Content Standard 4
Wyoming Social Studies Standards · 5th Grade
Time, Continuity, and Change - Students analyze events, people, problems, and ideas within their historical contexts.
Grade5th Grade
SubjectSocial Studies
Levelstrand
Child standards (18)
- SS12.4.1Describe patterns of change (cause and effect) and evaluate how past events impacted future events and the modern world.
- SS12.4.2Analyze the development and impact of tools and technology and how it shaped history and influenced the modern world.
- SS12.4.3Given a significant current event, critique the actions of the people or groups involved; hypothesize how this event would have played out in another country.
- SS12.4.4Describe the historical interactions between and among individuals, groups, and/or institutions (e.g., family, neighborhood, political, economic, religious, social, cultural, and workplace) and their impact on significant historical event
- SS12.4.5Using primary and secondary sources, apply historical research methods to interpret and evaluate important historical events from multiple perspectives.
- SS2.4.1Identify how an event could change the future (e.g., moving to a new town means going to a new school or learning to ride a bike could mean getting to a friend’s house faster).
- SS2.4.2Identify tools and technologies, including those of Indigenous Tribes of Wyoming, that made or make life easier and sustainable (e.g., cars for getting one place to another, washing machines for washing clothes, or flashlights to see in the dark, and usage of bison and natural resources).
- SS2.4.3Describe a “current event.” involving significant people and places in Wyoming (e.g., local, state, or tribal events).
- SS5.4.1Describe how small changes can lead to big changes (cause and effect) (e.g., introduction of horses to the Plains tribes, discovery of gold and minerals in the region, discovery of electricity, impact of the Homestead Act and Dawes Act, establishment of water rights and resource management).
- SS5.4.2Describe how tools and technology make life easier; describe how one tool or technology evolves into another (e.g., telegraph to telephone to cell phone or travois to horse-drawn wagon to railroad to car); identify a tool or technology that impacted history (e.g., ships allowed for discovery of new lands, or boiling water prevented spread of disease, railroads and the industrial revolution led to devastation of bison population, and impact of mineral and oil development in the region).
- SS5.4.3Select current events for relevance and apply understanding of cause and effect to determine how current events impact people or groups, including Indigenous Tribes of Wyoming (e.g., energy development, water rights, new technology, and social issues).
- SS5.4.4Discuss different groups that a person may belong to, including Indigenous Tribes of Wyoming, (e.g., family, neighborhood, cultural/ethnic, and workplace) and how those roles and/or groups have changed over time.
- SS5.4.5Identify differences between primary (e.g., historical photographs, artifacts, and documents, including treaties) and secondary sources. Find primary and secondary sources about an historical event (e.g., creation of reservations, Sand Creek Massacre, and creation of national parks). Summarize central ideas in primary and secondary resources.
- SS8.4.1Describe how historical events impact the future (cause and effect) and how change spreads to other places (e.g., spread of industrial revolution or causes of the Civil War, impacts of Manifest Destiny, aftermath of French and Indian War, and progression of Indian Removal Act).
- SS8.4.2Describe how tools and technology in different historical periods impacted the way people, including Indigenous Tribes of Wyoming, lived, made decisions, and saw the world (e.g., impact of horses and European trade goods on Plains Indian cultures, mechanized agriculture, and Industrial Revolution technologies).
- SS8.4.3Analyze the way people and/or groups react to current events; affect all people, including Indigenous Tribes of Wyoming. Investigate the history leading up to those events and suggest alternative ways such events may have played out.
- SS8.4.4Identify historical interactions between and among individuals, groups, and/or institutions (e.g., family, neighborhood, political, economic, religious, social, cultural, and workplace).
- SS8.4.5Identify relevant primary (e.g., historical photographs, artifacts, and documents, including treaties) and secondary sources for research. Compare and contrast treatment of the same topic in several primary and secondary sources, which may include oral history and traditional storytelling.