Social Studies Curriculum 4th Grade

Content Area

Social Studies

Grade Level

Fourth

Course Name/Course Code

Fourth Grade Social Studies

Standard

Unit Outcome

Grade Level Expectations (GLE)

People, Places & Environments

Students will describe the physical geography of Wyoming.

SS.4.1  Students will explain how the Ice Age affected geographical features of Wyoming, examine the geographic features and resources to explain migration patterns, and create a map showing the migration of Native American tribes in Wyoming.

• SS.4.1.1 Explain how the Ice Age affected geographical features and prehistoric people

• SS.4.1.2 Examine the geographic features and resources to explain the migration patterns of prehistoric people and Native American tribes to Wyoming

• SS.4.1.3 Create a map showing the migration of Native American tribes in Wyoming

People, Places & Environments

Culture, Cultural Diversity

Students will analyze the history of Wyoming to determine the impact of individuals and groups on the development of the state.

SS.4.2  Students will research tribal life and cultures to compare Native American Tribes of Wyoming, and explain the importance of bison.

• SS.4.2.1  Research bison to explain its significance to Wyoming Native American tribes

• SS.4.2.2  Research tribal life and cultures to compare Native American tribes of Wyoming (e.g. arts, tools , weapons, customs, games, toys, religion, communication)

People, Places & Environments

Students will analyze the history of Wyoming to determine the impact of individuals and groups on the development of the state.

SS.4.3  Students will determine individuals who were significant in the exploration of the area of Wyoming.

• SS.4.3.1  Examine the discoveries of Lewis and Clark, John Colter and Robert Stuart to determine their importance to Wyoming

• SS.4.3.2  Demonstrate or explain the importance of Mountain Men in Wyoming History (e.g. famous mountain men, trapping techniques, rendezvous)

People, Places & Environments

Students will describe how the movement of people, goods and services have developed within the state.

SS.4.4  Students will explain how Wyoming geographic features affected trail development and the forms of transportation used in migration. Students will describe the daily life of settlers.

• SS.4.4.1  Create a map of important pioneer trails and explain how Wyoming geographical features affected trail development

• SS.4.4.2  Create a representation of a form of transportation that settlers used to migrate (e.g. “Prairie Schooner” covered wagon, Mormon Handcarts, stagecoach)

• SS.4.4.3  Describe the daily life of settlers (e.g. disease, weather, boredom, accidents, Native American interactions, death)

People, Places & Environments

Culture & Cultural Diversity

Students will analyze the history of Wyoming to determine the impact of individuals and groups on the development of the state.

Students will describe how the movement of people, goods and services have developed within the state.

SS.4.5  Students will research and explain the important events surrounding the railroad and its impact on Native Americans and the settlement of Wyoming.

• SS.4.5.1  Explain the purpose of the Transcontinental Railroad

• SS.4.5.2  Explain the human and geographical challenges of constructing the Transcontinental Railroad

• SS.4.5.3  Explain the impact of the Transcontinental Railroad on the lives of the Native Americans

• SS.4.5.4  Research and describe the impact of the railroad’s routes on the settlement of Wyoming (e.g. towns, landmarks)

People, Places & Environments

Culture & Cultural Diversity

Students will analyze the history of Wyoming to determine the impact of individuals and groups on the development of the state.

SS.4.6  Students will describe and compare conflicts leading to the Indian Wars in

Wyoming. Students will depict a soldier’s life on the Wyoming prairie.

• SS.4.6.1  Give examples of the growing conflicts leading to treaties between the US government and Native Americans

• SS.4.6.2  Compare points of view surrounding major Indian Battles in Wyoming

• SS.4.6.3  Depict a soldier’s life on the Wyoming prairie using various media

People, Places & Environments

Technology, Literacy & Global Connections

SS.4.7  Students will explain, research and report the importance of early cattlemen, sheep men, and homesteaders to Wyoming.

• SS.4.7.1  Depict life for cowboys working on the cattle drives in Wyoming using various media

• SS.4.7.2  Describe the events leading to the cattle industry boom and bust in Wyoming

• SS.4.7.3  Describe how the sheep industry grew in Wyoming and led to conflict with the cattle industry

• SS.4.7.4  Research and report on homesteading and daily life of homesteaders in Wyoming using various media

Production, Distribution & Consumption

Technology, Literacy & Global Connections

Students will describe how the movement of people, goods and services have developed within the state.

SS.4.8  Students will research and create products summarizing different types of economic activities and their locations in Wyoming.

• SS.4.8.1  Research and create a product to summarize aspects of Wyoming economic activities (e.g. agriculture/farming/ranching, natural resource production, tourism)

• SS.4.8.2  Research and create a map showing locations of different products in Wyoming

Citizenship, Government & Democracy

People, Places & Environments

Students will describe the Wyoming State Government and the responsibilities

of its citizens.

SS.4.9  Students will describe the basic structure of Wyoming government and responsibilities of its leaders and citizens. Students will explain why Wyoming is known as the Equality State.

• SS.4.9.1  Identify events leading to the development of early Wyoming government

• SS.4.9.2  Explain why Wyoming is known as the Equality State

• SS.4.9.3  Describe the structure of Wyoming government and compare responsibilities of the Governor, State Senators, State Representatives, and Citizens of Wyoming

Unit Titles

Length of Unit/Contact Hours

Unit Number/Sequence

Citizenship, Government & Democracy

August 29-September 23

1

Native Americans-

September 26-October 21st

2

Exploration of Wyoming

October 24-December 2

3

Westward MIgration-Trails

December 5-February 10

4

Transcontinental Railroad

February 24-March 16

5

Homesteaders

April 17-May 5

6

Wyoming Products Impact

May 8-May 18

7

Unit Title

Citizenship, Government, and Democracy

Length of Unit

August 29 - September 23

Focusing Lens(es)

Wyoming and It’s People

Standards and Grade Level Expectations Addressed in this Unit

• SS.4.9.1  Identify events leading to the development of early Wyoming government

• SS.4.9.2  Explain why Wyoming is known as the Equality State

• SS.4.9.3  Describe the structure of Wyoming government and compare responsibilities of the Governor, State Senators, State Representatives, and Citizens of Wyoming

Inquiry Questions (Engaging- Debatable):

• What events lead to the development of early Wyoming government?

• Why is Wyoming known as the Equality State?

• What are the structures of the Wyoming government?

Unit Strands

Civics, Geography, Citizenship, Government & Democracy

Concepts

Statehood, Voting, Symbols, Region, Place

Generalizations

My students will Understand...

Guiding Questions

Factual Conceptual

The events leading to the development of Wyoming Statehood

• When did Wyoming become a territory?

• When did Wyoming become a state?

• What are the state symbols?

• Why were the colors and symbols on the Wyoming state flag chosen?

• Were there previous versions of the state flag?

• How were the state seal and flag developed?

• Why did Wyoming become a state?

• What item would you choose to display in a museum to depict Wyoming? (think about symbols)

Why Wyoming is the equality state

• What women played a role in Wyoming becoming the equality state?

• Why is Wyoming known as the equality state?

• Why is the right to vote so important?

The importance of the Wyoming State Government and the responsibilities of it’s citizens.

• What are the benefits of statehood?

• What are the responsibilities of it’s citizens?

• How are the powers and responsibilities divided among the three branches of government?

• What makes a responsible citizen?

• How can Wyoming’s citizens affect decisions made by the local government?

Critical Content:

My students will Know…

Key Skills:

My students will be able to (Do)…

• That Wyoming became a territory in 1869

• That Wyoming became a state July 10, 1890.

• The state symbols include... Indian Paintbrush, Meadowlark, Cottonwood, etc.

• Nellie Tayloe Ross (1st Woman Governor), Esther Hobart Morris (1st justice of the peace), Louisa Swain (1st Woman to Vote), Estelle Reel (1st Woman Elected to a State Office)

• That Wyoming is the 44th state.

• That the state seal represents mining, agriculture, and equality

• That population played a role in Wyoming becoming a state.

• The benefits of statehood include: more local control over land and water issues, etc.

• The parts of our government including Governor, State Senators, State Representatives,and Citizens of Wyoming.

• Describe the basic structure of Wyoming government and responsibilities of its leaders and citizens.

• Explain why Wyoming is known as the Equality State.

• Describe the state symbols.

• Identify events leading to the development of early Wyoming government.

Critical Language…

Academic Vocabulary:

Government, symbols, natural resources, suffrage, equality, economy, fossil fuels, frontier, tribute, representative, citizen, independence

Technical Vocabulary:

Seal, agriculture, equal rights, mining, harvests, coal, profitable, bentonite, prehistoric, decompose, oil, trona, byproducts , republic, debate, homesteader

Resources:

• Wyoming-- Crossroads of a Continent (Chapters 10, 1, and Appendix “More Wyoming Facts”)

• Wyoming by Alexandra Hanson-Harding

• Wyoming Trivia -- Brian Day -- Teacher Resource

• I Didn’t Know That About Wyoming -- Lavinia Dobler -- Teacher Resource

• Wyoming Government Project Book - Carole Marsh - Teacher Resource

• Wyoming Symbols Project Book - Carole Marsh - Teacher Resource

Where Taught and When

Taught in social studies, reading, and writing

Unit Title

Native Americans (Might pair nicely Navigating Nonfiction or Bringing History to Life)

Length of Unit

September 26-October 21st

Focusing Lens(es)

Native  Americans Impact

Standards and Grade Level Expectations Addressed in this Unit

• SS.4.1.2 Examine the geographic features and resources to explain the migration patterns of prehistoric people and Native American tribes to Wyoming

• SS.4.1.3 Create a map showing the migration of Native American tribes in Wyoming

• SS.4.2.1  Research bison to explain its significance to Wyoming Native American tribes

• SS.4.2.2  Research tribal life and cultures to compare Native American tribes of Wyoming (e.g. arts, tools , weapons, customs, games, toys, religion, communication)

Inquiry Questions (Engaging- Debatable):

• Where did the Native American Tribes of Wyoming come from?

• How have bison contributed to the life and culture of Native Americans in Wyoming?

• Why is it important to know about Native Americans?

Unit Strands

Life Science, Geography, Culture (Anthropology)

Concepts

Region, Place, Habitat, Ecosystem, Environment, Adaptation, Patterns of Settlement, Conservation, Preservation, Physical Environment, Food Chain, Customs, Tools, Art, Religion, Communication

Generalizations

My students will Understand that…

Guiding Questions

Factual Conceptual

Native Americans migrated to Wyoming.

• Why did the Native Americans migrate to Wyoming?

• How did the Native American’s life change based on the climate change?

Bison played a significant role in Native American Life.

• In what ways did the Native Americans use bison?

• How are bison significant to Wyoming Native American Tribes?

The variety of Native American Tribes in Wyoming

• How are Native American Tribes in Wyoming the same and different?

• What influences the differences between the Native American Tribes in Wyoming?

Critical Content:

My students will Know…

Key Skills:

My students will be able to (Do)…

• Geographic Features and resources influenced the migration patterns of prehistoric people and Native American Tribes to Wyoming.

• Native American  food, clothing, housing, tools, weapons, art, customs, games, toys, religion and communication were all influenced by the presence of the bison.

• The Shoshone came from the West in the 1700’s.  The other tribes were pushed in from the East (Arapaho, Cheyenne, Crow, and Sioux)

• Research bison to explain its significance to Wyoming Native American tribes

• Research tribal life and cultures to compare Native American tribes of Wyoming (e.g. arts, tools , weapons, customs, games, toys, religion, communication)

• Create a map showing the migration of Native American tribes in Wyoming

Critical Language…

Academic Vocabulary:

Ancestry, artifacts, nomadic, archeologist, geologist, barter, culture, migrated

Technical Vocabulary:

Travois, petroglyphs, pictographs, parfleches, nourishment, pemmican, coup, medicine men, sweat lodge

Resources:

*Wyoming -- Crossroads of a Continent

*The Wind River Rendezvous magazine -- Teacher Resource

Moho Wat -- Kenneth Thomasma -- Read Aloud

*Daily Life in a Plains Indian Village (1868) -- Michael Bad Hand Terry -- Teacher Resource

*Life in a Plains Camp -- Bobbie Kalman -- Teacher Resource

Scholastic Encyclopedia of the North American Indian -- James Ciment -- Teacher Resource

The Sheep Eaters -- W.A. Allen, DDS -- Teacher Resource

Hands-On Rocky Mountains -- Yvonne Y. Merrill -- Teacher Resource Activities

More Than Moccasins -- Laurie Carlson -- Teacher Resource Activities

Native American Activity Book -- Linda Milliken -- Teacher Resource Activities

Wyoming Native Americans -- Carol Marsh -- Teacher Resource Activities (A-Z)

Wyoming -- Nathaniel Burt -- Teacher Resource

If You Lived with the Sioux Indians -- Ann McGovern -- Teacher/Student Resource

Wyoming History Projects - Carole Marsh - Teacher Resource

Where Taught and When

Taught in social studies, reading, and writing

Unit Title

Exploration of Wyoming

Length of Unit

October 24-December 2

Focusing Lens(es)

Impact of historical individuals and groups on Wyoming

Standards and Grade Level Expectations Addressed in this Unit

• SS.4.3.1  Examine the discoveries of Lewis and Clark, John Colter and Robert Stuart to determine their importance to Wyoming

• SS.4.3.2  Demonstrate or explain the importance of Mountain Men in Wyoming History (e.g. famous mountain men, trapping techniques, rendezvous)

Inquiry Questions (Engaging- Debatable):

• How were the discoveries of Lewis and Clark, John Colter and Robert Stuart important to Wyoming?

• How did Mountain Men impact Wyoming?

Unit Strands

Geography, History, Economics

Concepts

region, place, habitat, ecosystem, patterns of settlement, economy, physical environment, food chain, exploration, expansion

Generalizations

My students will Understand that…

Guiding Questions

Factual Conceptual

The discoveries of Lewis and Clark, John Colter and Robert Stuart played an important role in Wyoming’s development.

• What were some important discoveries of Lewis and Clark, John Colter, and Robert Stuart?

• How do their discoveries impact our life today?

Mountain Men had an impact on Wyoming’s role in Westward Expansion.

• Who were some famous mountain men?

• What trapping techniques were used by mountain men?

• Why were mountain men trapping?

• What is a rendezvous?

• How did mountain men contribute to settlement in Wyoming?

• How did trapping impact the economy?

• How did rendezvous contribute to Wyoming culture?

Critical Content:

My students will Know…

Key Skills:

My students will be able to (Do)…

• The important discoveries made by Lewis and Clark, John Colter, and Robert Stuart.

• Jim Bridger, John Colter, Joe Meek, Jim Baker, Hugh Glass, Jacques LaRamee, William Sublette are all famous mountain men.

• The trapping techniques that mountain men used

• Mountain Men were trapping to meet economic demands (fashion fads in Europe and in the East).

• A rendezvous is a central meeting place for trade and business.

• Examine the discoveries of Lewis and Clark, John Colter and Robert Stuart to determine their importance to Wyoming

• Demonstrate or explain the importance of Mountain Men in Wyoming History (e.g. famous mountain men, trapping techniques, rendezvous)

Critical Language…

Academic Vocabulary:

Continent, trails, mountain men, missionaries, explorers, expedition, massacre, Manifest Destiny, Louisiana Purchase

Technical Vocabulary:

Interpreter, geyser,  buffalo, cache, traps, rendezvous, skirmish, continental divide, expansion, possibles pouch, plews, castoreum

Resources:

Wyoming -- Crossroads of a Continent

If You Traveled West in a Covered Wagon -- Ellen Levine -- Teacher/Student Resource

Munching Across Wyoming -- Uinta County Extension Office (Five Day Program)

Wyoming People Projects - Carole March - Teacher Resource

Wyoming History Projects - Carole Marsh - Teacher Resource

The Lewis and Clark Expedition -- Let Freedom Ring -- Susan Bursell -- Student Resource

Lewis and Clark -- Walt Hazen -- Teacher Resource

Lewis and Clark (Opening the American West) -- Ellen Rodger -- Teacher/Student Resource

What a Deal Louisiana Purchase -- Carole Marsh -- Teacher Resource

Where Taught and When

Taught in social studies, reading, and writing

Unit Title

Westward Expansion

Length of Unit

December 5-February 10

Focusing Lens(es)

State Development

Standards and Grade Level Expectations Addressed in this Unit

• SS.4.4.1  Create a map of important pioneer trails and explain how Wyoming geographical features affected trail development

• SS.4.4.2  Create a representation of a form of transportation that settlers used to migrate (e.g. “Prairie Schooner” covered wagon, Mormon Handcarts, stagecoach)

• SS.4.4.3  Describe the daily life of settlers (e.g. disease, weather, boredom, accidents, Native American interactions, death)

Inquiry Questions (Engaging- Debatable):

• Why did the trails take the direction that they did?

• Why did they use the form of transportation that they did?

• Would you prefer to live a pioneer life or a modern life, and why?

Unit Strands

Geography, Transportation, Culture

Concepts

Maps, Migration, Patterns of Settlement, Daily LIfe

Generalizations

My students will Understand…

Guiding Questions

Factual Conceptual

How Wyoming geographic features affected trail development and the forms of transportation used in migration.

• What geographical features affected trail development?

• What forms of transportation were used in migration?

• Why did the trail take the direction that it did?

• What are the advantages of each type of transportation? (stage coach, covered wagon, handcart, etc.)

The daily life of settlers.

• Describe a typical a day in the life of an early Wyoming settler.

• Why did people migrate westward?

• How is the daily life of a pioneer the same or different from your life?

• Why would you leave everything behind for a different life?  

Critical Content:

My students will Know…

Key Skills:

My students will be able to (Do)…

• How the geographical features affected trail development.

• About important historical landmarks.

• Which forms of transportation were used in migration.

• What a typical day in the life of an early Wyoming settler entailed.

• Why people chose to migrate westward.

• Create a map of important pioneer trails.  (Mark historical landmarks)

• Explain how Wyoming’s geographical features affected trail development.

• Create a representation of a form of transportation that settlers used to migrate.

• Describe the daily life of settlers (disease, weather, boredom, accidents, Native American interactions, death)

Critical Language…

Academic Vocabulary:

Landmarks, Boomtown, Tracktown, Prairie Schooner, Oregon Trail, California Trail, Mormon Trail, Pony Express Trail, Continental Divide, immigrant, telegraph, pioneer

Technical Vocabulary:

South Pass, Fort Bridger, Dysentery, Cholera, Laramie Peak, Fort Laramie, Register Cliff, Fort Caspar, Independence Rock, Devil’s Gate, Martin’s Cove, Jumping-off Place, freighting,

Resources:

Hands-On Pioneers -- Yvonne Young Merrill -- Teacher Resource Activities

The Wagon Train -- Bobbie Kalman -- Teacher/Student Resource

Oregon and Santa Fe Trails -- Cindy Barden -- Teacher Resource Activities

Westward Movement -- Teacher Created Resources -- Robert Smith -- Teacher Resource Activities

Going Along the Emigrant Trails -- Barbara Fifer -- Teacher/Student Resource

Who Settled the West? -- Bobbie Kalman Book -- Teacher/Student Resource

You Wouldn’t Want to be an American Pioneer -- Jacqueline Morley -- Teacher/Student Resource

Daily Life in a Covered Wagon -- Paul Erickson -- Teacher/Student Resource

How I Survived the Oregon Trail -A Journal of Jesse Adams -- Laura Wilson -- Teacher/Student Resource

How Would you Survive the American West -- Jacqueline Morley -- Teacher/Student Resource

Wyoming People Projects - Carole March - Teacher Resource

Where Taught and When

Taught in social studies, reading, and writing

Unit Title

Transcontinental Railroad

Length of Unit

February 24-March 16

Focusing Lens(es)

Movement of people goods and services.

Standards and Grade Level Expectations Addressed in this Unit

• SS.4.5.1  Explain the purpose of the Transcontinental Railroad

• SS.4.5.2  Explain the human and geographical challenges of constructing the Transcontinental Railroad

• SS.4.5.3  Explain the impact of the Transcontinental Railroad on the lives of the Native Americans

• SS.4.5.4  Research and describe the impact of the railroad’s routes on the settlement of Wyoming (e.g. towns, landmarks)

Inquiry Questions (Engaging- Debatable):

• How do you think the railroad impacted Wyoming?

• How did people’s lives change because of the railroad?

Unit Strands

Geography, Economics, Cultural Diversity

Concepts

Transportation, Culture, Patterns of Settlement, Economy, Physical Environment

Generalizations

My students will Understand .…

Guiding Questions

Factual Conceptual

The purpose of the transcontinental railroad

• What was the purpose of the transcontinental railroad?

The human and geographical challenges of constructing the transcontinental railroad.

• What were some human and geographical challenges of constructing the railroad?

• How did racism play a role in the construction of the railroad?

The impact the transcontinental railroad had on Native Americans

• How did the railroad impact Native Americans?

The impact of the railroads routes on the settlement of Wyoming. (our town’s landmarks)

• How did the railroad impact the settlement of Wyoming?

• How has the construction of the railroad impacted our life today?

Critical Content:

My students will Know…

Key Skills:

My students will be able to (Do)…

• The purpose of the transcontinental railroad.

• The human and geographical challenges of constructing the railroad.

• How the railroad affected the population of our state.

• The effect that railroads had on locations of towns and landmarks.

• Explain the purpose of the Transcontinental Railroad

• Explain the human and geographical challenges of constructing the Transcontinental Railroad

• Explain the impact of the Transcontinental Railroad on the lives of the Native Americans

• Research and describe the impact of the railroad’s routes on the settlement of Wyoming (e.g. towns, landmarks)

Critical Language…

Academic Vocabulary:

Transcontinental, surveyors, Union Pacific, Central Pacific, trestle, ghost town , summit,

Technical Vocabulary:

Abraham Lincoln, eminent domain, tie hacks, graders, mule whackers, track layers, ironmen or spikers, gandy dancers, end of track towns, Promontory Point

Resources:

Young Riders of the Pony Express -- Jessica Gunderson -- Student Book (Graphic Novel)

Riders of the Pony Express -- Ralph Moody -- Teacher Resource

Ride Like the Wind - A Tale of the Pony Express -- Bernie Fuchs -- Read Aloud

Ten Mile Day -- Mary Ann Fraser -- Teacher/Student Resource

The Transcontinental Railroad -- TRUE Book -- John Perritano -- Teacher/Student Resource

Railroad Fever -- Crossroads America -- Monica Halpern -- Teacher/Student Resource

You Wouldn’t Want to Work on the Railroad! -- Ian Graham -- Teacher/Student Resource

The Railroad -- Bobbie Kalman -- Teacher/Student Resource

Wyoming History Projects - Carole Marsh - Teacher Resource

Where Taught and When

Taught in social studies, reading, and writing

Unit Title

Indian Wars

Length of Unit

March 17-April 14

Focusing Lens(es)

Wyoming Indian Wars

Standards and Grade Level Expectations Addressed in this Unit

• SS.4.6.1  Give examples of the growing conflicts leading to treaties between the US government and Native Americans

• SS.4.6.2  Compare points of view surrounding major Indian Battles in Wyoming

• SS.4.6.3  Depict a soldier’s life on the Wyoming prairie using various media

Inquiry Questions (Engaging- Debatable):

• Compare points of view surrounding major Indian battles in Wyoming.

• What are some cultural differences?

Unit Strands

Civics, Government, Geography, Economics

Concepts

Transportation, Culture, Patterns of Settlement, Economy, Physical Environment

Generalizations

My students will Understand …

Guiding Questions

Factual Conceptual

The conflicts that lead to treaties between the US government and Native Americans.

• What important battles were fought in Wyoming?

• How have Native American conflicts shaped Wyoming history?

• What would life in Wyoming be likes if conflict had never happened?

• How were the effects of weapons different then from now?

• Could this conflict had been avoided

Different points of view surrounding major indian battles in Wyoming.

• Why did the white men fight?

• What did the Native Americans fight?

• How would your viewpoint differ if you were a white man or an Indian?

What a soldier’s life looks like on the Wyoming prairie.

• Describe a soldier’s life on the Wyoming prairie.

• How is a soldier’s life on the prairie alike and different from a soldier’s life today?

Critical Content:

My students will Know…

Key Skills:

My students will be able to (Do)…

• What important battles were fought in Wyoming

• The different points of view surrounding major indian battles in Wyoming.

• What a soldier’s life was like on the Wyoming prairie.  

• Give examples of the growing conflicts leading to treaties between the US government and Native Americans

• Compare points of view surrounding major Indian Battles in Wyoming

• Depict a soldier’s life on the Wyoming prairie using various media

Critical Language…

Academic Vocabulary:

Massacre, confrontations, colonel, interpreter, annuities, hostilities, invasion, expedition, ambush, mutilation, civilian, treaty, calvary,  campaign

Technical Vocabulary:

Fort Fetterman, Wagon Box, Arapaho, Sioux, Cheyenne, Fort Laramie, Fort Phil Kearny, General George Armstrong Custer, Battle of the Little Big Horn, Dull Knife Battle, deserted, latrine, infantrymen, cavalrymen, hardtack, Chief Washakie, Shoshone, Native Americans, reservations

Resources:

Wyoming -- A Crossroads of a Continent

Wyoming People Projects - Carole March - Teacher Resource

Wyoming History Projects - Carole Marsh - Teacher Resource

Where Taught and When

Taught in social studies, reading, and writing

Unit Title

Homesteaders

Length of Unit

April 17-May 5

Focusing Lens(es)

Cattlemen, Sheep men, and Homesteaders

Standards and Grade Level Expectations Addressed in this Unit

• SS.4.7.1  Depict life for cowboys working on the cattle drives in Wyoming using various media

• SS.4.7.2  Describe the events leading to the cattle industry boom and bust in Wyoming

• SS.4.7.3  Describe how the sheep industry grew in Wyoming and led to conflict with the cattle industry

• SS.4.7.4  Research and report on homesteading and daily life of homesteaders in Wyoming using various media

Inquiry Questions (Engaging- Debatable):

• Why was their conflict between the homesteaders and the cattlemen?

• How is the life of a cowboy different today than it was in early Wyoming history?

Unit Strands

Economics, Geography,

Concepts

Technology, literacy and global connections

Generalizations

My students will Understand…

Guiding Questions

Factual Conceptual

What life was like for cowboys working on the cattle drives in Wyoming

What were the hardships and obstacles they faced?

The events leading to the cattle industry boom and bust in Wyoming

What were the events that lead to the cattle industry boom and bust in Wyoming?

How the sheep industry grew in Wyoming and led to conflict with the cattle industry

How did they interact with each other?

Would you prefer to be a cattlemen or sheep men and why?

The daily life of homesteaders in Wyoming.

What were the hardships and obstacles they faced?

Compare the daily life of a homesteader to your own life.

Critical Content:

My students will Know…

Key Skills:

My students will be able to (Do)…

• The hardships and obstacles that cowboys, homesteaders,  and sheepmen faced on cattle drives in Wyoming.

• The events that lead to the cattle industry boom and bust in Wyoming.

• How the cattlemen and homesteaders interacted with each other.

• Depict life for cowboys working on the cattle drives in Wyoming using various media

• Describe the events leading to the cattle industry boom and bust in Wyoming

• Describe how the sheep industry grew in Wyoming and led to conflict with the cattle industry

• Research and report on homesteading and daily life of homesteaders in Wyoming using various media

Critical Language…

Academic Vocabulary:

Homestead Act, Cattlemen, Sheepmen, Homesteaders, Johnson County War, slaughter, boom and bust, prosper

Technical Vocabulary:

William Sublette, Bozeman Trail, remuda, string of horses, stampede, cowpoke, cow punchers, waddies, drovers, trail boss, pointer, flanker, swingman, greenhorn, tenderfoot, drag riders, wranglers, chuckwagon, cookie, glamorize, Buffalo Bill, bandannas, chaps, trousers, woolies, bulldogging, spurs, strays, rustlers, mavericks, investors, foremen, Stockgrowers Association, cattle barons,  stock detectives, maverick law, gunfighters, Ella Watson and Jim Averell

Resources:

The Gold Rush -- Bobbie Kalman -- Teacher/Student Resource

Cowboys of the Frontier -- Charles Sundling -- Teacher/Student Resource

Cowboys - A Bellerophon Coloring Room -- Ubet Tomb -- Teacher Resource

Fact or Fiction Cowboys -- Stewart Ross -- Teacher/Student Resource

Wyoming People Projects - Carole March - Teacher Resource

Wyoming History Projects - Carole Marsh - Teacher Resource

Women of the West (Life in the Old West) - Bobbie Kalman

Homes of the West (Life in the Old West)- Bobbie Kalman

Life on the Ranch (Life in the Old West) Bobbie Kalman

Where Taught and When

Taught in social studies, reading, and writing

Unit Title

Wyoming Products Impact

Length of Unit

May 8-May 18

Focusing Lens(es)

Movement of people, goods, and services developed within the state.

Standards and Grade Level Expectations Addressed in this Unit

• SS.4.8.1  Research and create a product to summarize aspects of Wyoming economic activities (e.g. agriculture/farming/ranching, natural resource production, tourism)

• SS.4.8.2  Research and create a map showing locations of different products in Wyoming

Inquiry Questions (Engaging- Debatable):

• What are the impacts if a natural resource gets completely used up?

• How does scarcity of resources impact the price of goods?

Unit Strands

Geography, Economics,

Concepts

Technology, Economy, Production, Distribution, Consumption, Supply and Demand

Generalizations

My students will Understand…

Guiding Questions

Factual Conceptual

Different types of economic activities and their locations in Wyoming?

• What natural resources are most important to Wyoming’s economy?

• What are Wyoming’s main agricultural products?

• What resources are needed for effective production?

• Is Wyoming producing less or more compared to ten years ago?

• Where in the state are these resources found?

• What resources and conditions are needed for effective production and why is Wyoming a good fit?

Critical Content:

My students will Know…

Key Skills:

My students will be able to (Do)…

• The natural resources that are most important to Wyoming’s economy.  

• What Wyoming’s main agricultural products are.

• What resources are needed for effective production.

• If Wyoming is producing less or more compared to ten years ago.

• Where Wyoming’s resources are found.

• Research and create a product to summarize aspects of Wyoming economic activities (e.g. agriculture/farming/ranching, natural resource production, tourism)

• Research and create a map showing locations of different products in Wyoming

Critical Language…

Academic Vocabulary:

Agriculture, mining, equality, Federal Government, oil industry, natural gas, coal deposits, tourism,

Technical Vocabulary:

Potential, trona, soda ash, bentonite, suffragette,

Resources:

The Life of a Miner -- Bobbie Kalman -- Teacher/Student Resource

Wyoming Current Event Project Book  - Carole March

Where Taught and When

Taught in social studies, reading, and writing