains) and components (capital city, major cities, major lakes and rivers, and surrounding
counties)
SS4:4 Students will explain how physical characteristics and climate influenced the variety of crops,
products, and the general patterns of economic growth in NE. SS4:4-1 explain how physical characteristics (land regions; Badlands, High Plains, Great Plains,
Sandhills, and Till Plains) and climate (various types of weather; rainfall/drought, hail,
tornados, blizzards) contribute to agricultural production in Nebraska’s land regions
SS4:5 Students will recognize the steps of the agriculture chain as the general patterns of the economic
growth in NE. SW identify terminology related to agriculture. SS4:5-1 identify and define the 4 steps in the agriculture chain (Production, Processing, Marketing,
and Distribution)
SS4:5-2 define agricultural terminology. (farming/ranching, grain elevator, processing plant,
packaging, irrigation, harvesting, raw products/value-added, imports/exports, transportation,
advertising)
SS4:6 Students will identify terminology of the economic system. SS4:6-1 define economic terminology (natural, capital, and human resources, consumer/producer,
goods/services, profit/loss, supply/demand, scarcity, expense)
15
SS4:7 Students will understand financial institutions and their functions. SS4:7-1 describe the importance of banks (lending, saving, storing, and managing money) and other
financial institutions (cash advance companies, credit unions, credit card companies)
SS4:7-2 explain the functions of money (earning, saving, spending, borrowing, credit/debit, types of
accounts; checking, savings, profit/loss, expenses, budget)
SS4:8 Students will explain the impact of advances in transportation, communication, and economic
development through the 20th
century.
SS4:8-1 identify various modes of transportation and explain their importance to advances in society
(horses introduced to Native Americans, covered wagons, horses, mules, and oxen to pioneers,
freight wagons, stagecoaches, steamboats, airplanes, ships, trains, and subways)
SS4:8-2 identify various modes of communication and explain their importance to advances in society
(telegraph, Pony Express, mail services)
SS4:8-3 identify various sources of economic development (money-making) and explain their importance
to advances in society (road ranches, prairie town businesses)
SS4:9 Students will explain how Native Americans used the resources for daily living, identify types of
shelter used, describe their daily life, and how they were affected by westward movement. SS4:9-1 describe how Native Americans used the resources around them (their environment, animal
parts, items left by pioneers, nature)
SS4:9-2 distinguish types of shelter and which tribes used them (earthlodges, tipis)
SS4:9-3 describe daily life of Native Americans (plains/village, hunting/farming, weapons, jobs of
tribe members, customs and traditions, clothing)
SS4:9-4 describe the effects of westward movement on Native Americans (horses, railroad system,
trading, reservations and cultural changes, buffalo being depleted)
SS4:10 Students will recognize the historic and geographic factors of westward expansion and describe its
impact on the United States. SW identify groups that impacted/contributed to NE’s history.
SS4:10-1 explain historic events that contributed to westward expansion (exploration, fur trading
industry, westward pioneer trails, missions, gold rush, immigration)
SS4:10-2 identify the geographic factors that contributed to westward expansion (rivers, climate, land
regions, natural resources: gold, natural historic landmarks: Chimney Rock, Rocky Mountains)
SS4:10-3 identify groups that impacted/contributed to westward expansion (explorers, fur trappers,
traders, missionaries, pioneers, sod-busters, gold rushers, immigrants)
SS4:11 Students will identify symbols associated with NE. SW identify the uniqueness of the Nebraska
Unicameral compared with other state legislatures. SS4:11-1 identify significant symbols related to Nebraska (examples: flag, seal, motto, tree, bird, fossil,
rock, grass, flower, insect, fish, mammal, soft drink)
SS4:11-2 compare and contrast the NE Unicameral legislature to other state legislatures
SS4:12 Students will identify the accomplishments of prominent Nebraskans. SS4:12-1 identify significant individuals from Nebraska and explain their importance
(Examples: Malcolm X, George Norris, Grace Abbott, Harold Warp, Edwin Perkins,
Edward Flanagan, Willa Cather, Mari Sandoz, Henry Fonda, Marlon Brando, Johnny
Carson, Fred Astaire, John J. Pershing, Evelyn Sharp, Tom Osborne, Buffalo Bill Cody,
Red Cloud, and other Nebraska Hall of Famers)
16
SS4:13 Students will identify, analyze, and make generalizations using primary sources. SS4:13-1 identify various kinds of primary sources (letters, diaries, photographs, artifacts, art,
newspapers, and other resources left from people who were actually there)
SS4:13-2 identify various kinds of secondary sources (textbooks, informational articles, replicas,
movies, and other resources from people who heard about or researched the topic)
SS4:13-3 compare and contrast primary and secondary sources and analyze their content
17
Grade/Subject: Fifth Grade
Purpose Statement: Students will learn about the United States: its geography, history, economics and
government from the 1700s
Outcomes:
SS5:1 Students will differentiate the impact of changing resources in their lives. SS5:1-1 use vocabulary to identify the differences between natural resources, human
resources, capital resources, producer, and consumer
SS5:1-2 apply definitions to real life situations and explain the impact of changing
resources
SS5:2 Students will identify and locate map and globe components.
SS5:2-1 locate oceans, continents, hemispheres, Equator, Prime Meridian, Tropic of
Cancer, Tropic of Capricorn
SS5:2-2 locate compass rose, map key, map scale, city index
SS5:2-3 list the differences between physical, political, transportation, and historical
maps
SS5:3 Students will identify components of the regions, Northeast, Southeast, Southwest, Western and the
Middle West in the United States. SS5:3-1 memorize states, capitals and neighboring countries of each region
SS5:3-2 compare and contrast the climate, economy, landforms, resources, and
historical events of the five regions
SS5:4 Students will identify how rights and responsibilities impact their lives. SS5:4-1 differentiate the rights from responsibilities
SS5:4-2 explain the impact of the rights and responsibilities
SS5:4-3 apply rights and responsibilities of citizens to real life situations and explain
their impact
SS5:5 Students will study the steps leading to the America Revolutionary War. SS5:5-1 sequence the events of the Revolutionary War in Colonial times
SS5:6 Students will compare and contrast Primary and Secondary sources.
SS5:6-1 differentiate between the sources
18
Grade/Subject: Grade Six
Purpose Statement: Student will analyze selected historical periods and patterns of change within and
across cultures, including the rise of civilizations and the growth of empires, to
determine the development of global societies.
Outcomes:
SS6:1 The students will describe human culture in Paleolithic and Neolithic Eras.
SS6:1-1 understand how ancient artifacts have contributed to the understanding of Ancient
cultures and history
SS6:1-2 understand and describe human culture in Paleolithic Eras
SS6:1-3 understand and describe human culture in Neolithic Eras
SS6:1-4 compare and contrast the technology and culture of the Paleolithic and Neolithic Eras
SS6:2 Students will describe the impact of ancient river valley civilizations and the development of
world culture.
Egypt
SS6:2-1 describe the geography of Ancient Egypt
SS6:2-2 identify the social, political, and economic institutions of Ancient Egypt
SS6:2-3 describe the religious traditions in Ancient Egypt
SS6:2-4 describe the written language of the Ancient Egyptians
SS6:2-5 analyze the significance of the contributions and legacies of Ancient Egypt
Mesopotamia
SS6:2-6 describe the geography of Ancient Mesopotamia
SS6:2-7 identify the social, political, and economic institutions of Ancient Mesopotamia
SS6:2-8 describe the religious traditions in Ancient Mesopotamia
SS6:2-9 describe the written language of the Ancient Mesopotamians
SS6:2-10 analyze the significance of the contributions and legacies of Ancient Mesopotamia
India
SS6:2-11 describe the geography of Ancient India
SS6:2-12 identify the social, political, and economic institutions of Ancient India
SS6:2-13 describe the religious traditions in Ancient India
SS6:2-14 describe the written language of the Ancient Indians
SS6:2-15 analyze the significance of the contributions and legacies of Ancient India
China
SS6:2-16 describe the geography of Ancient China
SS6:2-17 identify the social, political, and economic institutions of Ancient China
SS6:2-18 describe the religious traditions in Ancient China
SS6:2-19 describe the written language of the Ancient Chinese
SS6:2-20 analyze the significance of the contributions and legacies of Ancient China
19
SS6:2-21 describe the political, economic and cultural development of Chinese Dynastic Cycle
from the Shang Dynasty through the Tang Dynasty
SS6:3 Students will describe the impact of history, culture, and geography of Greece and Rome on
later civilizations.
Greece
SS6:3-1 identify how the physical and cultural geography of Greece impacted the ancient
civilizations and the modern world
SS6:3-2 describe the development of the Greek democracy and its impact on the modern world
SS6:3-3 identify how the scientific and technological advances in the Ancient Greek Empire
affect the modern world
Rome
SS6:3-4 identify how the physical and cultural geography of the Ancient Roman Empire
impacted the ancient civilizations and the modern world
SS6:3-5 describe the development of the Roman government and its impact on the modern
world
SS6:3-6 identify how the scientific and technological advances in the Ancient Roman Empire
affect the modern world
Greece and Rome
SS6:3-7 compare and contrast Greek and Roman geography, government, and science and
technology
SS6:4 Students will describe the development and cultural impact of major religions. SS6:4-1 identify the components of Judaism and its effect on ancient and contemporary
civilizations
SS6:4-2 identify the components of Hinduism and its effect on ancient and contemporary
civilizations
SS6:4-3 identify the components of Buddhism and its effect on ancient and contemporary
civilizations
SS6:4-4 identify the components of Christianity and its effect on ancient and contemporary
civilizations
SS6:4-5 identify the components of Islam and its effect on ancient and contemporary
civilizations
SS6:4-6 describe the five major religions and impact on culture and world events
20
SS6:5 Students will describe the impact of life in Medieval Europe on later civilizations. SS6:5-1 identify and analyze the development of feudalism and its role in medieval economy,
politics and society including its effect on later civilizations
SS6:5-2 describe the ramifications of war and disease on Medieval Europe and future
civilizations
SS6:6 Students will improve skills in historical research and geographical analysis.
SS6:6-1 reinforce their knowledge of basic World Geography and basic map skills
SS6:6-2 identify tools of the historian and how tools are used to help the historian interpret
history
SS6:6-3 use secondary sources in research
SS6:6-4 understand how culture has shaped the history of civilization
SS6:6-5 understand how timelines show events in chronological order and be able to use a
timeline
SS6:6-6 increase their skills in historical and geographical research
SS6:7 Students will describe the impact of civilization in Asia and Africa on the development of later
cultures.
SS6:7-1 this outcome is addressed through outcome SS6:1 and SS6:2
21
Grade/Subject: Grade Seven, Economics and American History
Purpose Statement: Students will assess selected historical periods of U.S. History, and patterns of
change within and across the United States to include the civic, social, and economic
development of our nation.
Outcomes:
SS7:1 Students will describe the major cultures in the Americas before the 17th
Century. SS7:1-1 identify the regional culture groups of Early Native Americans in North America NW, Plains,
SW, and the Eastern Woodlands
SS7:1-2 describe Native American civilizations of the Olmec, Maya, Aztecs, and Incas
SS7:2 Students will describe major people, events, and ideas that led to exploration and settlement of the
Americas by Europeans.
SS7:2-1 describe the economic, ideological, religious, and nationalistic forces that led to competition
among European powers for control of the Americas
SS7:2-1 identify European explorers to include: Columbus, Leif Ericson, Amerigo Vespucci, Balboa,
Magellan, Champlain, and Hudson
SS7:2-3 describe the settlements of the Spanish, French, and English in North America
SS7:3 Students will describe key people, events, and ideas from colonial America.
SS7:3-1 describe the factors that led to the founding of the English colonies and how each of these factors
impacted the colonies in the Americas: escaping religious persecution, economic opportunity,
release from prison, and military adventure
SS7:3-2 compare the New England, Middle, and South regions of the English colonies regarding
geographic, political, economic, and social forces
SS7:3-3 describe the sources of dissatisfaction that led to the American Revolution, to include: the French
and Indian War, the Proclamation of 1764, the Sugar Act, the Stamp Act, the Stamp Act
Congress, the Boston Massacre, the Boston Tea Party, and the First Continental Congress
SS7:3-4 identify key people involved in the American Revolution to include King George III, Lord North,
John Adams, Samuel Adams, Benjamin Franklin, Paul Revere, George Washington, Thomas
Jefferson, Patrick Henry, and Thomas Paine
SS7:3-5 explain how the Revolutionary War was fought and the reasons for American victory
SS7:4 Students will describe challenges faced by the new United States government. SS7:4-1 explain the purpose for writing the constitution in 1787, eg: weakness of Articles of
Confederation, Shays Rebellion, and constitutional compromises (Great, 3/5, Slave Trade)
SS7:4-2 describe the key issues that caused conflict over ratifying the Constitution, eg: wanting the Bill of
Rights to insure protection of individual freedoms
SS7:4-5 describe the core beliefs of the two political parties (Federalist and Anti-Federalist) that emerged
from the conflict between Alexander Hamilton and Thomas Jefferson
SS7:5 Students will describe growth and change in the United States from 1801-1861. SS7:5-1 explain how Thomas Jefferson was able to buy Louisiana
SS7:5-2 describe the accomplishments of the Lewis and Clark expedition
SS7:5-3 summarize the Texas Annexation
SS7:5-4 describe how physical geography influenced the movement of people, goods, and services.
SS7:5-5 describe how various incentives influenced the movement of goods, services, and people
(California gold rush, timber in Oregon, trade in Santa Fe
22
SS7:6 Students will identify and describe causes, key events, and the effects of the Civil War and
Reconstruction. SS7:6-1 describe the philosophical and economic differences between northern states and southern states
as one of the major causes of the Civil War
SS7:6-2 identify and describe key events that led to secession and civil war, to include the Great
Compromise, the Kansas-Nebraska Act, the Dred Scott Case, and the election of 1860
SS7:6-3 identify key people and their impact on the Civil War period, e.g., Abraham Lincoln, Ulysses S.
Grant, Jefferson Davis, Robert E. Lee, Fredrick Douglas, William Lloyd Garrison, Harriet
Beecher Stowe, Harriet Tubman, John Brown, and Clara Barton
SS7:6-4 describe the major battles, the effects of the Emancipation Proclamation, and Lee’s surrender at
Appomattox during the Civil War
SS7:6-5 explain the basic provisions and postwar impact of the 13th, 14
th, and 15
th Amendments to the
U.S. Constitution
SS7:6-6 describe the impact of Reconstruction policies on the South, e.g., pardons for Confederates, the
rise of the KKK, impeachment of President Johnson, the Carpetbaggers, and segregation
SS7:7 Students will explain the structure and operation of the United States economy and the role of
citizens as producers and consumers. SS7:7-1 define concepts of scarcity, choice, trade-offs, specialization, entrepreneurship, productivity,
profits, markets, supply and demand, inflation, and unemployment and incentives
SS7:7-2 describe the effect of producer and consumer behavior on the U.S. economic market
SS7:7-3 describe the role of individuals and businesses as consumers, savers, investors, and borrowers
SS7:7-4 describe common forms of credit, savings, investments, purchases, and contractual agreements,
e.g. warranties and guarantees
SS7:8 Students will compare the United States economic system to systems in other countries. SS7:8-1 explain the differences between traditional, command, market, and mixed economics
SS7:8-2 compare and contrast the U.S. economy with traditional and command economies
SS7:9 Students will explain the meaning of patriotic slogans and excerpts from notable speeches and
documents. SS7:9-1 describe the setting of Patrick Henry’s speech before the Virginia assembly and explain the
statement “Give me liberty or give me death”
SS7:9-2 assess the key points of Lincoln’s Gettysburg Address: ideals of liberty and equality, honoring
the soldiers that had died for these ideals, and saving the Union
SS7:9-3 explain the four main parts of the Declaration of Independence
SS7:10 Students will develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events. SS7:10-1 describe the causes, costs, and benefits of the American Revolution.
SS7:10-2 contrast the causes, costs, and benefits of the Civil War from the viewpoint of Northerners to
that of the viewpoint of Southerners.
.
SS7:11 Students will interpret economic and political issues as expressed in various visuals. SS7:11-1 interpret graphs, charts, and cartoons to explain supply and demand.
23
Grade/Subject: Grade 8, American History
Purpose Statement: Students will learn how historians work and will practice these techniques
throughout their study of federal, state and local government as well as
American History from Reconstruction to the present day.
Outcomes:
AH8:1 Students will gain knowledge and skills of how history is studied and related to the development of
our country to the present day.
AH8:1-1 define historical terms and apply them to the study of history
AH8:1-2 compare the past to the present
AH8:1-3 identify the differences between primary and secondary sources and compare and
contrast how to use both
AH8:1-4 use various research techniques such as library books, internet searches, and note
taking
AH8:2 Students will explain and compare the different forms of government, the branches of the United
States Government and how they work together, as well as the roles of state, county and city
governments.
AH8:2-1 describe the origins of democracy such as the Magna Carta and Mayflower Compact
AH8:2-2 identify the offices, duties and responsibilities of the Legislative Branch
AH8:2-3 identify the offices, duties and responsibilities of the Executive Branch
AH8:2-4 identify the offices, duties and responsibilities of the Judicial Branch
AH8:2-5 explain how checks and balances works and why it is important
AH8:2-6 identify the rights given to citizens through the Bill of Rights
AH8:2-7 explain the differences between the rights and responsibilities of US citizens
AH8:2-8 explain the role of state governments within the United States
AH8:2-9 describe the branches of Nebraska state government and the offices within that
government
AH8:2-10 describe the different types of local government and identify the responsibilities of the
different offices
AH8:3 Students will describe the events of the Westward Movement and explain how it changed the
United States.
AH8:3-1 describe the stages of Western settlement
AH8:3-2 describe the role of farmers in the settlement of the West
AH8:3-3 compare the way pioneers lived on the Great Plains to the lives of those on the East
Coast of the United States
AH8:3-4 assess the significance of the transcontinental railroad on western settlement
AH8:3-5 describe the culture of Plains Indians
AH8:3-6 outline the conflict between White and Native American cultures and the impact that
has had on both groups
AH8:4 Students will identify the people and events of the Industrial Age and explain their significance in
the development of the United States. AH8:4-1 identify the important inventions of US scientists such as Thomas Edison
AH8:4-2 explain the work of industrialists such as Andrew Carnegie
AH8:4-3 explain the reasons for immigration to the US and describe the immigrant experience
AH8:4-4 describe the role of immigrants in US industrialization
AH8:4-5 explain how the Industrial Revolution affected the economy of the United States
24
AH8:5 Students will identify the acquisition of the US during the Age of Imperialism and describe how this
experience affected the politics and culture of the United States. AH8:5-1 explain the reasons for acquiring colonies
AH8:5-2 identify the benefits and deficits of colonization
AH8:5-3 explain the reasons for the Spanish-American War
AH8:5-4 identify the events and effects of the Spanish-American War
AH8:5-5 explain the reasons for reformers such as the Populists and Progressives and evaluate
their impact on the United States
AH8:6 Students will identify the events and people of World War I and explain how that war changed the
world.
AH8:6-1 identify and evaluate the causes of World War I
AH8:6-2 explain how WWI was a new type of war in regards to weapons and tactics
AH8:6-3 explain the importance of the US entry into WWI
AH8:6-4 describe the outcomes of WWI and analyze the impact of the Treaty of Versailles on
the future of the world
AH8:7 Students will describe and evaluate the significance of the changes brought about during the 1920’s
and the Great Depression.
AH8:7-1 describe the political changes of the 1920’s
AH8:7-2 describe the social changes of the 1920’s
AH8:7-3 describe the economic changes of the 1920’s
AH8:7-4 analyze why and how the stock market crash occurred and its effect on the US and the
world
AH8:7-5 describe life in the United States during the Great Depression
AH8:7-6 identify the programs set up during the New Deal and analyze their effect on dealing
with the Great Depression
AH8:8 Students will identify the people and events of World War II, describe their effect and decide how
they changed the role of the United States in world events. AH8:8-1 identify the changes in world politics and political leadership during the 1930’s
AH8:8-2 identify the causes of WWII
AH8:8-3 explain how the US changed from a policy of isolation to involvement in WWII
AH8:8-4 describe how the Allies defeated the Axis Powers
AH8:8-5 describe the policies that led to the Holocaust, the events of the Holocaust and the
reaction of the world to the Holocaust
AH9:8-6 evaluate the changes in US policy and in the world as a result of the Holocaust
AH8:9 Students will identify the major events of post war America and explain how they have changed
how we live up to the present day. AH8:9-1 describe the relationship between the US and the Soviet Union that caused the Cold War
AH8:9-2 explain the reasons for the Cuban Missile Crisis and how that crisis was solved
AH8:9-3 explain the causes, events and effects of the Korean War
AH8:9-4 explain the causes, events and effects of the Vietnam War
AH8:9-5 describe how and why the Cold War came to an end
AH8:9-6 explain the reasons for the Modern Civil Rights Movement
AH8:9-7 identify the major people and practices of the Modern Civil Rights Movement and
judge their impact of the American culture
AH8:9-8 identify the events of the 1960’s and explain their impact of the culture of the US
25
AH8:9-9 describe the major people and events from 1970 to the present
AH8:9-10 evaluate how the events of recent years affects the lives of American citizens today
26
Grade/Subject: Grade 9, World Geography
Purpose Statement: Students will learn the geographic features, both political and physical. Students
will also learn how geography affects the world and them physical, politically,
economically, culturally and historically.
Outcomes:
WG9:1 Students will learn to identify the main features of Earth’s physical geography
WG9:1-1 learn the five themes of geography, and how themes are used to solve problems
WG9:1-2 analyze Earth’s relationship to the other planets in the solar system
WG9:1-3 understand how the movement of the Earth affects time climate and seasons; how weather and
climate are affected by the sun, air pressure, and global circulation
WG9:1-4 describe how water has shaped our planet and understand its significance as a natural resource
WG9:1-5 identify global landforms; understand how they are formed
WG9:1-6 analyze interrelationships of plants, animals, soil, water, and climate
WG9: 2 Student will learn about the ways the humans interact with their environment. WG9:2-1 understand how culture traits and culture region can influence the development of societies and
create conflicts among nations
WG9:2-2 explain how people acquire and use the resources necessary to modify their
environments
WG9:2-3 describe characteristics of the developed and developing nations and how they affect
economic, political and environmental issues
WG9:2-4 analyze global population patterns
WG9:3 Students will review geographical overview of the United States, and describe significant
characteristics of Canada. WG9:3-1 describe the major landform regions and climate found in the United States and Canada
WG9:3-2 identify major urban areas in the United States and Canada and the social, political, and
economic challenges they face
WG9:3-2 interpret special purpose maps to analyze the relationships among climate, population patterns,
and economic resources in the United States and Canada
WG9:4 Students will learn about the physical geography and human geography of the countries of Middle
and South America.
WG9:4-1describe the landforms and climate of Middle and South America
WG9:4-2 analyze how the development of natural resources may affect the economies of Middle and
South American nations
WG9:4-3 identify the ancient Native American civilizations in Middle and South America
WG9:4-4 understand the effects of European colonization in Middle and South America
WG9:4-5 describe the political, economic, social and cultural issues that confront Middle and South
America
WG9:4-6 interpret special purpose maps to analyze the relationships among climate, population patterns,
and economic resources in Middle and South America
WG9:4-7 learn to use steps of the geographic method to collect and analyze geographic data
WG9:5 Students will learn about the landforms and cultures of one of the most densely settled continents.
WG9:5-1 describe the major landforms and climates of Europe
WG9:5-2 explain the historical development of European nations
27
WG9:5-3 analyze how land, climate, and resources have played an important role in the economic
development
WG9:5-4 identify different culture groups
WG9:5-6 explain how European nations have attempted to develop policies of mutual political and
economic cooperation
WG9:5-7 interpret special purpose maps to analyze relationships among climates, population patterns,
and economic resources in Europe
WG9:6 Students will learn all the major political and physical features of Russian Northern Eurasia.
WG9:6-1 examine the relationship between events in Russian and the creation of the Soviet Union and
Communist state
WG9:6-2 analyzes the strengths and weaknesses of the Communist system and the reasons for the
breakup of the Soviet Union
WG9:6-3 identify nations in Northern Eurasia that were once part of the Soviet Union, and describe their
ethnic makeup
WG9:6-4 link the natural resources of Russia and Northern Eurasia with the economic development of
the region, describe the physical features and climate patterns of Russia and Northern Eurasia
WG9:6-5 describes the physical features and climate patterns of Russia and Northern Eurasia
WG9:6-6 interpret special purpose maps to analyze relationships among climate, population patterns, and
economic resources in Russia and Northern Eurasia
WG9:6-7 analyze how political events can affect the economic stability of a region
WG9:7 Students will learn about the geography, ancient history, and rapid modernization or a region often
history, of a region often referred as to as the Middle East. WG9:7-1 describe the physical geography and economic geography of Southwest Asia
WG9:7-2 understand how climate and landforms affect the way people live in Southwest Asia
WG9:7-3 trace the history of and the development of religion in Southwest Asia
WG9:7-4 identify the political social, and environmental challenges confronting the countries of
Southwest Asia
WG9: 7-5 understand the significance of the region’s strategic location
WG9: 7-6 interpret special purpose maps to analyze relationships among climate population patterns, and
economic resources in Southwest Asia
WG9:7-7 analyze relationships between geography and history
WG9:8 Students will learn the political, and physical features on the continent of Africa. WG9:8-1 identify and locate all countries, and their capital cities, on the African continent
WG9:8-2 identify and locate all physical features(rivers, lakes, seas, mountain ranges, deserts, etc) on
the African continent
WG9:9 Students will learn the political, and physical features in East and Southeast Asia. WG9:9-1 identify and locate all countries, and their capital cities, in East and Southeast Asia
WG9:9-2 identify and locate all physical features(rivers, lakes, seas, mountain ranges, deserts, etc) in
East and Southeast Asia
WG9:10 Students will learn the political, and physical features in South Asia. WG9:10-1 identify and locate all countries, and their capital cities, in South Asia
WG9:10-2 identify and locate all physical features(rivers, lakes, seas, mountain ranges, deserts, etc) in
South Asia
28
WG9:11 Students will learn the political, and physical features in South Asia. WG9:11-1 identify and locate all countries, and their capital cities, in the Pacific World and Antarctica
WG9:11-2 identify and locate all physical features(rivers, lakes, seas, mountain ranges, deserts, etc) in
Pacific World and Antarctica.
29
Grade/Subject: Grade10, World History
Purpose Statement: Students will study World History from the Ancient times to present day. The
course is designed to help give students a better understanding of the cultures,
events, and issues of the past that have helped form the present day world. In
regard to history, it is hard to know where you are going, if you don’t know where
you have been.
Outcomes:
WH 10.1 In the Early Civilizations unit students will describe how ancient civilizations emerged in
various parts of the world, developed into powerful and influential states, and
then declined over time. WH 10.1.1 compare and contrast the different governments of ancient civilizations
WH 10.1.2 compare and contrast the different religions of ancient civilizations
WH 10.1.3 understand the ways in which geography helped shape ancient
Mesopotamia, Egypt, China, and India.
WH 10.1.4 explain the monotheistic versus polytheistic views
WH 10.1.5 discuss the causes of conflict that led to the collapse of Rome
WH 10.2 In the Middle Ages unit students will examine the emergence of strong regional civilizations,
focusing on Europe, Africa, the Middle East, Southwest Asia, and East Asia. WH 10.2.1 describe Western Europe after the collapse of the Western Roman Empire
WH 10.2.2 describe how Germanic tribes carved Europe into small kingdoms
WH 10.2.3 explain how Charlemagne reunited much of Western Europe and what happened to his
empire after his death
WH 10.2.4 explain how feudalism shaped medieval society
WH 10.2.5 summarize the role of religion in a civilization, e.g., Christianity, Buddhism, Islam, or
Hinduism
WH 10.2.6 summarize the technological advances in Europe, Asia, or Latin America, e.g., calendars
and three field system
WH 10.2.7 explain the causes and effects of the Crusades
WH 10.2.8 describe the effects of towns, guilds, and education brought to Medieval Europe
WH 10.2.9 understand how the Black Death caused social and economic decline
WH 10.2.10 describe how the monarchies of Europe gained their strength during this era
WH 10.2.11 summarize the causes, turning points, and effects of the Hundred Years’ War
WH 10.3 Students will explains how the Renaissance emphasized individualism and how the Protestant
Reformation established new forms of Christianity. WH 10.3.1 describe the characteristics of the Renaissance and understand why it began in Italy
WH 10.3.2 identify Renaissance artists and explain how new ideas affected the arts of the period
WH 10.3.3 explain how the printing revolution shaped European society
WH 10.3.4 summarize the factors the encouraged the Protestant Reformation
WH 10.3.5 analyze Martin Luther’s role in shaping the Protestant Reformation
WH 10.3.6 explain the teaching and impact of John Calvin
WH 10.3.7 understand why England formed a new church
WH 10.3.8 explain shy many groups faced persecution during the Reformation
30
WH 10.4 In the Exploration unit students will study the major developments that led to the emergence of
modern Europe and the age of global conquest, interdependence, and exchange. WH 10.4.1 understand Europeans’ motivations for exploring the seas
WH 10.4.2 analyze early Portuguese and Spanish explorations and what the
short-term and long-term effects were on the indigenous people of the Americas
WH 10.4.3 describe European searches for a direct route to Asia
WH 10.4.4 analyze how European actions affected the slave trade and the rise of African states
WH 10.4.5 analyze the rise of Dutch, Spanish, and Portuguese dominance in Southeast Asia
WH 10.5 Students will study how the Scientific Revolution changed the way people looked at their
world and how the Enlightenment advanced new social and political ideas. WH 10.5.1 explain how new discoveries in astronomy changed the way people viewed the universe
WH 10.5.2 analyze the contributions that Newton and other scientists made and how they had an
impact on political institutions, social movements, and religion
WH 10.5.3 analyze the establishment of absolutism by discussing the reigns of Phillip II of Spain,
Tudor and Stuarts of England, French Bourbons, German/ Austrian/ Prussian monarchs,
and the Russian Czars
WH 10.5.4 explain the ideas of significant people, such as Hobbes, Locke, Montesquieu, Rousseau,
and Jefferson
WH 10.5.5 explain how the arts, philosophy, and literature were influenced by people, such as
Voltaire, Diderot, Delacroix, Bach, and Mozart
WH 10.6 Students will discuss an era of revolutions beginning with the American Revolution, and
continuing with the French Revolution, the Industrial Revolution, and other revolutions in
Europe.
WH 10.6.1 discuss the Glorious Revolution in England
WH 10.6.2 discuss the French Revolution
WH 10.6.3 relate how Napoleon built and then lost an empire
WH 10.6.4 discuss how nationalism spread across Europe, e.g., unification of Germany and Italy
WH 10.6.5 outline the abolition of slavery and slave trade
WH 10.6.6 discuss the events that led up to the American Revolution
WH 10.6.7 analyze why life changed as industry spread
WH 10.6.8 summarize how an agricultural revolution led to the growth of industry
WH 10.6.9 examine how scientific and technological changes and new forms of energy brought about
massive social, economic, and cultural change, e.g., the inventions and discoveries of
James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison
WH 10.6.10 describe the growth of population, rural to urban migration, and growth of cities associated
with the Industrial Revolution
WH 10.6.11 understand the connections among natural resources, entrepreneurship, labor, and capital in
an industrial economy
WH 10.7 Students will explain the importance of the era from WWI through WWII and into the Cold
War, including the Russian Revolution and nationalist struggles in Africa, the Middle East,
India, and China. WH 10.7.1 discuss the extension of human rights, e.g., women and all nationalities
WH 10.7.2 compare and contrast the effects of World War I and World War II.
WH 10.7.3 summarize the Russian Revolution
WH 10.7.4 relate the rise, aggression, and human costs of totalitarian regimes in the Soviet Union,
Germany, Italy, and Japan
31
WH 10.7.5 summarize the political, social, and economic impact of the 1930’s worldwide depression
WH 10.7.6 describe the Nazi Holocaust and other examples of genocide
WH 10.7.7 describe regional and political conflicts, e.g., Korea and Vietnam.
WH 10.7.8 discus the Cold War and the collapse of the Soviet Union
WH 10.7.9 explain the significance of technology on society
32
Grade/Subject: Grade 11, U.S. History
Purpose Statement: Students will study American History from colonial times to present day. The
course is designed to help give students a better understanding of the cultures,
events, and issues of the past that have helped form the present day America. In
regard to history, it is hard to know where you are going, if you don’t know where
you have been.
Outcomes:
AH11.1 Students will describe the arrival of the first Americans up to the gaining of independence.
AH11.1.1 understand native cultures of North America, Africa, and Europe, and the European drive to
explore and colonize overseas
AH11.1.2 understand the reasons for the European colonization of the Americas, as well as how the
original 13 English colonies took hold in what is now the United States
AH11.1.3 analyze the economic, social, and political growth of the 13 colonies and examine how the
colonies and Britain began to grow apart
AH11.1.4 analyze the causes of the American Revolution and understand the important events of the
war as well as the role played by significant individuals during the conflict
AH11.2 Students will be able to explain the struggles of the new nation with internal political divisions and
challenges from abroad. They will be able to explain how the nation expanded to the west at the
expense of the Native Americans and how slavery drove a growing wedge between North and
South.
AH11.2.1 describe major domestic and foreign problems faced by the leaders of the new Republic
such as maintaining national security and creating a stable economic system government
AH11.2.2 recognize the causes and effects of the various social and labor reform movements that
swept the nation during the first half of the 19th century
AH11.3 Students will explain how the U.S. expanded to the Pacific Ocean. They will be able to explain why
the South left the Union and describe the aftermaths of the Civil War.
AH11.3.1 name the causes and consequences of western settlement and to summarize the
events surrounding the independence of Texas and the War with Mexico
AH11.3.2 explain the conflict over slavery and other regional tensions that led to the Civil War
AH11.3.3 describe the military strategy, political struggle, outcome, and legacy of the Civil War
AH11.3.4 summarize the political struggle, accomplishments, and failures of Reconstruction in the
years following the Civil War
AH11.4 Students will describe how the U.S. transformed itself from a mostly rural, agricultural society to
an urban, industrial one. They will describe how large business dominated the economy and the
countless immigrants that supplied the big business labor.
AH11.4.1 identify key developments the settlement of the Great Plains during the late 1800s and to
examine Native American policies, private property rights, and the Populist movement
AH11.4.2 describe the effects of various scientific discoveries and manufacturing innovations on the
nature of work, the American labor movement, and businesses
AH11.4.3 list the economic, social, and political effects of immigration and to describe the
immigrant experience
AH11.4.4 give examples of significant turn-of-the-20th-century trends in such areas as technology,
education, race relations, and mass culture
33
AH11.5 Students will describe the impact the progressive movement had on big business. The students will
also summarize the causes and effects of WWI.
AH11.5.1 explain how the progressive movement managed to increase the power of government
to regulate business and to protect society from the injustices fostered by big business
AH11.5.2 identify how individuals and events moved the United States into the role of a world
power and to recognize what led the U.S. to become an imperialistic country
AH11.5.3 list primary causes of World War I and the reasons the United States entered the war in
1917
AH11.6 Students will explain the economic and social issues of the 1920’s and how they led to the Great
Depression. Students will also clarify FDR’s New Deal programs and their impact.
AH11.6.1 trace the political and social changes after World War I and throughout the decade of the
1920s
AH11.6.2 describe such issues as Prohibition, the changing role of women, and the influence of
the Harlem Renaissance
AH11.6.3 describe the causes and effects of the Great Depression and the futility of
Hoover's actions to limit the damage
AH11.6.4 list major reasons for FDR's New Deal legislations and the impact these policies on
the American nation
AH11.7 Students will be able to explain the origins of WWII and summarize the U.S. foreign policy since
WWII. The students will describe the origins of the Cold War and its consequences at home. AH11.7.1 trace the rise of dictators, the outbreak of World War II in Europe and Asia, and the
American response in the 1930s
AH11.7.2 identify the military campaigns, political decisions, and efforts on the home front that
won World War II
AH11.7.3 describe key events in the Cold War
AH11.7.4 explain the economic, social, and cultural changes that occurred in postwar America
AH11.8 Students will trace developments of the Civil Rights movement of the 1950’s. The students will
also explain events of the Vietnam War and its impact on life in the United States.
AH11.8.1 identify the achievements and challenges of the Kennedy and Johnson administrations
AH11.8.2 explain the African-American struggle for civil rights during the 1950s and 1960s
AH11.8.3 describe the military and political events of the Vietnam War in Southeast Asia and its
impact on life in the United States
AH11.8.4 provide the conditions that led to the sweeping social protest movements of the 1960s and
the quest for radical change initiated by Latinos, Native Americans, women, and young people
AH12.9 Students will explain the domestic policy issues in contemporary American society. AH11.9.1 identify the political, social, and economic events of the 1970s and the Nixon Administration
AH11.9.2 describe the political and social events of the 1980s and early 1990s
AH11.9.3 summarize the political and social events of the 1990s and early 2000s
34
Grade/Subject: Grade12, American Government
Purpose Statement: Students will learn the historical background of American government, the
structure and function of national, state and local governments, and the rights and
responsibilities of American citizens
Outcomes:
AG:1 Students will compare historical forms of democratic governments that influenced the
United States Constitution of 1789
AG:1-1 identify historic forms of government such as those of Greece, Rome, Great Britain, Colonial
Period, and the Articles of Confederation
AG:1-2 describe the influence historic forms of government have had on the creation of the US
Constitution
AG:2 Students will be identify fundamental US political principles contained in major US documents AG:2-1 define constitutionalism, limited government, rule of law, republicanism and democracy
AG:2-2 identify the fundamental principles in documents such as the Declaration of
Independence, Articles of Confederation, Federalist Papers and Common Sense
AG:2-3 identify the fundamental principles in the US Constitution
AG:2-4 describe separation of powers, federalism and checks and balances
AG:2-5 explain how the US Constitution can be amended
AG:2-6 list the basic rights guaranteed by the Bill of Rights
AG:2-7 describe landmark Supreme Court decisions
AG: 2:8 explain the relationship between the US national government and the Nebraska state
government (Federalism)
AG:3 Students will identify and describe the structure and function of the US national government and
its relationship to state governments AG:3-1 describe the structure and function of the executive branch of the US government
AG:3-2 describe the structure and function of the legislative branch of the US government
AG:3-3 describe the structure and function of the judicial branch of the US government
AG:3-4 identify the principles of Nebraska state government including how a nonpartisan
unicameral makes it unique
AG:3-5 describe the structure and function of the executive branch of the Nebraska state
government
AG:3-6 describe the structure and function of the legislative branch of the Nebraska state
government
AG:3-7 describe the structure and function of the judicial branch of the Nebraska state
government
AG:4 Students will explain the election process at the national, state and local level
AG:4-1 describe and compare the election process at the national, state, and local levels
AG:4-2 identify the function of political parties and describe their effects on the voting process
AG:4-3 explain the effects of things such as campaigning, media and demographics on the
election process
AG: 4-4 explain political rights
35
AG:5 Students will describe the rights, freedoms, responsibilities and benefits of US citizenship AG:5-1 identify responsibilities of US citizens
AG:5-2 explain equality of all citizens under the law
AG:5-3 identify and explain individual freedoms
36
Grade/Subject: Grades 11 and 12, Psychology
Purpose Statement: Psychology is the scientific study of human and animal behavior in its entirety.
Through willingness to participate in classroom activities, the student will be able to
better understand his/ her own behavior as well as the behavior of others. Some
topics to be covered are mental health, intelligence, memory and learning, emotions,
sensation and perception.
Outcomes:
P 11.1 In the Introduction to Psychology unit students will learn about the scientific study of psychology.
The learners will learn what psychology is and how psychologists go about adding to the
discipline’s existing body of knowledge. P 11.1.1 describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and
psychodynamic perspectives
P 11.1.2 name and explain the major subfields of psychology
P 11.1.3 describe the basic elements of an experiment, explain the importance of sampling and random
assignment in psychological research, describe and compare quantitative and qualitative
research strategies
P 11.1.4 define descriptive statistics and explain how they are used by behavioral scientists, explain and
describe measures of central tendency and variability, describe the concept of correlation and
explain how it is used in psychology, recognize how inferential statistics are used in psychology
research
P 11.2 Students will explore the learning and thinking processes of the human mind, including the role of
memory and language in the Learning and Memory Unit.
P 11.2.1 discuss learning from a psychological viewpoint
P 11.2.2 describe the classical conditioning paradigm
P 11.2.3 describe the operant conditioning paradigm
P 11.2.4 explain how observational learning works and describe cognitive learning approaches
P 11.2.5 identify other factors that influence encoding, describe the operation of sensory memory,
describe the operation of short-term memory and working memory, describe the operation of
long-term memory, analyze the importance of retrieval cues in memory, and explain the role
that interference plays in retrieval
P 11.3 Students will learn the how and why a person experiences emotions. The Emotions Unit also
examines the effect of stress and anxiety on the individual. P 11.3.1 compare and contrast the different theories of emotions
P 11.3.2 identify and explain major sources of stress, list and explain possible physiological and
psychological reactions to stress, list and explain cognitive and behavioral strategies to deal with
stress and promote health
P 11.4 In the Personality Unit, the student will learn about various aspects of the human personality, the
theories and psychological tests related to personality development, and the effect of cultural
gender roles on an individual’s attitudes and behavior. P 11.4.1 define personality as the individual’s unique way of thinking, feeling, and acting
P 11.4.2 explain the characteristics of the psychodynamic, cognitive-behavioral, humanistic, and trait
approaches, identify important contributions to the understanding of personality
P 11.4.3 distinguish between objective and projective techniques of personality assessment, describe tests
used in personality assessment
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P 11.5 Students will learn about the connection between the body and mind, including how biology affects
people’s behavior and mental processes and how people experience the world around them in the
Sensation and Perception Unit.
P 11.5.1 explain the concepts of threshold, adaptation, and constancy, describe the operation of sensory
systems, list forms of energy for which we do and do not have sensory receptors
P 11.5.2 The learner will explain Gestalt concepts and principles; such as figure-ground, continuity,
similarity, proximity, closure, etc., describe binocular and monocular depth cues, describe the
influence on perception of environmental variables, motivation, past experiences, culture, and
expectations
P 11.6 Students will be introduced to the theories of intelligence in the Intelligence Unit. Learners will also
examine the measurement, differences, and influences of intelligence. P 11.6.1 link intelligence to the use of cognitive skills and strategies, describe theories of intelligence
P 11.6.2 explain why intelligence tests predict achievement, explain issues of using conventional
intelligence tests
P 11.7 In the Mental Health Unit, the learners will examine the various aspects of physical and
psychological health, the various types of psychological illness, and the treatment methods that
attempt to improve an individual’s psychological well-being. P 11.7.1 distinguish the common characteristics of abnormal behavior, cite examples of abnormal
behavior, relate judgments of abnormality to contexts in which those judgments occur, describe
major explanations for the origins of abnormality
P 11.7.2 discuss major categories of abnormal behavior, explore the challenges associated with accurate
diagnosis
P 11.7.3 describe availability and appropriateness of various modes of treatment for individuals
(e.g., children, adolescents, and adults) with psychological disorders, describe characteristics of
effective treatment and prevention
P 11.7.4 identify therapists according to training, describe strategies for locating appropriate therapists
P 11.7.5 describe the intersection between mental health and law, examine the influence of ethics and
professional practice
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Grade/Subject: Grades 11 and 12, Sociology
Purpose Statement: Learners will examine sociology as the scientific study of human society and social
behavior. The five different areas of sociology that will be emphasized in the class
are: social institutions, organizations, groups, positions, and social roles. Sociology
will enable the learner to better understand self through learning about and
understanding one’s social environment.
Outcomes:
S 11.1 Students will differentiate between the sociological approach and other social sciences. Learners
will also examine the basics of Sociology Perspective. S 11.1.1 distinguish between sociological and non-sociological explanation for human behavior,
differentiate sociology from other social sciences
S 11.1.2 recognize the difference between empirical and normative statements, conclude that empirical
investigations may disprove or debunk prevailing social beliefs
S 11.1.3 define and explain social interaction, social structure, and social change
S 11.1.4 explain the development of sociology as a field of study
S 11.1.5 differentiate between the major sociological approaches: functionalism, conflict theory, symbolic
interactionism, exchange-rational theory, and feminist theory
S 11.2 Students will examine the basics of Sociological Research Methods. S 11.2.1 define key research terms and procedures, sequence the states of development, identify if
research is qualitative and quantitative as well as inductive and deductive reasoning
S 11.2.2 compare and contrast the different methods of collecting data, analyze data using the different
methods of sociological research
S 11.2.3 identify how the research was done, whether competing hypotheses were adequately examined,
and whether the appropriate variables were controlled
S 11.3 Students will examine Culture in relation to self and the influence of culture. S 11.3.1 define culture, analyze how groups influence beliefs about the natural world and deeply held
moral values
S 11.3.2 define self, both originally and historically
S 11.3.3 define key terms in relation to culture, apply these terms to modern media examples
S 11.3.4 explain the concepts of ethnocentrism, subcultures, countercultures, and something about global
culture
S 11.3.5 explain the ways in which different aspects of culture serve, at different times and in different
ways, as sources of cohesion, as springboards for innovation or creativity, or as bases of social
conflict
S 11.4 Students will examine the influence of Socialization on societies. Learners will differentiate
between the different socialization methods. S 11.4.1 describe the social construction of self
S 11.4.2 compare and contrast the different theories of socialization
S 11.4.3 identify agents of socialization
S 11.4.4 describe the process of socialization as one that: (1) is largely invisible to the “naked eye,”
(b) involved the passive and active learning, and (c) continues through the life course
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S 11.5 Students will outline the building blocks of Social Organization. Formal and informal societies will
be examined in relation to social organization.
S 11.5.1 define some of the concepts used to describe the basic building blocks of society, including
statuses (positions), roles (expectations attached to positions), institutions, and social networks
S 11.5.2 understand how societies of different sizes organize themselves to accomplish common needs,
differentiate how larger societies coordinate purposive activity change
S 11.5.3 differentiate the ways of organizing activities, understand the importance of informal social
networks and how they operate, even in complex modern societies
S 11.6 Students will examine various Social Inequalities such as race and ethnicity, gender, and age. S 11.6.1 explain the society is defined and measured by social class, identify the different ranking systems
used in societies
S 11.6.2 explain the historical significance of studying race and ethnicity, explain identification and
stratification of races and ethnicities
S 11.6.3 explain how gender has been a source of stratification, discuss the development of the women’s
development of the women’s movement and social policies for gender equity
S 11.6.4 analyze age stereotyping as well as the social factors that influence the aging process
S 11.7 Students will examine the different theories of Deviance. Learners will identify deviance and
measurements of deviance. S 11.7.1 define what deviance means and what it has meant in the past, identify the different types of
youth disobedience, compare and contrast the different theories of deviance
S 11.7.2 compare and contrast the different theory which leads to deviance, discuss the reasons why one
individual or group becomes deviant
S 11.7.3 identify different subcultures and communities, analyze the role of deviants in society
S 11.7.4 identify the different types of crimes and what the different goals of crime control are,l examine
the various sanctioning rituals that reinforce the social order, and analyze their relationship to
individuals as deviants
S 11.7.5 analyze how the criminal justice system is influenced by race, class, and gender
S 11.7.6 list the different levels of the United States Judicial System, explain what role each level of the
criminal justice system fills
S 11.8 Students will identify the different Social Institutions found in all societies. S 11.8.1 identify the functions of the family, analyze how families vary across and within different
societies and how they change
S 11.8.2 identify the functions of education, analyze how education varies across and within different
societies and how they change
S 11.8.3 identify the functions of religion, analyze how religions vary across and within different societies
and how they change
S 11.8.4 identify the functions of work, analyze how work varies across and within different societies and
how they change
S 11.8.5 identify the functions of government, analyze how government varies across and within different
societies and how they change
S 11.8.6 identify the functions of media, analyze how media varies across and within different societies
and how they change
S 11.8.7 identify the functions of health care, analyze how health care varies across and within different
societies and how they change
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S 11.9 Students will identify how Social Change occurs and why.
S 11.9.1 explain the different methods of analyzing demographics, evaluate the pros and cons of
urbanization, assess environmental policy
S 11.9.2 compare and contrast the different theories and types of collective behaviors, identify key
historical social movements and analyze their influence
S 11.9.3 analyze the potential sources of social change are not fully determinative and do not always
result in the same changes, because they interact with other social factors in complex ways
S 11.9.4 compare and contrast the theories of social change, including world systems theory, dependency
theory, and evolutionary theory
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