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Units are developed from a traditional chronology of important events. Units are centered on inquiries (questions) and various activities are designed to encourage student involvement in their learning. Current Events activities are integral to this class, both currently and as issues re-presented in history. Current Events: Students discuss stories in the news and those raised through political cartoons to initiate discussion and analysis of issues in the news. Location of events is accomplished by placing events on a world map. American Indians: Students demonstrate knowledge and appreciation of pre-discovery Native American culture. Comparisons of Salish/Kootenai culture with other Native American groups are made. Students will begin to evaluate historical evidence used to present American History. European Arrival: In answering the question Who discovered America? students will evaluate and differentiate primary and secondary historical evidence. This unit compares and contrasts Spanish, French, and English settlements in America. Cultural conflict is dealt with as it occurred in the Americas. Students Colonization: The question Why did the English stay in the Americas leads students to analyze reasons for English colonization. The three regions of colonization are compared and contrasted and lifestyles are seen as they lead to future national conflict. Revolution: Students experience the feelings of English colonists through simulations to answer the question Why were the Colonists angry? Students generalize the motivations of Loyalists and Patriots, identify people, places, and events important to the American Revolution, and recognize key American and British military events. U.S. Constitution: Using the We the People curriculum students discover the basis for constitutional law and its application to the American situation in the 1800s. Students also use the various elements of the Constitution and Bill of Rights to identify basic rights, liberties, and responsibilities of American citizens. Expansion: Students work individually to develop back group knowledge of the territorial and political growth of the nation. Using groups students develop projects to demonstrate answers to the question How the country expanded?(1820 through 1850). Civil War: Students choose five projects relating to the causes, conduct, and results of the American Civil War. Using standard library techniques of research, Internet search, and textbook reading, students create a booklet of projects which evidence a knowledge of the topic. Industrialization: To answer the question Will democracy survive the test? students deal with urban growth, inventions, immigration, industrialization and the Progressive Movement. This unit utilizes lecture and a simulation in which students take on historical roles and prioritize problems of the time. Internationalism: Students concentrate on the Spanish American War, the building of the Panama Canal, and WWI to relate each as a contribution to the U.S. becoming a world power. This unit concentrates on the students ability to identify the what, where, when, and why of each event and integrate this information to a theme. Roaring 20s/Great Depression: This unit concentrates on the details and contrasts between the two trends. Important events include prohibition, unionization, national sports and entertainment, philosophical differences between the two major parties, the stock market crash, drought, economic depression and social impacts. World War II: Using two articles students gain insight into the causes and results of this significant worldwide event as well as the seeming irretrievable move of the U.S. into world events. Students are encouraged to view one of the numerous current WWII movies to gain insight, including Shindlers List, Saving Private Ryan, The Thin Red Line, Patton, and A Day in Infamy. Cold War: The simulation World Powers in Crises enables students to role play the Soviet Union and the United States in dealing with specific crises of the Cold War: the Berlin Blockade, the Cuban Missile Crises, the Korean War, Vietnam Conflict and the Yom Kipper War. This units makes connections between WWII and Recent history of the United States. Recent History: Students choose from a list of historical events beginning with the Kennedy administration to the present. Each student prepares textbook notes on this event and interview questions for an adult outside of school. After conducting an interview, the student combines textbook notes and interview contents in a paper presented orally to the class. Civil Rights: Using selective video from ?? and textbook selections, students gain insight into the civil rights movement and its impact on the United States today. Content Competencies Standard #1: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. In each of these units students use a question to stimulate an inquiry process and then collect and synthesize information from a variety of sources to create an end product. Many of the units employ role-playing scenarios that require solving real historical problems. All historical units are related to current events as appropriate. Standard #2: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. In particular the United States Constitution unit deals with the structures and processes of government, including local, tribal, state, and federal branches of government. Government is shown in many units as a player in meeting the needs of citizens and maintaining order and security. The Bill of Rights is presented as a preserver of equal protection and individual rights. As the nation grows government is shown as a fluid entity that must change to meet current needs of its citizens. Standard #3: Students apply geographic knowledge and skills (e.g., location, human/environment interactions, movement, and regions. This standard is dealt with in the 7th grade Human Geography curriculum as well as Montana Studies. In HG students create a country of their own through various geographical maps and research papers to represent physical, natural, and human features. A map and a paper are required for Land Forms, Climate (weather), Population, Land Use, Energy Use, and Water Issues. The project requirement that each representation conforms to others emphasizes relationships. Montana studies uses this information specifically in the Montana experience. Standard #4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Students use and evaluate a variety of sources such as textbook and video presentations, historical fiction, primary documents, interviews in the community, on site visitations and Internet in a variety of unit projects. The U.S. History curriculum is organized chronologically, but the Montana Studies curriculum is thematically organized the differences are emphasized. Significant events and people on the National, State, and Local levels are presented. This obviously includes American Indian people and events. Historical perspectives are presented as a point of individual evaluation. Standard #5: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. Basic economic concepts are primarily presented through currents events (International, National, Montana and local) as they arise including private versus public assets, economic decision-making, and the use of money. Standard #6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. The students will recognize various groups throughout the history of our nation interact in the formation and development of our country, as it exists today. Students will identify groups of people by region, ethnicity, and historical times, including American Indian tribes and other ethnic groups. Cultural contributions of various groups and tensions between such groups will be recognized at all geographic levels. The students will recognize that stratification within groups occurs. School to work objectives: Students will become aware of career opportunities in all areas of the social studies both directly and the use of the knowledge and academic and intellectual skills in all fields of human endeavor. Students will also experience the personal growth and confidence in knowing and analyzing the issues of live and the workplace with the skills offered by social studies. Technology integration: Students will have the opportunity to use computer technology and software in their research of various topics and for presentation. The use of audio and video recording technology will be encouraged for data collection as well as presentation. HB 528: Native American studies are specific areas of both the U.S. History and Montana Studies curriculum. In both curriculums tribal presenters, original documents, photographic collections and historical fiction presenting tribal lifestyles are utilized. Resources: Textbook Americas: Past and Promise, We The People. Trade books: Om Kas Toe, My Brother Sam Is Dead, Roll of Thunder Hear My Cry, Sky. Various video presentations: (including) Myths and Moundbuilders, A Republic, If You Can Keep It. Simulations: Discovery, Pioneers, The Slave Trading Game, Powderhorn, The Progressive Era, Superpowers in Crises, Gold Rush. Local presenters and interviews of local people. Various teacher made materials and information from personal knowledge. Assessment: Includes daily assignments, group and individual projects, objective tests, daily class participation, and collection of organized materials into a learning log. Meeting diverse student needs: Students with unique abilities and/or disabilities will have differentiated opportunities to achieve competencies and standards at rates and in manners consistent with their needs. Included in this differentiation will be altered grading standards, amounts and difficulty of assignments, teacher one-on-one as possible, seating placement, expanded assignments, out of classroom projects, advanced technology use, gifted and talented instruction, tutor assistance, Title I assistance, Special Education designation. Physical Geography Grade 7 Length of Course: One semester (fall 7th) Course Overview: This course is designed to present the physical environment of man and the interplay between man and this environment. Specific attention is made to the physical geography of Western Montana and particularly the Mission Valley. Students are challenged to use each unit of the course to create a country of their own. Current events are presented as they occur in the news and related to the students lives as appropriate. Current Events: Students discuss stories in the news and those raised through political cartoons to initiate discussion and analysis of issues. Location of events is accomplished by placing events on a world map. Tools and Skills of Geography: Students locate places and make geographical inferences using globes and maps. Different types of maps as well as graphs and charts are taught and used to present geographical information. Landforms and Processes: Students classify and identify landforms as well as the structure of the earth, including plate movement and its affects. The effects of weathering and erosion in forming soils and landforms are presented. Local elements include the Mission and Salish Mountain formation, effects of glaciation in the Mission Valley, local landforms and soils. Affects of Water: Students study the special qualities of water, the water cycle, water movement and its effects. Students analyze water problems and issues as well as solutions. Local elements include ancient Late Missoula and the Flathead River System. Climate and Weather: Students recognize the chief characteristics of atmosphere layers, the elements of weather and relationships of air masses and fronts. The relationships between specific climate regions and vegetation regions are analyze. The local elements involve weather patterns climate regions of the Mission Valley and source regions for local weather. Land Use: Students recognize the choices man makes in appropriate and inappropriate use of particular land areas and landforms. Patterns of land use are evaluated. Local land treated includes includes farming, ranching, logging, industrial, recreation and urban development. Energy Resources: Beginning with the sun as a primal energy source, students analyze energy sources, problems, options and conservation. Local elements include hydropower production at Kerr Dam and alternate production possibilities and the conservation efforts of Mission Valley Power and individuals. Population: Students work with population concepts such as birth and death rates, growth rates and doubling time, problems and solutions of growth, and methods of presentation for population analysis. Local elements include Lake County and state of Montana population trends and problems. Content Competencies Standard #1: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. In each of these geography units students relate new knowledge to local elements. Each unit presents local, state, national and/or international problems and encourages students to apply and evaluate solutions. Final product requires students to synthesize the geographical concepts of each unit into an imaginary country of his/her own design. Standard #2: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civil responsibility. This course emphasizes the interaction of man and his environment and the choices man makes in areas of land use, population growth, and energy production and use. The efforts of individuals are explored as well as the efforts of local, tribal, state and national government. Students also analyze the inherent conflict within these issues for individuals and groups of people. Standard #3: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). This represents the main thrust of the course. Students analyze and use representations of the earth, locate various human and natural features on the earth, analyze land use and explain effects on the environment particularly that of Montana. Students regularly interpret and generate information to explain the interactions of man and his environment. Students also discuss and evaluate short term and long-term physical changes in the Mission Valley including man caused changes. Standard #4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Significant events in land use and movement of people are analyzed in the context of time and change. Tribal aspects, including local Salish and Kootenai people and culture, are presented as an earlier land use and compared to present conditions in the Mission Valley. Standard #5: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. Both the energy unit and the current events segments require students to identify and explain basic economic concepts such as supple, demand, capital, consumption, inflation and deflation. The concept of money and its use in consumption as well as investment is discussed regularly. Students assess the impact of technology and technological advancement both on their lives and a nation. Social Studies Content Standard #6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. As students construct their imaginary countries they express their own cultural viewpoints. These viewpoints are recognized and discussed in assessment of their work. School to work objectives: Students will become aware of career opportunities in all areas of the social studies both directly and through the use to the knowledge and academic and intellectual skills in all areas of human endeavor. Students will also experience the personal growth and confidence in knowing and analyzing the issues of life and the workplace with the sills offered by social studies. Technology integration: Students will have the opportunity to use computer technology and software in their research of various topics and for presentation. The use of audio and video recording technology will be encouraged for data collection as well as presentation. HB 528: The land use and population units specifically deal with changes in our environment both natural and human. The local and general Native North American culture and experience are used as baseline data to recognize and evaluate change in populations and land use. The attitudes toward change are explored as well. Resources: Textbook Earths Geography and Environment. Video presentations including: Volcano Watchers, The Power of Water. Various teacher made materials and information from personal knowledge. Assessment: Includes daily assignments, group and individual projects, objective tests, daily class participation, and collection of organized materials into a learning log. Meeting diverse student needs: Students with unique abilities and/or disabilities will have differentiated opportunities to achieve competencies and standards at rates and in manners consistent with their needs. Included in this differentiation will be altered grading standards, amounts and difficulty of assignments, teacher one-on-one as possible, seating placement, expanded assignments, out of classroom assignments, advanced technology use, gifted and talented instruction, tutor assistance, Title I assistance, Special Education designation. Montana Studies Grade 8 Length of Course: One semester (spring) Course Overview: This general study of the state of Montana attempts to answer the identity question of Montana. Students will be given opportunity to learn basic facts that represent Montana, form concepts of what Montana is and what it means to be a Montanan. The units are designed to represent this place we call Montana in all its facets form historical to the fine arts and the ethnical make up of its inhabitants. Interwoven into this curriculum is the four day Tour of Southeastern and central Montana. Students choose areas of expertise that match the various places we visit. As a small group students write and present on site a skit which represents a historical event or issue which occurred at that place. Each skit is video taped on site. Also, students complete informational scavenger hunts at most visitation sites. Sites visited are St. Marys Mission, Big Hole Battlefield, Crystal Park, Bannack, Virginia City, Lewis and Clark Caverns, Headwaters of the Missouri, Yellowstone Park, Madison Buffalo Jump, Territorial Prison, and Grant/Kohrs Ranch. Current Events: Students discuss stories in the news and those raised through news cartoons to initiate discussion and analysis of issues in the news. Location of events is accomplished by placing events on a world map. Geology: Students use information from Physical Geography to generalize about the development of landforms in Montana. Concepts of special interest include Glacial Lake Missoula, two recent Ice Ages, Inland Seas, Mountain building and volcanism. Geography: Students identify landforms of Montana and locate specific landforms. The three commonly accepted regions of Montana are analyzed as well as climate, vegetation and populations. A variety of maps are used and students create maps to express their knowledge. Students choose a county, write letters requesting information and create a five-day tour for someone who has previously not visited. Fine Arts: Students are introduced to Larry Zabel and Charles M. Russell and their works as visual representations of Montana and its people. The issues raised by their art are analyzed as well. Montana authors are presented as represented by A.B. Gutherie, James Welch, Ivan Doig, and local author DArcy McNickle. Issues: Students read, research, compare and contrast current and historical issues related to Montana. Issues analyzed include wildfires, wolves, buffalo, bears, growth, grazing, recreation, use of National Forestlands, preservation of historical sites, population trends, taxes and others as they arise during the class. Politics: Students trace the political development of Montana from territory status to statehood. In addition the students study the lawmaking process at each level to include state, county, local and tribal. History: Students study all traditional divisions of Montana history; Native Americans prior to white settlement, early explorers, the fur trade era, gold strikes, Indian wars, ranching, homesteading, railroad development, statehood, mining, progressive era, and modern times. Content Competencies Standard #1: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. In each area of study students raise or recognize issues that cause controversy and attempt to make decisions. Students locate information and evaluate its use in a county project and their Tour area of expertise. Students deal with current issues unique to Montana as well as the country and the world in current events sessions. Standard #2: Students analyze how people create and change st5ructures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. Students study the political development of Montana including reasons statehood was desirable. The process of issues becoming bills and possibly laws is followed through the legislative process. Montanas constitution is compared in a limited way in terms of its protection of basic rights to the U.S. Constitution as well as its unique features. A series of Montana issues are presented and students are able to see sources of conflict and cooperation. Standard #3: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). Students recognize and locate major rivers, lakes, and mountain ranges, political neighbors (Canadian and U.S.), tribal reservations, major cities, and national forests. Students evaluate information received for a particular county in Montana and express their knowledge by creating a visit itinerary and a guide map. Students see first hand land use and dramatic change in the mining districts of southeast Montana during our tour and the burn areas of Yellowstone. Environmental and human influences are distinguished. Standard #4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Students use and evaluate a variety of sources such as textbook, trade books, video presentations, primary documents, Internet and on site visits in a variety of projects. Units are thematically presented and changes due to passage of time are emphasized. Standard #5: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. Study of the fur trade and the gold mining era in Montana present students with the opportunity is recognize and evaluate the principles of economics on people and the land of Montana. Students analyze the personal economic decisions that changed the course of Montana development and history. Standard #6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. Tribal life in Montana offers students a valuable opportunity to compare life styles and cultural differences. Montana tribes are studied as unique cultures and as they change due to the European influence and conflict. Students recognize a variety of ethnic and cultural influences in homesteading, ranching, and mining units. The impact of certain individuals is also analyzed. School to work objectives: Students will become aware of career opportunities in all areas of the social studies both directly and the use of the knowledge and academic and intellectual skills in all fields of human endeavor. Students will also experience the personal growth and confidence in knowing and analyzing the issues of life and the workplace with the skills offered through social studies. Technology integration: Students will have the opportunity to use computer technology and software in their research of various topics and for presentation. The use of audio and video recording technology will be encouraged for data collection and presentation. HB 528: Native American life and impact on the history of Montana are both specific areas of study. Tribal presenters, original documents, photographic collections and cultural on site visits are utilized. Resources: Textbook Montana History: Discovering Tomorrow Through Yesterday, Montana: Our Land and People. Trade Books: It Happened in Montana, Various video presentations: (including) A Law Shall be Passed by Bill, Today Show-Montana, State of Discontent, Landscape. Simulation: Gold Rush Local presenters and interviews of local people. Full class Tour of Montana (visitation to various geological and historical sites in Montana) Various teacher make materials and information from personal knowledge. Assessment: Includes daily assignments, group and individual projects, objective tests, daily class participation, collection of organized materials into a learning log, informational scavenger hunts from on site visits, presentation of historical or issue related skit on site during Tour of Montana. Meeting diverse student needs: Students with diverse needs those with unique abilities and/or disabilities will have differentiated opportunities to achieve competencies and standards and at rates in manners consistent with their needs. "#5Veg% 3 4   " 2 3 ` l m eop$%HIYZU]^)58y{ !!##&&'())**++++,,,----- h=S0>* h=S05\h=S05>*\h=S0 h=S0CJh=S05CJ\V"#UVgh$ %  ! 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Units are developed fo+!+&2 Zpq rom a traditional /2 Ypq chronology of important events. Units are centered on inquiries (questions) and various /+2 8Upq activities are designed to encourage student involvement in their learning. Current o/(k2 }@pq Events activities are integral to this class, both currently and%2 } pq as issues reo 2 }pq -2 } pq presented in 2 pq history. 2 pq  2 pq - 2 Lpq Current Events+!!(!- @ !S-- 2 Lpq : -z2 LJpq Students discuss stories in the news and those raised through political !+2 [pq cartoons to initiate discussion and analysis of issues in the news. Location of events is +"F2 'pq accomplished by placing events on a wor/+2 pq ld map./ 2 pq  2 pq -#2 `pq American Indians,0!" "- @ !g-- 2 `pq :-_2 `8pq Students demonstrate knowledge and appreciation of pre!/+ 2 `Tpq - 2 `g pq discovery 2 Spq Native American culture. Comparisons of Salish/Kootenai culture with other Native +*/(/!*++2 Ppq American groups are made. Students will begin to evaluate historical evidence u*//!+2 pq sed to 12 /pq present American History.{*/* 2 /zpq  2 tpq -#2 pq European Arrival(! !+- @ !-- 2 pq :-p2 Cpq In answering the question Who discovered America? students will +8*/+2 Zpq evaluate and differentiate primary and secondary historical evidence. This unit compares /%.S2 C0pq and contrasts Spanish, French, and English settl!%I2 C|)pq ements in America. Cultural conflict is h/*/([2 5pq dealt with as it occurred in the Americas. Students +*/! 2 pq  2 pq -2  pq Colonization+!!- @ !F-- 2 Fpq : -y2 ZIpq The question Why did the English stay in the Americas leads students %8%*/z2 WJpq to analyze reasons for English colonization. The three regions of coloniz%%2 W pq ation are 2 Ypq compared and contrasted and lifestyles are seen as they lead to future national conflict. / 2 #pq  2 pq -2 & pq Revolution+!!- @ !- -- 2 & pq :-2 & +Opq Students experience the feelings of English colonists through simulations to !%/m2 k Apq answer the question Why were the Colonists angry? Students geni+8+(!2 k g pq eralize the 2 \pq motivations of Loyalists and Patriots, identify people, places, and events important to the /"!/}2 Lpq American Revolution, and recognize key American and British military events.*/(*/'/ 2 ppq - 2 ; pq  -%2  pq U.S. Constitution+!,"!!- @ ! -- 2  pq : -_2  8pq Using the We the People curriculum students discover t+8!/2  % pq he basis for 2 Zpq constitutional law and its application to the American situation in the 1800s. Students +*/!2 Wpq also use the various elements of the Constitution and Bill of Rights to identify basic t/('(g2 N =pq rights, liberties, and responsibilities of American citizens. */ 2 N ipq  2 pq -2 pq Exp( 2 fpq ansion!!- @ !  -- 2 pq :-q2 !Dpq Students work individually to develop back group knowledge of the !++2  [pq territorial and political growth of the nation. Using groups students develop projects to ++2 b Spq demonstrate answers to the question How the country expanded?(1820 through 1850).e/+*+ 2 b Mpq Ole  CONTENTSD*ITEM000FMTRich Text Format8ȕƚ @9K   r q.@Times New Roman-+2 Avpq UNITED STATES HISTORYo33/.3&/3./'6'/633 2 Apq %@Times New Roman- 2 }pq -2 p pq GRADES 7/86333/&## 2 pq &@Times New Roman- 2 pq @Times New Roman-&2 Upq Length of Course:(!!,!- @ !\---:2 Upq One Year (Spring 7th/Fall 8th)++!  2 Upq  2 pq -"2 pq Course Overview+!/,- @ !-- 2 pq : 2 pq - 2 $pq  2 ipq 2 iRpq This survey of American/ U.S. History reaches from the Prehistoric peoples to the %*/+!*/!s2 Epq recent events and issues of the United States. Units are developed fo+!+&2 Zpq rom a traditional /2 Ypq chronology of important events. Units are centered on inquiries (questions) and various /+2 8Upq activities are designed to encourage student involvement in their learning. Current o/(k2 }@pq Events activities are integral to this class, both currently and%2 } pq as issues reo 2 }pq -2 } pq presented in 2 pq history. 2 pq  2 pq - 2 Lpq Current Events+!!(!- @ !S-- 2 Lpq :-z2 LJpq Students discuss stories in the news and those raised through political !+2 [pq cartoons to initiate discussion and analysis of issues in the news. Location of events is +"F2 'pq accomplished by placing events on a wor/+2 pq ld map./ 2 pq  2 pq -#2 `pq American Indians,0!" "- @ !g-- 2 `pq :-_2 `8pq Students demonstrate knowledge and appreciation of pre!/+ 2 `Tpq -2 `g pq discovery 2 Spq Native American culture. Comparisons of Salish/Kootenai culture with other Native +*/(/!*++2 Ppq American groups are made. Students will begin to evaluate historical evidence u*//!+2 pq sed to 12 /pq present American History.{*/* 2 /zpq  2 tpq -#2 pq European Arrival(! !+- @ !-- 2 pq :-p2 Cpq In answering the question Who discovered America? students will +8*/+2 Zpq evaluate and differentiate primary and secondary historical evidence. This unit compares /%.S2 C0pq and contrasts Spanish, French, and English settl!%I2 C|)pq ements in America. Cultural conflict is h/*/([2 5pq dealt with as it occurred in the Americas. Students +*/! 2 pq  2 pq -2  pq Colonization+!!- @ !F-- 2 Fpq :-y2 ZIpq The question Why did the English stay in the Americas leads students %8%*/z2 WJpq to analyze reasons for English colonization. The three regions of coloniz%%2 W pq ation are 2 Ypq compared and contrasted and lifestyles are seen as they lead to future national conflict. / 2 #pq  2 pq -2 & pq Revolution+!!- @ !- -- 2 & pq :-2 & +Opq Students experience the feelings of English colonists through simulations to !%/m2 k Apq answer the question Why were the Colonists angry? Students geni+8+(!2 k g pq eralize the 2 \pq motivations of Loyalists and Patriots, identify people, places, and events important to the /"!/}2 Lpq American Revolution, and recognize key American and British military events.*/(*/'/ 2 ppq - 2 ; pq  -%2  pq U.S. Constitution+!,"!!- @ ! -- 2  pq :-_2  8pq Using the We the People curriculum students discover t+8!/2  % pq he basis for 2 Zpq constitutional law and its application to the American situation in the 1800s. Students +*/!2 Wpq also use the various elements of the Constitution and Bill of Rights to identify basic t/('(g2 N =pq rights, liberties, and responsibilities of American citizens. */ 2 N ipq  2 pq -2 pq Exp( 2 fpq ansion!!- @ !  -- 2 pq :-q2 !Dpq Students work individually to develop back group knowledge of the !++2  [pq territorial and political growth of the nation. Using groups students develop projects to ++2 b Spq demonstrate answers to the question How the country expanded?(1820 through 1850).e/+*+ 2 b Mpq ĕĕ{\rtf1\ansi\ansicpg1252\uc1\deff0\stshfdbch0\stshfloch0\stshfhich0\stshfbi0\deflang1033\deflangfe1033{\fonttbl{\f0\froman\fcharset0\fprq2{\*\panose 02020603050405020304}Times New Roman;}{\f39\froman\fcharset238\fprq2 Times New Roman CE;} {\f40\froman\fcharset204\fprq2 Times New Roman Cyr;}{\f42\froman\fcharset161\fprq2 Times New Roman Greek;}{\f43\froman\fcharset162\fprq2 Times New Roman Tur;}{\f44\froman\fcharset177\fprq2 Times New Roman (Hebrew);} {\f45\froman\fcharset178\fprq2 Times New Roman (Arabic);}{\f46\froman\fcharset186\fprq2 Times New Roman Baltic;}}{\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0; \red255\green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green128\blue128;\red0\green128\blue0;\red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red128\green128\blue128;\red192\green192\blue192;}{\stylesheet{ \ql \li0\ri0\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 \snext0 \styrsid2701502 Normal;}{\*\cs10 \additive \ssemihidden \styrsid2701502 Default Paragraph Font;}{\* \ts11\tsrowd\trftsWidthB3\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\trcbpat1\trcfpat1\tscellwidthfts0\tsvertalt\tsbrdrt\tsbrdrl\tsbrdrb\tsbrdrr\tsbrdrdgl\tsbrdrdgr\tsbrdrh\tsbrdrv \ql \li0\ri0\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \fs20\lang1024\langfe1024\cgrid\langnp1024\langfenp1024 \snext11 \ssemihidden \styrsid2701502 Normal Table;}}{\*\rsidtbl \rsid2701502} \widowctrl\ftnbj\aenddoc\noxlattoyen\expshrtn\noultrlspc\dntblnsbdb\nospaceforul\formshade\horzdoc\dgmargin\dghspace180\dgvspace180\dghorigin1701\dgvorigin1984\dghshow1\dgvshow1 \jexpand\pgbrdrhead\pgbrdrfoot\splytwnine\ftnlytwnine\htmautsp\nolnhtadjtbl\useltbaln\alntblind\lytcalctblwd\lyttblrtgr\lnbrkrule\nobrkwrptbl\snaptogridincell\allowfieldendsel\wrppunct\asianbrkrule\rsidroot2701502 \fet0\sectd \linex0\sectdefaultcl\sftnbj {\*\pnseclvl1\pnucrm\pnstart1\pnindent720\pnhang {\pntxta .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang {\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang {\pntxta .}}{\*\pnseclvl4\pnlcltr\pnstart1\pnindent720\pnhang {\pntxta )}} {\*\pnseclvl5\pndec\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}}{\*\pnseclvl6\pnlcltr\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}}{\*\pnseclvl7\pnlcrm\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}}{\*\pnseclvl8 \pnlcltr\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}}\pard\plain \qc \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 \fs24\lang1033\langfe1033\cgrid\langnp1033\langfenp1033 {\b\fs28\insrsid2701502 UNITED STATES HISTORY \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\fs20\insrsid2701502 \par }\pard \qc \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\fs28\insrsid2701502 GRADES 7/8 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\ul\insrsid2701502 Length of Course:}{\insrsid2701502 One Year (Spring 7th/Fall 8th) \par \par }{\b\ul\insrsid2701502 Course Overview}{\b\insrsid2701502 : \par }{\insrsid2701502 \par \tab This survey of American/ U.S. History reaches from the Prehistoric peoples to the recent events and issues of the United States. Units are developed f rom a traditional chronology of important events. Units are centered on inquiries (questions) and various activities are designed to encourage student involvement in their learning. Current Events activities are integral to this class, both currently an d as issues re-presented in history. \par \par }{\b\ul\insrsid2701502 Current Events}{\b\insrsid2701502 :}{\insrsid2701502 Students discuss stories in the news and those raised through political cartoons to initiate discussion and analysis of issues in the news. Location of events is accomplished by placing events on a world map. \par \par }{\b\ul\insrsid2701502 American Indians}{\b\insrsid2701502 :}{\insrsid2701502 Students demonstrate knowledge and appreciation of pre-discovery Native American culture. Comparisons of Salish/Kootenai culture with other Native American groups are made. Students will begin to evaluate historical evidence u sed to present American History. \par \par }{\b\ul\insrsid2701502 European Arrival}{\b\insrsid2701502 :}{\insrsid2701502 In answering the question \'93Who discovered America?\'94 students will evaluate and differentiate primary and secondary historical evidence. This unit compares and contrasts Spanish, French, and English settlements in America. Cultural conflict is dealt with as it occurred in the Americas. Students \par \par }{\b\ul\insrsid2701502 Colonization}{\b\insrsid2701502 :}{\insrsid2701502 The question \'93Why did the English stay in the Americas\'94 leads students to analyze reasons for English colonization. The three regions of coloniz ation are compared and contrasted and lifestyles are seen as they lead to future national conflict. \par \par }{\b\ul\insrsid2701502 Revolution}{\b\insrsid2701502 :}{\insrsid2701502 Students experience the feelings of English colonists through simulations to answer the question \'93Why were the Colonists angry?\'94 Students gen eralize the motivations of Loyalists and Patriots, identify people, places, and events important to the American Revolution, and recognize key American and British military events. \par }{\b\insrsid2701502 \par }{\b\ul\insrsid2701502 U.S. Constitution}{\b\insrsid2701502 :}{\insrsid2701502 Using the We the People curriculum students discover the basis for constitutional law and its application to the American situation in the 1800\rquote s. Students also use the various elements of the Constitution and Bill of Rights to identify basic rights, liberties, and responsibilities of American citizens. \par \par }{\b\ul\insrsid2701502 Expansion}{\b\insrsid2701502 :}{\insrsid2701502 Students work individually to develop back group knowledge of the territorial and political growth of the nation. Using groups students develop projects to demonstrate answers to the question \'93How the country expanded?\'94(1820 through 1850). \par \par }{\b\ul\insrsid2701502 Civil War}{\b\insrsid2701502 : }{\insrsid2701502 Students choose five projects relating to the causes, conduct, and results of the American Civil War. Using standard library techniques of research, Internet search, and textbook reading, students create a booklet of projects which evidence a knowle dge of the topic. \par }{\ul\insrsid2701502 \par }{\b\ul\insrsid2701502 Industrialization}{\b\insrsid2701502 :}{\insrsid2701502 To answer the question \'93Will democracy survive the test?\'94 students deal with urban growth, inventions, immigration, industrialization and the Progressive Movement. This unit utilizes lecture and a simulation in which students take on historical roles and prioritize problems of the time. \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\ul\insrsid2701502 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\ul\insrsid2701502 Internationalism}{\b\insrsid2701502 :}{\insrsid2701502 Students concentrate on the Spanish American War, the building of the Panama Canal, and WWI to relate each as a contribution to the U.S. becoming a world power. Th is unit concentrates on the students ability to identify the what, where, when, and why of each event and integrate this information to a theme. \par }{\b\ul\insrsid2701502 \par Roaring 20\rquote s/Great Depression}{\b\insrsid2701502 :}{\insrsid2701502 This unit concentrates on the details and contrasts between the two trends. I mportant events include prohibition, unionization, national sports and entertainment, philosophical differences between the two major parties, the stock market crash, drought, economic depression and social impacts. \par \par }{\b\ul\insrsid2701502 World War II}{\b\insrsid2701502 :}{\insrsid2701502 Using two articles stude nts gain insight into the causes and results of this significant worldwide event as well as the seeming irretrievable move of the U.S. into world events. Students are encouraged to view one of the numerous current WWII movies to gain insight, including S hindler\rquote s List, Saving Private Ryan, The Thin Red Line, Patton, and A Day in Infamy. \par \par }{\b\ul\insrsid2701502 Cold War}{\b\insrsid2701502 :}{\insrsid2701502 The simulation \'93World Powers in Crises\'94 enables students to role play the Soviet Union and the United States in dealing with specific crises of the Cold War: th e Berlin Blockade, the Cuban Missile Crises, the Korean War, Vietnam Conflict and the Yom Kipper War. This units makes connections between WWII and Recent history of the United States. \par \par }{\b\ul\insrsid2701502 Recent History}{\b\insrsid2701502 :}{\insrsid2701502 Students choose from a list of historical events beg inning with the Kennedy administration to the present. Each student prepares textbook notes on this event and interview questions for an adult outside of school. After conducting an interview, the student combines textbook notes and interview contents i n a paper presented orally to the class. \par \par }{\b\ul\insrsid2701502 Civil Rights}{\b\insrsid2701502 : }{\insrsid2701502 Using selective video from \'93??\'94 and textbook selections, students gain insight into the civil rights movement and its impact on the United States today. \par \par }{\b\ul\insrsid2701502 \page Content Competencies \par }{\insrsid2701502 \par }{\b\insrsid2701502 Standard #1: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. \par }{\insrsid2701502 In each of these units students use a question to stimulate an inquiry process and then collect and synthesize information from a varie ty of sources to create an end product. Many of the units employ role-playing scenarios that require solving real historical problems. All historical units are related to current events as appropriate. \par }{\b\insrsid2701502 \par Standard #2: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.}{\insrsid2701502 \par In particular the United States Constitution unit deals with the structures and processes of government, including lo cal, tribal, state, and federal branches of government. Government is shown in many units as a player in meeting the needs of citizens and maintaining order and security. The Bill of Rights is presented as a preserver of equal protection and individual rights. As the nation grows government is shown as a fluid entity that must change to meet current needs of its citizens. \par \par }{\b\insrsid2701502 Standard #3: Students apply geographic knowledge and skills (e.g., location, human/environment interactions, movement, and regions. \par }{\insrsid2701502 This standard is dealt with in the 7th grade Human Geography curriculum as well as Montana Studies. In HG students create a country of their own through various geographical maps and research papers to represent physical, natural, and human features. A m ap and a paper are required for Land Forms, Climate (weather), Population, Land Use, Energy Use, and Water Issues. The project requirement that each representation conforms to others emphasizes relationships. Montana studies uses this information specif ically in the Montana experience. \par }{\b\insrsid2701502 \par Standard #4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.}{\insrsid2701502 \par Students use and evaluate a variety of sources such as textbook an d video presentations, historical fiction, primary documents, interviews in the community, on site visitations and Internet in a variety of unit projects. The U.S. History curriculum is organized chronologically, but the Montana Studies curriculum is the m atically organized the differences are emphasized. Significant events and people on the National, State, and Local levels are presented. This obviously includes American Indian people and events. Historical perspectives are presented as a point of indi vidual evaluation. \par }{\b\insrsid2701502 \par Standard #5: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.}{\insrsid2701502 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 Basic economic concepts are primarily presented through currents events (Internat ional, National, Montana and local) as they arise including private versus public assets, economic decision-making, and the use of money. \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 \par }{\b\insrsid2701502 \page Standard #6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. \par }{\insrsid2701502 The students will recognize various groups throughout the history of our nation interact in the formation and development of our country, as it exists today. Students will identify groups of people by region, ethnicity, and historical times, inclu ding American Indian tribes and other ethnic groups. Cultural contributions of various groups and tensions between such groups will be recognized at all geographic levels. The students will recognize that stratification within groups occurs. \par }{\b\insrsid2701502 \par }{\b\ul\insrsid2701502 School to work objectives}{\b\insrsid2701502 :}{\insrsid2701502 \par Students will become aware of career opportunities in all areas of the social studies both directly and the use of the knowledge and academic and intellectual skills in all fields of human endeavor. Students will also experience the person al growth and confidence in knowing and analyzing the issues of live and the workplace with the skills offered by social studies. \par }{\b\insrsid2701502 \par }{\b\ul\insrsid2701502 Technology integration}{\b\insrsid2701502 :}{\insrsid2701502 \par Students will have the opportunity to use computer technology and software in their research of various topics and for presentation. The use of audio and video recording technology will be encouraged for data collection as well as presentation. \par \par }{\b\ul\insrsid2701502 HB 528}{\b\insrsid2701502 : \par }{\insrsid2701502 Native American studies are specific areas of both the U.S. History and Montana Studies curriculum. I n both curriculums tribal presenters, original documents, photographic collections and historical fiction presenting tribal lifestyles are utilized. \par \par }{\b\ul\insrsid2701502 Resources}{\b\insrsid2701502 : \par }{\insrsid2701502 Textbook }{\ul\insrsid2701502 America\rquote s: Past and Promise}{\insrsid2701502 , We}{\ul\insrsid2701502 The People}{\insrsid2701502 . \par \par Trade books: }{\ul\insrsid2701502 Om Kas Toe}{\insrsid2701502 , }{\ul\insrsid2701502 My Brother Sam Is Dead}{\insrsid2701502 , }{\ul\insrsid2701502 Roll of Thunder Hear My Cry}{\insrsid2701502 , }{\ul\insrsid2701502 Sky}{\insrsid2701502 . \par \par Various video presentations: (including) \'93Myths and Moundbuilders\'94, \'93A Republic, If You Can Keep It\'94. \par \par Simulations: \'93Discovery\'94, \'93Pioneers\'94, \'93The Slave Trading Game\'94, \'93Powderhorn\'94, \'93The Progressive Era\'94, \'93Superpowers in Crises\'94, \'93Gold Rush\'94. \par \par Local presenters and interviews of local people. \par \par Various teacher made materials and information from personal knowledge. \par \par }{\ul\insrsid2701502 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\ul\insrsid2701502 Assessment}{\b\insrsid2701502 : \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 Includes daily assignments, group and individual projects, objective tests, daily class participation, and collection of organized materials into a \'93learning log \'94. \par }{\b\ul\insrsid2701502 \par Meeting diverse student needs}{\b\insrsid2701502 :}{\insrsid2701502 \par Students with unique abilities and/or disabilities will have differentiated opportunities to achieve competencies and standards at rates and in mann ers consistent with their needs. Included in this differentiation will be altered grading standards, amounts and difficulty of assignments, teacher one-on-one as possible, seating placement, expanded assignments, out of classroom projects, advanced techn ology use, gifted and talented instruction, tutor assistance, Title I assistance, Special Education designation. \par }\pard \qc \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\fs20\insrsid2701502 \page }{\b\fs28\insrsid2701502 Physical Geography \par \par Grade 7 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\ul\insrsid2701502 Length of Course}{\b\insrsid2701502 :}{\insrsid2701502 One semester (fall 7th) \par \par }{\b\ul\insrsid2701502 Course Overview}{\b\insrsid2701502 : \par }{\insrsid2701502 \par \tab This course is designed to present the physical envi ronment of man and the interplay between man and this environment. Specific attention is made to the physical geography of Western Montana and particularly the Mission Valley. Students are challenged to use each unit of the course to create a country of their own. Current events are presented as they occur in the news and related to the students\rquote lives as appropriate. \par \par }{\b\ul\insrsid2701502 Current Events}{\b\insrsid2701502 : }{\insrsid2701502 Students discuss stories in the news and those raised through political cartoons to initiate discussion and analysis of issues. Location of events is accomplished by placing events on a world map. \par \par }{\b\ul\insrsid2701502 Tools and Skills of Geography}{\b\insrsid2701502 :}{\insrsid2701502 Students locate places and make geographical inferences using globes and maps. Different types of maps as well as graphs and charts are taught and used to present geographical information. \par \par }{\b\ul\insrsid2701502 Landforms and Processes}{\b\insrsid2701502 :}{\insrsid2701502 Students classify and identify landforms as well as the structure of the earth, including plate movement and its affects. The effects of weathering and erosion in forming soils and l andforms are presented. Local elements include the Mission and Salish Mountain formation, effects of glaciation in the Mission Valley, local landforms and soils. \par \par }{\b\ul\insrsid2701502 Affects of Water}{\b\insrsid2701502 :}{\insrsid2701502 Students study the special qualities of water, the water cycle, water mov ement and its effects. Students analyze water problems and issues as well as solutions. Local elements include ancient Late Missoula and the Flathead River System. \par }{\b\insrsid2701502 \par }{\b\ul\insrsid2701502 Climate and Weather}{\b\insrsid2701502 : }{\insrsid2701502 Students recognize the chief characteristics of atmosphere layers, the elements of weather and relationships of air masses and fronts. The relationships between specific climate regions and vegetation regions are analyze. The local elements involve weather patterns climate regions of the Mission Valley and source regio ns for local weather. \par \par }{\b\ul\insrsid2701502 Land Use}{\b\insrsid2701502 :}{\insrsid2701502 Students recognize the choices man makes in appropriate and inappropriate use of particular land areas and landforms. Patterns of land use are evaluated. Local land treated includes includes farming, ranching, logging, in dustrial, recreation and urban development. \par \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\ul\insrsid2701502 Energy Resources}{\b\insrsid2701502 :}{\insrsid2701502 Beginning with the sun as a primal energy source, students analyze energy sources, problems, options and conservation. Local elements include hydropower production at Kerr Dam and alternate p roduction possibilities and the conservation efforts of Mission Valley Power and individuals. \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 \par }{\b\ul\insrsid2701502 Population}{\b\insrsid2701502 :}{\insrsid2701502 Students work with population concepts such as birth and death rates, growth rates and doubling time, problems and solutions of growth, and methods of presentation for population analysis. Local elements include Lake County and state of Montana population trends and problems. \par \par }{\b\ul\insrsid2701502 Content Competencies \par }{\insrsid2701502 \par }{\b\insrsid2701502 Standard #1: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. \par }{\insrsid2701502 In each of these geography units students relate new knowledge to local elements. Each unit presents local, state, national and/or international problems and encourages students to apply and evaluate solutions. Fi nal product requires students to synthesize the geographical concepts of each unit into an imaginary country of his/her own design. \par }{\b\insrsid2701502 \par Standard #2: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civil responsibility.}{\insrsid2701502 \par This course emphasizes the interaction of man and his environment and the choices man makes in areas of land use, population growth, and energy production and use. The efforts of individua ls are explored as well as the efforts of local, tribal, state and national government. Students also analyze the inherent conflict within these issues for individuals and groups of people. \par \par }{\b\insrsid2701502 Standard #3: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).}{\insrsid2701502 \par This represents the main thrust of the course. Students analyze and use representations of the earth, locate various human and natural features on the earth, analyze land use and explain effects on the environment particularly that of Montana. Students regularly interpret and generate information to explain the interactions of man and his environment. Students also discuss and evaluate short term and long-term physical changes in the Mission Valley including man caused changes. \par \par }{\b\insrsid2701502 Standard #4:}{\insrsid2701502 }{\b\insrsid2701502 Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.}{\insrsid2701502 \par Significant events in land use and movement of p eople are analyzed in the context of time and change. Tribal aspects, including local Salish and Kootenai people and culture, are presented as an earlier land use and compared to present conditions in the Mission Valley. \par }{\b\insrsid2701502 \par Standard #5: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.}{\insrsid2701502 \par Both the energy unit and the current events segments require students to identify and explain basic economic concepts such as supple, demand, capital, consumption, inflation and deflation. The concept of money and its use in consumption as well as investment is discussed regularly. Students assess the impact of technology and technological advancement both on their lives and a natio n. \par }{\b\insrsid2701502 \par Social Studies Content Standard #6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.}{\insrsid2701502 \par As students construct their imaginary countries they express their own cultural viewpoints. These viewpoints are recognized and discussed in assessment of their work. \par }{\ul\insrsid2701502 \par }{\b\ul\insrsid2701502 School to work objectives}{\b\insrsid2701502 : \par }{\insrsid2701502 Students will become aware of career opportunities in all areas of the social studies both directly and through the use to the knowledge and academic and intellectual skills in all areas of human endeavor. Students will also experience the personal growth and confidence in knowing and analyzing the issues of life and the workplace with the sills offered by social studies. \par \par }{\b\ul\insrsid2701502 Technology integration}{\b\insrsid2701502 : \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 Students will have th e opportunity to use computer technology and software in their research of various topics and for presentation. The use of audio and video recording technology will be encouraged for data collection as well as presentation. \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 \par }{\b\ul\insrsid2701502 HB 528}{\b\insrsid2701502 : \par }{\insrsid2701502 The land use and popul ation units specifically deal with changes in our environment both natural and human. The local and general Native North American culture and experience are used as baseline data to recognize and evaluate change in populations and land use. The attitude s toward change are explored as well. \par \par }{\b\ul\insrsid2701502 Resources}{\b\insrsid2701502 : \par }{\insrsid2701502 Textbook }{\ul\insrsid2701502 Earth\rquote s Geography and Environment. \par }{\insrsid2701502 Video presentations including: \'93Volcano Watchers\'94, \'93The Power of Water\'94. \par Various teacher made materials and information from personal knowledge. \par }{\b\ul\insrsid2701502 \par Assessment}{\b\insrsid2701502 : \par }{\insrsid2701502 Includes daily assignments, group and individual projects, objective tests, daily class participation, and collection of organized materials into a \'93learning log\'94. \par \par }{\b\ul\insrsid2701502 Meeting diverse student needs}{\b\insrsid2701502 : \par }{\insrsid2701502 Students with unique abilities and/or disabilities will have differentiated opportunities to achieve competencies and standards at rates and in manners consistent with their needs. Included in this differentiation will be altered grading standards, amounts and difficulty of assignments, teacher one-on-one as possi ble, seating placement, expanded assignments, out of classroom assignments, advanced technology use, gifted and talented instruction, tutor assistance, Title I assistance, Special Education designation.\page }{\b\fs28\insrsid2701502 Montana Studies \par }\pard \qc \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\fs28\insrsid2701502 \par Grade 8}{\fs28\insrsid2701502 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\ul\insrsid2701502 Length of Course}{\b\insrsid2701502 :}{\insrsid2701502 One semester (spring) \par \par }{\b\ul\insrsid2701502 Course Overview}{\b\insrsid2701502 : \par }{\insrsid2701502 \par \tab This general study of the state of Montana attempts to answer the identity question of Montana. Students will be given opportunity to learn basic facts that represent Montana, form concepts of what Montana is and what it me ans to be a Montanan. The units are designed to represent this place we call Montana in all its facets form historical to the fine arts and the ethnical make up of its inhabitants. Interwoven into this curriculum is the four day Tour of Southeastern and central Montana. Students choose areas of expertise that match the various places we visit. As a small group students write and present on site a skit which represents a historical event or issue which occurred at that place. Each skit is video taped o n site. Also, students complete informational scavenger hunts at most visitation sites. Sites visited are St. Mary\rquote s Mission, Big Hole Battlefield, Crystal Park, Bannack, Virginia City, Lewis and Clark Caverns, Headwaters of the Missouri, Yellowstone Park, Madison Buffalo Jump, Territorial Prison, and Grant/Kohrs Ranch. \par \par }{\b\ul\insrsid2701502 Current Events}{\b\insrsid2701502 :}{\insrsid2701502 Students discuss stories in the news and those raised through news cartoons to initiate discussion and analysis of issues in the news. Location of events is accomplished by placing events on a world map. \par \par }{\b\ul\insrsid2701502 Geology}{\b\insrsid2701502 :}{\insrsid2701502 Students use information from Physical Geography to generalize about the development of landforms in Montana. Concepts of special interest include Glacial Lake Missoula, two recent Ice Ages, Inland Seas, Mountain building and volcanism. \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\ul\insrsid2701502 Geography}{\b\insrsid2701502 :}{\insrsid2701502 Students identify landforms of Montana and locate specific landforms. The three commonly accepted regions of Montana are analyzed as well as climate, vegetation and populations. A variety of maps are used and stude nts create maps to express their knowledge. Students choose a county, write letters requesting information and create a five-day tour for someone who has previously not visited. \par \par }{\b\ul\insrsid2701502 Fine Arts}{\b\insrsid2701502 :}{\insrsid2701502 Students are introduced to Larry Zabel and Charles M. Russell an d their works as visual representations of Montana and its people. The issues raised by their art are analyzed as well. Montana authors are presented as represented by A.B. Gutherie, James Welch, Ivan Doig, and local author D\rquote Arcy McNickle. \par \par }{\b\ul\insrsid2701502 Issues}{\b\insrsid2701502 : }{\insrsid2701502 Stu dents read, research, compare and contrast current and historical issues related to Montana. Issues analyzed include wildfires, wolves, buffalo, bears, growth, grazing, recreation, use of National Forestlands, preservation of historical sites, population trends, taxes and others as they arise during the class. \par \par \par }{\b\ul\insrsid2701502 Politics}{\b\insrsid2701502 :}{\insrsid2701502 Students trace the political development of Montana from territory status to statehood. In addition the students study the lawmaking process at each level to include state, county, local and tribal. \par \par \par }{\b\ul\insrsid2701502 History}{\b\insrsid2701502 : }{\insrsid2701502 Students study all traditional divisions of Montana history; Native Americans prior to white settlement, early explorers, the fur trade era, gold strikes, Indian wars, ranching, homesteading, railroad development, statehood, mini ng, progressive era, and modern times. \par \par }{\b\ul\insrsid2701502 Content Competencies}{\b\insrsid2701502 \par \par Standard #1: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. \par }{\insrsid2701502 In each area of study students raise or recognize issues that cause controversy and attempt to make decisions. Students locate information and evaluate its use in a county project and their Tour area of expertise. Students deal with current issues unique to Montana as well as the country and the world in current events sessions. \par \par }{\b\insrsid2701502 Standard #2: Students analyze how people create and change st5ructures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. \par }{\insrsid2701502 Students study the political development of Montana including reasons statehood was desirable. The process of issues becoming bills and possibly laws is followed through the legislative process. Montana\rquote s constitution is compared in a limited way in terms of its protection of basic rights to the U.S. Constitution as well as its unique features. A series of Montana issues are presented and students are able to see sources of conflict and cooperation. \par \par }{\b\insrsid2701502 Standard #3: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). \par }{\insrsid2701502 Students recognize and locate major rivers, lakes, and mountain ranges, political neighbors (Canadian and U.S.), tribal reservations, major cities, and national forests. Students evaluate information recei ved for a particular county in Montana and express their knowledge by creating a visit itinerary and a guide map. Students see first hand land use and dramatic change in the mining districts of southeast Montana during our tour and the burn areas of Yell owstone. Environmental and human influences are distinguished. \par \par }{\b\insrsid2701502 Standard #4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. \par }{\insrsid2701502 Students use and evaluate a variety o f sources such as textbook, trade books, video presentations, primary documents, Internet and on site visits in a variety of projects. Units are thematically presented and changes due to passage of time are emphasized. \par \par }{\b\insrsid2701502 Standard #5: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 Study of the fur trade and the gold mining era in Montana present students with the opportunity is recognize and evaluate the principle s of economics on people and the land of Montana. Students analyze the personal economic decisions that changed the course of Montana development and history. \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 \par }{\b\insrsid2701502 Standard #6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.}{\insrsid2701502 \par Tribal life in Montana offers students a valuable opportunity to compare life styles and cultural differences. Montana tribes are studied as unique cultures and as they change due to the European influence and conflict. Stude nts recognize a variety of ethnic and cultural influences in homesteading, ranching, and mining units. The impact of certain individuals is also analyzed. \par \par }{\b\ul\insrsid2701502 School to work objectives}{\b\insrsid2701502 :}{\insrsid2701502 \par Students will become aware of career opportunities in all areas of the s ocial studies both directly and the use of the knowledge and academic and intellectual skills in all fields of human endeavor. Students will also experience the personal growth and confidence in knowing and analyzing the issues of life and the workplace with the skills offered through social studies. \par \par }{\b\ul\insrsid2701502 Technology integration}{\b\insrsid2701502 : \par }{\insrsid2701502 Students will have the opportunity to use computer technology and software in their research of various topics and for presentation. The use of audio and video recording technology wi ll be encouraged for data collection and presentation. \par \par }{\b\ul\insrsid2701502 HB 528}{\b\insrsid2701502 : \par }{\insrsid2701502 Native American life and impact on the history of Montana are both specific areas of study. Tribal presenters, original documents, photographic collections and cultural on site visits are utilized. \par \par }{\b\ul\insrsid2701502 Resources}{\b\insrsid2701502 : \par }{\insrsid2701502 Textbook }{\ul\insrsid2701502 Montana History: Discovering Tomorrow Through Yesterday}{\insrsid2701502 , }{\ul\insrsid2701502 Montana: Our Land and People}{\insrsid2701502 . \par \par Trade Books: }{\ul\insrsid2701502 It Happened in Montana}{\insrsid2701502 , \par \par Various video presentations: (including) \'93A Law Shall be Passed by Bill\'94, \'93Today Show-Montana\'94, \'93State of Discontent\'94, \'93Landscape\'94. \par Simulation: Gold Rush\tab \par Local presenters and interviews of local people. \par Full class Tour of Montana (visitation to various geological and historical sites in Montana) \par Various teacher make materials and information from personal knowledge. \par \par }{\b\ul\insrsid2701502 Assessment}{\b\insrsid2701502 :}{\insrsid2701502 \par Includes daily assignments, group and individual projects, objective tests, daily class participation, collection of organized materials into a \'93learning log\'94, informational scavenger hunts from on site visits, presentation of historical or issue related skit on site during Tour of Montana. \par \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\b\ul\insrsid2701502 Meeting diverse student needs}{\b\insrsid2701502 : \par }\pard \ql \li0\ri0\nowidctlpar\faauto\rin0\lin0\itap0\pararsid2701502 {\insrsid2701502 Students with diverse needs \endash those with unique abilities and/or disabilities will have differentiated opportunities to achieve competencies and standards and at rates in manners consistent with their needs. \par }}