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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

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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

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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.

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“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

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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

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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

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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

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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

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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

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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)

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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)

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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

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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

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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)

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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)

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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

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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

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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

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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

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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

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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

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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