Grades 3, 4, 5
Other Wyoming Social Studies Content sets
Other Wyoming Social Studies Content sets
Citizenship, Government, and Democracy: Students analyze how people create and change structures of power, authority, and governance to understand the continuing evolution of governments and to demonstrate civic responsibility.1
- 1.
Describe the basic rights and responsibilities of citizenship.SS5.1.1
- 2.
Understand the basic local, tribal, state, and national political processes (e.g., campaigning and voting).SS5.1.2
- 3.
Understand the basic origins of the United States Constitution (e.g., Declaration of Independence).SS5.1.3
- 4.
Understand the purpose of the U.S. legal system and that tribal governments have separate legal systems.SS5.1.4
- 5.
Understand the purposes of the three branches of government (executive, legislative, and judicial). SS5.1.5.a. Understand how the Northern Arapaho and Eastern Shoshone are sovereign nations with their own systems of governance (i.e., each has a General Council and a resolution form of government).SS5.1.5
Culture and Cultural Diversity: Students demonstrate an understanding of the contributions and impacts of human interaction and cultural diversity on societies.2
- 1.
Identify and describe the ways groups, including Indigenous Tribes of Wyoming (e.g., families, communities, schools, and social organizations) meet human needs and concerns (e.g., belonging, self-worth, and personal safety) and contribute to identity (e.g., personal, tribal, ethnic) and daily life (e.g., traditions, beliefs, language, customs).SS5.2.1
- 2.
Describe, compare and contrast ways in which unique expressions of culture (e.g., tribal affiliation, language, spirituality, stories, folktales, music, art, and dance) influence people.SS5.2.2
- 3.
Identify and describe characteristics and contributions of local and state cultural groups, including Indigenous Tribes of Wyoming, in Wyoming and the region.SS5.2.3
- 4.
Identify and describe positive and negative interactions (e.g., withholding of Native American U.S. citizenship until 1924), the tensions among cultural groups, social classes and/or significant individuals in Wyoming and the United States (e.g., Martin Luther King Jr., Helen Keller, Sacagawea, Chief Washakie, Chief Black Coal, Chief Pocatello, Chief Sharp Nose, and Chief Friday).SS5.2.4
Production, Distribution, and Consumption: Students describe the influence of economic factors on societies and make decisions based on economic principles.3
- 1.
Give examples of needs, wants, goods, services, scarcity, and choice.SS5.3.1
- 2.
Identify basic economic concepts (e.g., supply, demand, price, and trade).SS5.3.2
- 3.
Identify and describe how science and technology have affected production and distribution locally, nationally, and globally (e.g., trains and natural resources).SS5.3.3
- 4.
Explain the roles and effect of money, banking, savings, and budgeting in personal life and society.SS5.3.4
Time, Continuity, and Change: Students analyze events, people, problems, and ideas within their historical contexts.4
- 1.
Describe 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).SS5.4.1
- 2.
Describe 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, 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).SS5.4.2
- 3.
Select 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).SS5.4.3
- 4.
Discuss 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.SS5.4.4
- 5.
Identify 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.SS5.4.5
People, Places, and Environments: Students apply their knowledge of the geographic themes (location, place, movement, region, and human/environment interactions) and skills to demonstrate an understanding of interrelationships among people, places, and environment.5
- 1.
Apply mental mapping skills and use different representations of the Earth to demonstrate an understanding of human and physical patterns and how local decisions may create global impacts.SS5.5.1
- a.
Identify boundaries of the Wind River Indian Reservation.SS5.5.1.a
- a.
- 2.
Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the reservation, state, nation, or world.SS5.5.2
- 3.
Describe the human features of an area (e.g., language, religion, political and economic systems, population distribution, and quality of life), past and present settlement patterns (e.g., Indigenous Tribes of Wyoming and the Oregon Trail), and how ideas, goods, and/or people move from one area to another.SS5.5.3
- i.
Describe how cultural values of the Indigenous Tribes of Wyoming influence the importance and preservation of place and sacred sites (e.g., Devils Tower/Bear Lodge, Hot Springs State Park, Vedauwoo, Crowheart Butte, Bighorn Medicine Wheel, Estes Park, Yellowstone, Heart Mountain, and Wind River Mountains).SS5.5.3.a.i
- ii.
Describe and identify a variety of place names and their connection to Indigenous Tribes of Wyoming.SS5.5.3.a.ii
- i.
- 4.
Describe how the environment influences people in Wyoming and how we adjust to and/or change our environment in order to survive (e.g., natural resources, housing, and food).SS5.5.4
- a.
Discuss the ways in which the environment, including climate and seasons, influenced how the Indigenous Tribes of Wyoming adapted to their natural environment (e.g., how they obtained food, clothing, tools, and migration)SS5.5.4.a
- a.
Technology, Literacy, and Global Connections: Students use technology and literacy skills to access, synthesize, and evaluate information to communicate and apply social studies knowledge to global situations.6
- 1.
Use various media resources in order to address a question or solve a problem.SS5.6.1
- 2.
Identify validity of information (e.g., accuracy, relevancy, fact, or fiction).SS5.6.2
- 3.
Use digital tools to research, design, and present social studies concepts (e.g., understand how individual responsibility applies in usage of digital media).SS5.6.3
- 4.
Identify the difference between primary and secondary sources.SS5.6.4
Frequently asked questions
- What grade levels do these standards cover?
- Grade 3, Grade 4, and Grade 5
- When were these standards adopted?
- 2018
- Where can I read the official document?
- Wyoming Social Studies Content Standards
Keep exploring
Keep exploring Social Studies Content standards
Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.