What combination of experience, strategy, and personal characteristics enabled Washington to succeed as a military leader? In this unit, students will read the Continental Congress's resolutions granting powers to General Washington; analyze some of Washington's wartime orders, dispatches, and correspondence in terms of his mission and the characteristics of a good general.

7– W3.1.1 Describe the characteristics that classical civilizations share (e.g., institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).
7 – W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires. (G)
7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire. (C)
7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations. (G)
7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.
7 – W3.1.11 Explain the role of economics in shaping the development of classical civilizations and empires (e.g., trade routes and their significance, supply and demand for products). (E)

8 – U5.2.1 Explain how southern states used the core principles of Equality, Rule of Law, Unalienable Rights, Limited Government, Social Compact Theory, and the Right of Revolution to justify why and when they seceded.

5 – U2.1.1 Describe significant developments in the Southern colonies, including
patterns of settlement and control including the impact of geography (landforms and climate) on settlement (G)
establishment of Jamestown (G)
development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) (G, E)
relationships with Indigenous Peoples (e.g., Powhatan)
development of colonial representative assemblies (House of Burgesses) ©
development of slavery

5 – U2.1.2 Describe significant developments in the New England colonies, including
patterns of settlement and control including the impact of geography (landforms and climate) on settlement (G)
relations with Indigenous Peoples (e.g., Pequot/King Philip’s War)
growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies (G, E)
the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government ©
religious tensions in Massachusetts that led to the establishment of other colonies in New England (C, E)

5 – U2.1.3 Describe significant developments in the Middle Colonies, including
patterns of settlement and control including the impact of geography (landforms and climate) on settlement (G)
the growth of Middle Colonies’ economies (E)
The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle Colonies
immigration patterns leading to ethnic diversity in the Middle Colonies (G, C, E)

8 – U5.1.2 Describe the role of the Northwest Ordinance and its effect on the banning of slavery. (G12)

8 – U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War. (C2, G13)

5 – U3 .3 .3 Explain why the Constitutional Convention was convened and why the Constitution was written.

5 – U3 .3 .4 Describe the issues over representation and slavery the Framers faced at the Constitutional Convention and how they were addressed in the Constitution.

5 – U3 .3 .5 Give reasons why the Framers wanted to limit the power of government, and to whom those rights were granted.

8-U3.3.3 Describe the issues debated at the Constitutional Convention including the distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of executive, and slavery as a regional and federal issue.

8-U3.3.4 Explain how the new Constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among the federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three- Fifths Compromise and the Great Compromise.

3rd grade social studies lesson about indigenous people and the resources they used.

8 - U4.2.2 The Institution of Slavery – Explain the ideology of the institution of slavery, its policies, and consequences.

In this curriculum unit, students will learn about the origins of four major types of British surnames. They will consult lists to discover the meanings of specific names and later demonstrate their knowledge of surnames through various group activities. They will then compare the origins of British to certain types of non-British surnames. In a final activity, the students will research the origins and meanings of their own family names.

5–U3.1.1 Describe how the French and Indian War affected British policy toward the colonies and colonial dissatisfaction with the new policy.

Based on the Wyoming PBS program What’s in a Name, students will view episodes of the program to learn about how Wyoming towns got their names. In the introductory video Phil Roberts from the University of Wyoming introduces the PBS series entitled “Main Street Wyoming: What’s in a Name”. This introductory clip discusses how early explorers first named the rivers, streams, and mountain ranges and passes of Wyoming. Students will then work as a group to create a fictitious Wyoming town.

The purpose of this lesson is to ensure mastery of letter names and sounds. It is important to get a good solid foundation before putting letter sounds together to read and spell words.

Students will analyze how the market areas for specific chain stores change based on the type of store.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

7-W4.1.3 Trade Networks and Contacts – Analyze the development, interdependence, specialization, and importance of interregional trading systems both within and between societies including • land-based routes across the Sahara, Eurasia and Europe • water-based routes across Indian Ocean, Persian Gulf, South China Sea, Red and Mediterranean Seas (G)
7-G1.2.1 Explain why maps of the same place may vary as a result of new knowledge and/or advances in science and technology.
7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).
7 – G4.4.2 Describe examples of cooperation and conflict within the era understudy
D2.Eco.14.6-8. Explain barriers to trade and how those barriers influence trade among nations.
D2.Geo.1.6-8. Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.

Learn how and when the Eastern Shoshone came to Wyoming, what are the Shoshone values, and what are the people of the Eastern Shoshone like? In the accompanying lessons plans (found in the Support Materials), students will gain an understanding of the Fort Bridger Treaty of 1868 including its importance to the state of Wyoming and the Eastern Shoshone Tribe in 1868 and today. The American Bison, or Buffalo as preferred by most tribes, has a significant existence among the Native American people. For thousands of years, the great American Buffalo roamed the Great Plains, migrating from north to south, searching for areas on which to thrive. The Shoshone people depended on the buffalo for many things that included food, clothing, and shelter. Every part of the buffalo was used and provided for the people.

LEARNING OBJECTIVES:

Students will study (Highlight, paraphrase and report) the Treaty of 1868 between the Eastern Shoshone Tribe and the United States Government.
Students will learn about the Eastern Shoshone people through the use of research and technology.
Students will understand that the history of the Shoshone people in the Wind River Mountains dates back thousands of years.
Students will understand that the circle of life continues in a perpetual cycle and is passed on through oral tradition. These stories often taught a lesson to young people.
Students will understand the indigenous perspective of interconnectedness. Students will understand how bison populations were devastated by western expansion.
Students will learn how to construct, read, compare and analyze different population graphs.
Students will understand how the diets of the Shoshone people varied depending on the areas in which they lived.
Students will acquire knowledge of the Wind River Reservation communities and be able to identify these locations on a map.
Students will be able to further describe how their culture has shaped them.
Students will be able to define the concept of culture.
Students will be able to explain some of the attributes of culture.

Students will gain an understanding of the Northern Arapaho people located on the Wind River Reservation in Wyoming. In the accompanying lessons plans (found in the Support Materials), students will learn how the Northern Arapaho come to Wyoming, what are the Arapaho values, and why were Arapaho tribal names changed?

LEARNING OBJECTIVES:

Students will be able to evaluate what geographical places were used by the Arapaho people and understand how historical events changed the future for the Arapaho people.
Students will compare and contrast between their social and ceremonial structures.
Students will understand the hierarchy of the Arapaho Tribe.
Students will analyze how their social and ceremonial structures contribute to their cultural identity.