Primary Source Sets
Primary Source Sets

Primary Source Sets

Through the Library of Congress Teaching with Primary Sources (TPS) grant, the State Historical Society of Iowa developed free and downloadable Primary Source Sets to help K-12 educators meet the Iowa Core Content Anchor Standards for Social Studies. These Primary Source Sets address national and international history as well as Iowa-specific history. Educators are encouraged to explore sets beyond a particular grade level – great sources are available at all grade levels that can be tailored for students.

Compelling and supporting questions guide each Primary Source Set
An introduction, with an Iowa focus, offers an overview for each set
Source-dependent questions (available for each source) are provided to aid student understanding
Transcripts and grade-appropriate text excerptions are available for ease of use
Search the Primary Source Sets by grade level Content Anchor Standards, subject or time period

Educator Toolkit
Need help using primary sources with your students? Download the extensive Primary Source Toolkit (K-12), which is filled with tools, worksheets and alternative activities for educators to customize for their classrooms.

Kindergarten-5th Grade Toolkit
6th-8th Grade Toolkit
9th-12th Grade+ Toolkit

In partnership with Read.Inquire.Write., a Library of Congress TPS grant recipient, the State Historical Society of Iowa is excited to share resources to support primary source-based inquiry and argument writing in social studies.

Images credited to the State Historical Society of Iowa in these primary source sets are provided solely for educational use. Requests for copies and permissions to use for other purposes should be directed to History.Research@iowa.gov.

Watch this How-To Video to to learn how to use the sorting tool below.

Subject

African Americans
Geography
Immigration
Law & Government
Science and Technology
Social Movements
US History
World History

Time Period

Three Worlds Meet (Beginnings to 1620)
Colonization and Settlement (1585-1783)
Revolution and the New Nation (1754-1820s)
Expansion and Reform (1801-1861)
Civil War and Reconstruction (1850-1877)
Development of the Industrial United States (1870-1900)
Emergence of Modern America (1890-1930)
Great Depression and World War II (1929-1945)
Postwar United States (1945-early 1970s)
Contemporary United States (1968 to the present)

Grade/Standard

Categories (field_pss_nine_twelve_categories)

Source Set Standard (field_source_set_standard)

SS.K.6. Describe students' roles in different groups of which they are members including their family, school, and community.
SS.K.7. Describe ways in which students and other are alike and different within a variety of social categories.
SS.K.8. Determine a procedure for how people can effectively work together to make decisions to improve their classrooms or communities. (21st century skills)
SS.K.9. Compare and contrast rules from different places. (21st century skills)
SS.K.10. Give examples of choices that are made because of scarcity.
SS.K.11. Explain the difference between buying and borrowing. (21st century skills)
SS.K.12. Distinguish between appropriate spending choices. (21st century skills)

SS.K.13. Create a route to a specific location using maps, globes, and other simple geographic models.
SS.K.14. Compare environmental characteristics in Iowa with other places.
SS.K.15. Explain why and how people move from place to place.
SS.K.16. Distinguish at least two related items or events by sequencing them from the past to the present.
SS.K.17. Compare life in the past to life today.
SS.K.18. Given context clues, develop a reaonable idea about who created the primary or secondary source, when they created it, where they created it, or why they created it.
SS.K.19. Compare and contrast local environmental characteristics to that of other parts of the state of Iowa.

Source Set Standard - 1st Grade (field_source_set_standard_1st_gr)

SS.1.7. Investigate how social identities can influence students' own and others' thoughts and behaviors.
SS.1.8. Identify students' own cultural practices and those of others within the community and around the world.
SS.1.9. Describe a situation that exemplifies democratic principles including, but not limited to, equality, freedom, liberty, respect for individual rights, and deliberation. (21st century skills)
SS.1.10. Compare and contrast rules or laws within different communities and cultures. (21st century skills)
SS.1.11. Compare the goods and services that people in the local community produce with those that are produced in other communities.
SS.1.12. Explain why people in one country trade goods and services with people in other countries.
SS.1.13. Explain why people have different jobs in the community. (21st century skills)
SS.1.14. Explain why something borrowed must be returned. (21st century skills)
SS.1.15. Describe the role of financial institutions in the community in order to save and invest. (21st century skills)

SS.1.16. Using maps, globes, and other simple geographic models, compare and contrast routes for people or goods that consider environmental characteristics.
SS.1.17. Describe how environmental characteristics and cultural characteristics impact each other in different regions of the U.S.
SS.1.18. Use a map to detail the journey of particular people, goods, or ideas as they move from place to place.
SS.1.19. Compare how people in different types of communities use goods from local and distant places to meet their daily needs.
SS.1.20. Create a chronological sequence of multiple related events in the past and present using specific times.
SS.1.21. Compare life in the past to life today within different communities and cultural groups, including indigenous communities.
SS.1.22. Given context clues, develop a reasonable idea about who created a primary or secondary source, when they created it, where they created it, and why they created it.
SS.1.22. Given context clues, develop a reasonable idea about who created a primary or secondary source, when they created it, where they created it, and why they created it.
SS.1.23. Describe the diverse cultural makeup of Iowa's past and present in the local community, including indigenous and agricultural communities.

Source Set Standard - 2nd Grade (field_source_set_standard_2nd_gr)

SS.2.7. Explain how people from different groups work through conflict when solving a community problem.
SS.2.8. Explain the purpose of different government functions. (21st century skills)
SS.2.9. Develop an opinion on a decision about a local issue. (21st century skills)
SS.2.10. Determine effective strategies for solving particular community problems. (21st century skills)
SS.2.11. Evaluate choices about how to use scarce resources that involve prioritizing wants and needs.
SS.2.12. Identify how people use natural resources to produce goods and services.
SS.2.13. Describe examples of the goods and services that governments provide.
SS.2.14. Explain how different careers take different levels of education. (21st century skills)
SS.2.15. Evaluate choices and consequences for spending and saving. (21st century skills)

SS.2.16. Using maps, globes, and other simple geographic models, evaluate routes for people or goods that consider environmental characteristics.
SS.2.17. Explain how environmental characteristics impact the location of particular places.
SS.2.18. Describe how the choices people make impact local and distant environments.
SS.2.19. Make a prediction about the future based on past related events.
SS.2.20. Determine the influence of particular individuals and groups who have shaped significant historical change.
SS.2.21. Compare perspectives of people in the past to those in the present with regards to particular questions or issues.
SS.2.22. Identify context clues and develop a reasonable idea about who created the primary or secondary source, when they created it, where they created it, and why they created it.
SS.2.23. Given a set of options, use evidence to articulate why one reason is more likely than others to explain a historical event or development.
SS.2.24. Describe the intended and unintended consequeneces of using Iowa's natural resources.

Source Set Standard - 3rd Grade (field_source_set_standard_3rd_gr)

SS.3.8. Describe the effects, opportunities, and conflicts that happened when people from different social groups came into contact with each other.
SS.3.9. Compare and contrast the treatment of a variety of demographic groups in the past and present.
SS.3.10. Explain how rules and laws impact society. (21st century skills)
SS.3.11. Provide examples of historical and contemporary ways that societies have changed (21st century skills)
SS.3.12. Use historical examples to describe how scarcity requires a person to make choices.
SS.3.13. Identify how people use natural resources, human resources, and physical capital to produce goods and services.
SS.3.14. Describe the role of various financial institutions in an economy.
SS.3.15. Analyze why and how individuals, businesses, and nations around the world specialize and trade.
SS.3.16. Describe how people take risks to improve their family income through education, career changes and moving to new places.
SS.3.17. Explain an individual's responsibility for credit and debt. (21st century skills)
SS.3.18. Determine the importance of saving/investing in relation to future needs. (21st century skills)

SS.3.19. Create a geographic representation to explain how the unique characteristics of a place affect migration.
SS.3.20. Describe how cultural characteristics influence people's choices to live in different regions of the U.S.
SS.3.21. Use map evidence to explain how human settlements and movements relate to the locations and use of various regional landforms and natural resources.
SS.3.22. Compare and contrast events that happened at the same time.
SS.3.23. Compare and contrast conflicting historical perspectives about a past event or issue.
SS.3.24. Infer the intended audience and purpose of a primary source using textual evidence.
SS.3.25. Explain probable causes and effects of events and developments.
SS.3.26. Develop a claim about the past based on cited evidence.
SS.3.27. Analyze the movement of different groups in and out of Iowa, including the removal and return of indigenous people.
SS.3.28. Explain the cultural contributions that different groups have made on Iowa.

Source Set Standard - 4th Grade (field_source_set_standard_4th_gr)

SS.4.7. Explain causes of conflict or collaboration among different social groups.
SS.4.8. Evaluate how civic virtues and democratic principles have guided or do guide governments, societies, and/or communities. (21st century skills)
SS.4.9. Explain how the enforcement of a specific ruling or law changes society. (21st century skills)
SS.4.10. Describe how societies have changed in the past and continue to change. (21st century skills)
SS.4.11. Describe how scarcity requires a person to make a choice and identify costs associated with that choice.
SS.4.12. Using historical and/or local examples, explain how competition has influenced the production of goods and services.
SS.4.13. Compare and contrast different ways that the government interacts with the economy.
SS.4.14. Explain the reasons why the costs of goods and services rise and fall.
SS.4.15. Identify factors that can influence people's different spending and saving choices. (21st century skills)
SS.4.16. Determine the consequences of sharing personal information with others. (21st century skills)

SS.4.17. Create a geographic representation to illustrate how the natural resources in an area affect the decisions people make.
SS.4.18. Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
SS.4.19. Explain influences on the development and decline of different modes of transportation in U.S. regions.
SS.4.20. Compare and contrast events thate happened at the same time.
SS.4.21. Analyze conflicting perspectives on historical and current events/issues.
SS.4.22. Infer the purpose of a primary source and from that the intended audience.
SS.4.23. Explain probable causes and effects of evetns and developments.
SS.4.24. Develop a claim about the past and cite evidence to support it.
SS.4.25. Analyze the impact of technological changes in Iowa, across time and place.
SS.4.26. Explain how Iowa's agriculture has changed over time.

Source Set Standard - 5th Grade (field_source_set_standard_5th_gr)

SS.5.8. Analyze how rights and laws influence interactions between groups in society.
SS.5.9. Analyze the strategies that a variety of demographic groups have used to ensure their rights.
SS.5.10. Describe how the Declaration of Indepence and the Constitution impact the decisions of government, society, and/or communities. (21st century skills)
SS.5.11. Explain the processes people use to change rules and laws in the classroom, school, government, and/or society. (21st century skills)
SS.5.12. Describe how laws, rules and processes have changed over time in order to restrict, protect, or extend rights. (21st century skills)
SS.5.13. Describe how goods and services are produced and distributed domestically and globally.
SS.5.14. Explain how various levels of government use taxes to pay for the goods and services they provide.
SS.5.15. Explain how trade impacts relationships between countries.
SS.5.16. Demonstrate ways to monitor how money is spent and saved. (21st century skills)
SS.5.17. Give examples of financial risks that individuals and households face. (21st century skills)

SS.5.18. Investigate ways that personal information is fraudulently obtained. (21st century skills)
SS.5.19. Create geographic representations to illustrate how cultural and environmental characteristics of a region impacted a historical event.
SS.5.20. Analyze how rules and laws encourage or restrict human population movements to and within the United States of America.
SS.5.21. Describe the connections between historical developments that occurred within the same time period.
SS.5.22. Explain how economic, political, and social contexts shaped people's perspectives at a given time in history.
SS.5.23. Using information from within a primary source, infer the intended audience, purpose, and how the creator's intended audience shaped the source.
SS.5.24. Explain probable causes and effects of historical developments.
SS.5.25. Develop a claim about the past and cite evidence to support it.
SS.5.26. Analyze Iowa's role in civil rights history.

Source Set Standard - 6th Grade (field_source_set_standard_6th_gr)

SS.6.13. Identify what makes up a culture and examine how people acquire their cultural beliefs and value systems.
SS.6.14. Explain how groups form in our society, and how groups, as well as the individuals within those groups, can influence each other.
SS.6.15. Distinguish how varying economic systems impact a nation and its citizens.
SS.6.16. Utilize and construct geographic representations to explain and analyze regional, environmental, and cultural characteristics.
SS.6.17. Analyze and explain the cultural, physical, and environmental characteristics of places and regions and how this affacts the life of the people who live there.
SS.6.18. Explain how changes in transportation, communication, and technology influence in the movement of people, goods, and ideas in various countries.
SS.6.19. Explain how global changes in population distribution patterns affect changes in land use in particular countries or regions.
SS.6.20. Analyze connections among historical events and developments in various geographic and cultural contexts.

SS.6.21. Explain how and why perspectives of people have changed throughout different historical eras.
SS.6.22. Explain multiple causes and effects of events and developments in the past.
SS.6.23. Compare Iowa's geography, natural resources and climate to other regions of the world.
SS.6.24. Explain how personal financial decisions are influenced by an individual's interpretation of needs and wants. (21st century skills)
SS.6.25. Demonstrate how to allocate income for spending, saving, and giving. (21st century skills)
SS.6.26. Explain how debit cards differ from credit cards, gift cards, and savings accounts. (21st century skills)
SS.6.27. Identify the advantages and disadvantages of various savings tools. (21st century skills)
SS.6.28. Describe how to protect one's identity from common threats. (21st century skills)

Source Set Standard - 7th Grade (field_source_set_standard_7th_gr)

SS.7.13. Identify social, political, and economic factors that can influence our thoughts and behavior.
SS.7.14. Examine what causes inequalities and how they exist within a society.
SS.7.15. Distinguish and apply the powers and responsibilities of global citizens, interest groups and the media in a variety of governmental and nongovernmental contexts. (21st century skills)
SS.7.16. Examine the origins, purposes, and impact of laws, treaties, and international agreements. (21st century skills)
SS.7.17. Describe the roles of political, civil, and economic organizatoins in shaping people's lives. (21st century skills)
SS.7.18. Explain and evaluate how economic decisions affect the wellbeing of individuals, businesses, and society.
SS.7.19. Explain how external benefits, costs, supply and demand, and competition influence market prices, wages, and outcomes.
SS.7.20. Investigate the impact of trade policies and barriers on a nation and its citizens.
SS.7.21. Evaluate the push and pull factors involved in human population movement and patterns.
SS.7.22. Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.

SS.7.23. Explain how global changes in population distribution patterns affect changes in land use in particular areas.
SS.7.24. Analyze connections among historical events and developments in contemporary global issues.
SS.7.25. Explain how and why perspectives on various contemporary issues have changed over time.
SS.7.26. Explain multiple causes and effects of various contemporary global events and developments.
SS.7.27. Analyze the role that Iowa plays in contemporary global issues.
SS.7.28. Predict the relationship between financial goals and achievements. (21st century skills)
SS.7.29. Analyze how external factors, such as marketing and advertising techniques, might influence spending decisions. (21st century skills)
SS.7.30. Explain an individual's rights and responsibilities as a consumer. (21st century skills)
SS.7.31. Explain how an investment differs from a savings account in potential risks and returns. (21st century skills)

Source Set Standard - 8th Grade (field_source_set_standard_8th_gr)

SS.8.13. Explain the powers and responsibilities of citizens, political parties, and the media in a variety of governmental and nongovernmental contexts. (21st century skills)
SS.8.14. Examine and explain the origins, functions and structure of government with reference to the U.S. Constitution and other founding documents, branches of government, bureaucracies, and other systems and its effectiveness on citizens. (21st century skills)
SS.8.15. Evaluate how economic decisions affect the well being of individuals, businesses, and society.
SS.8.16. Analyze the role of innovation and entrepreneurship in institutions throughout early American history in a market economy.
SS.8.17. Use historical evidence to evaluate the state of regional economies through early American history.
SS.8.18. Explain how the physical and human characteristics of places and regions influence culture.
SS.8.19. Explain how push and pull factors contributed to immigration and migration in early American history.
SS.8.20. Explain how global interconnections influenced early American history.
SS.8.21. Analyze connections among early American historical events and developments in broader historical contexts.

SS.8.22. Explain how how and why prevailing social, cultural, and political perspectives changed during early American history.
SS.8.23. Explain multiple causes and effects and developments in early American history.
SS.8.24. Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness such as the Declaration of Independence, the Bill of Rights, the Constitution, Washington's Farewell address, the Louisiana Purchase treaty, Monroe Doctrine, Indian Removal Act, Missouri Compromise, Dred Scott v. Sanford, and the Treaty of Guadalupe-Hidalgo.
SS.8.25. Examine the evolution of the function and structure of government in Iowa.
SS.8.26. Discuss the components of a personal spending plan, including income, planned saving and expenses. (21st century skills)
SS.8.27. Calculate the cost of borrowing money for different types of goods. (21st century skills)
SS.8.28. Explain how investing may build wealth and help meet financial goals. (21st century skills)
SS.8.29. Identify ways insurance may minimize personal financial risk. (21st century skills)

Source Set Standard - Behavioral Sciences - Psychology (field_source_set_standard_behavi)

SS-Psy.9-12.13. Explain how social, cultural, gender, and economic factors influence behavior and human interactions in societies around the world.
SS-Psy.9-12.14. Examine how an individual's involvement in collective group can influence their individual thoughts and behaviors.
SS-Psy.9-12.15. Analyze the influence different individual members of a group can have on the collective thought and behavior of the group as a whole.
SS-Psy.9-12.16. Investigate human behavior from biological, cognitive, behavioral, and sociocultural perspectives.
SS-Psy.9-12.17. Demonstrate a basic understanding of the scientific methods that are at the core of psychology.
SS-Psy.9-12.18. Evaluate and utilize theories and methodologies, necessary to plan, conduct, and especially interpret research results.

SS-Psy.9-12.19. Adhere to and consider the impact of American Psychological Association and federal guidelines for the ethical treatment of human and nonhuman research participants.
SS-Psy.9-12.20. Collect and analyze data designed to answer a psychological question using basic descriptive and inferential statistics.
SS-Psy.9-12.21. Explain how the validity and reliability of observations and measurements relate to data analysis.
SS-Psy.9-12.22. Apply the major theoretical approaches and perspectives in behavioral science to our daily lives and civic engagement.
SS-Psy.9-12.23. Assess issues and problems within our society using behavioral science knowledge, and develop ethical solutions to address those issues.

Source Set Standard - Behavioral Sciences - Sociology (field_source_set_standard_sociol)

SS-Soc.9-12.13. Explain the formation of groups and the creation and development of societal norms and values.
SS-Soc.9-12.14. Identify characteristics of groups, and the influences that groups and individuals have on each other.
SS-Soc.9-12.15. Distinguish patterns and causes of stratification that lead to social inequalities, and their impact on both individuals and groups.
SS-Soc.9-12.16. Examine and evaluate reactions to social inequalities, including conflict, and propose alternative responses.
SS-Soc.9-12.17. Analyze the development of sociological perspectives over the course of time, and how those perspectives are used today.
SS-Soc.9-12.18. Utilize various scientific methods to interpret behavior and events through the lens of a sociologist.

SS-Soc.9-12.19. Determine ethical issues and necessary guidelines for conducting and analyzing behavioral science research.
SS-Soc.9-12.20. Apply appropriate research methods to collect and analyze data designed to answer a sociological question.
SS-Soc.9-12.21. Explain how the validity and reliability of observations and measurements relate to data analysis.
SS-Soc.9-12.22. Apply the major theoretical approaches and perspectives in behavioral science to our daily lives and civic engagement.
SS-Soc.9-12.23. Assess issues and problems within our society using behavioral science knowledge, and develop ethical solutions to address those issues.

Source Set Standard - Civics and Government (field_source_set_standard_civics)

SS-Gov.9-12.13. Evaluate the powers and responsibilities of local, state, tribal, national, and international civic and political institutions, how they interact and the role of government in maintaining order. (21st century skills)
SS-Gov.9-12.14. Analyze the role of citizens in the U.S. political system, with attention to the definition of who is a citizen, expansion of that definition over time, and changes in participation over time. (21st century skills)
SS-Gov.9-12.15. Analyze the origins of government with attention to the purpose(s) of government, various theories of democracy, rule of law, and alternative models from other nations and groups. (21st century skills)
SS-Gov.9-12.16. Evaluate how the U.S. Constitution establishes the Rule of Law, governmental powers and responsibilities, as well as limits to a government. (21st century skills)
SS-Gov.9-12.17. Evaluate and explain the relationships among the branches of government, including federalism, separation of powers, the supremacy clause, the necessary and proper clause, judicial review, executive privilege, pocket veto, executive orders, quorum, filibuster, and other related topics. (21st century skills)
SS-Gov.9-12.18. Critique the influence of intermediary institutions on government and policy such as, interest groups, political parties, the mass media, campaigns, caucuses, elections, PACs, and local, state, tribal, and international organizations. (21st century skills)
SS-Gov.9-12.19. Evaluate the effectiveness of political action in changing government and policy, such as voting, debate, contacting officials, campaign contributions, protest, civil disobedience, and any alternative methods to participation. (21st century skills)
SS-Gov.9-12.20. Explain the significance of civic values to a well-functioning democracy including concepts such as conviction vs. compromise, majority rule vs. minority rights, state interests vs. individual interests, rights vs. responsibilities, and other related topics. (21st century skills)

SS-Gov.9-12.21. Explain the mechanisms of political socialization in American democracy such as the effects of the family, school, community, and media in influencing one’s political decisions. (21st century skills)
SS-Gov.9-12.22. Identify and evaluate the contributions of Iowans who have played a role in promoting civic and democratic principles. (21st century skills)
SS-Gov.9-12.23. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels. (21st century skills)
SS-Gov.9-12.24. Analyze how people use and challenge public policies through formal and informal means with attention to important judicial processes and landmark court cases. (21st century skills)
SS-Gov.9-12.25. Evaluate the intended and unintended consequences of the implementation of public policy, specifically looking at the bureaucracy, citizen feedback, public opinion polls, interest groups, media coverage, and other related topics. (21st century skills)
SS-Gov.9-12.26. Analyze the historical, contemporary, and emerging patterns of political action and activism including voter demographics, party trends over time, polling data, campaign strategies and trends, and alternative means of participating. (21st century skills)
SS-Gov.9-12.27. Compare and contrast the institutions and systems of Iowa government and politics that are unique to the state including but not limited to Iowa’s unique role in presidential selection and in the special status of Meskwaki lands as non-reservation lands.
SS-Gov.9-12.28. Identify local and state issues in Iowa and evaluate formal or informal courses of action used to affect policy.

Source Set Standard - Economics (field_source_set_standard_econom)

SS-Econ.9-12.13. Apply the concept of scarcity when making economic decisions.
SS-Econ.9-12.14. Use cost-benefit analysis to argue for or against an economic decision.
SS-Econ.9-12.15. Analyze what goes into determining, and who determines, what is produced and distributed in a market system.
SS-Econ.9-12.16. Describe how changes in the level of competition can affect price and output levels in specific markets.
SS-Econ.9-12.17. Explain how changes in supply and demand cause changes of goods and services, labor, credit, and foreign currencies.
SS-Econ.9-12.18. Evaluate the effectiveness of government policies altering market outcomes.

SS-Econ.9-12.19. Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy.
SS-Econ.9-12.20. Use economic indicators to evaluate economic conditions.
SS-Econ.9-12.21. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living.
SS-Econ.9-12.22. Explain the role of specialization in trade.
SS-Econ.9-12.23. Explain how globalization has impacted various aspects of economic growth, labor markets, and rights of citizens, the environment, and resource and income distribution in different nations
SS-Econ.9-12.24. Analyze how national and global economic issues and systems impact Iowa’s econom.

Source Set Standard - Financial Literacy (field_source_set_standard_financ)

SS-FL.9-12.13. Develop short- and long-term financial goals. (21st century skills)
SS-FL.9-12.14. Evaluate entrepreneurship, career choices and the effect on the standard of living. (21st century skills)
SS-FL.9-12.15. Evaluate the effect of taxes and other factors on income. (21st century skills)
SS-FL.9-12.16. Develop a saving and spending plan using a financial recordkeeping tool. (21st century skills)
SS-FL.9-12.17. Apply consumer skills to saving and spending decisions. (21st century skills)
SS-FL.9-12.18. Analyze the cost and benefits of different types of credit and debt. (21st century skills)

SS-FL.9-12.19. Summarize a borrower's rights and responsibilities. (21st century skills)
SS-FL.9-12.20. Investigate strategies to avoid and manage debt effectively. (21st century skills)
SS-FL.9-12.21. Evaluate short-term savings tools. (21st century skills)
SS-FL.9-12.22. Apply investment tools to meet financial goals. (21st century skills)
SS-FL.9-12.23. Justify reasons to use various forms of insurance. (21st century skills)
SS-FL.9-12.24. Establish strategies for protection of personal identity and other forms of fraud. (21st century skills)

Source Set Standard - Geography (field_source_set_standard_geogra)

SS-Geo.9-12.13. Employ maps to display and explain the spatial patterns of human and environmental characteristics.
SS-Geo.9-12.14. Integrate multiple geographic representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.
SS-Geo.9-12.15. Use geographic data to analyze variations in the spatial patterns of human and/or environmental characteristics at multiple scales.
SS-Geo.9-12.16. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences.
SS-Geo.9-12.17. Analyze how environmental and cultural characteristics of various places and regions influence political and economic decisions.
SS-Geo.9-12.18. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.

SS-Geo.9-12.19. Analyze the reciprocal relationship between historical events and the spatial diffusion of ideas, technologies, cultural practices and the distribution of human population.
SS-Geo.9-12.20. Assess the impact of economic activities and political decisions on urban, suburban, and rural regions.
SS-Geo.9-12.21. Analyze how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.
SS-Geo.9-12.22. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.
SS-Geo.9-12.23. Analyze the consequences of human-made and natural catastrophes on global trade, politics, and human migration.
SS-Geo.9-12.24. Identify and evaluate Iowans or groups of Iowans who have influenced Iowa’s environmental or cultural geography.

Source Set Standard - U.S. History (field_source_set_standard_u_s_hi)

SS-US.9-12.13. Analyze how diverse ideologies impacted political and social institutions during eras such as Reconstruction, the Progressive Era, and the Civil Rights movement.
SS-US.9-12.14. Evaluate the impact of gender roles on economic, political, and social life in the U.S.
SS-US.9-12.15. Assess the impact of individuals and reform movements on changes to civil rights and liberties. (21st century skills)
SS-US.9-12.16. Examine labor and governmental efforts to reform and/or maintain a capitalistic economic system in the Great Depression.
SS-US.9-12.17. Explain the patterns of and responses to immigration on the development of American culture and law.
SS-US.9-12.18. Analyze the effects of urbanization, segregation, and voluntary and forced migration within regions of the U.S. on social, political, and economic structures.
SS-US.9-12.19. Examine how imperialism changed the role of the United States on the world stage prior to World War I.
SS-US.9-12.20. Analyze the growth of and challenges to U.S. involvement in the world in the post-World War II era.

SS-US.9-12.21. Analyze change, continuity and context across eras and places of study from civil war to modern America.
SS-US.9-12.22. Evaluate the impact of inventions and technological innovations on the American society and culture.
SS-US.9-12.23. Analyze the relationship between historical sources and the secondary interpretations made from them.
SS-US.9-12.24. Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness such as the Reconstruction amendments, Emancipation Proclamation, Treaty of Fort Laramie, Chinese Exclusion Act, Roosevelt’s Corollary to the Monroe Doctrine, Wilson’s Fourteen Points, New Deal Program Acts, Roosevelt’s Declaration of War, Executive Order 9066, Truman Doctrine, Eisenhower’s Farewell Speech, Gulf of Tonkin Resolution, Test Ban Treaty of 1963, Brown vs. Board of Education decision, Letter from a Birmingham Jail, and the Voting Act of 1965.
SS-US.9-12.25. Analyze how regional, racial, ethnic and gender perspectives influenced American history and culture.
SS-US.9-12.26. Determine multiple and complex causes and effects of historical events in American history including, but not limited to, the Civil War, World War I and II, the Korean War and the Vietnam War.
SS-US.9-12.27. Evaluate Iowans or groups of Iowans who have influenced U.S. History.

Source Set Standard - World History (field_source_set_standard_world_)

SS-WH.9-12.13. Describe the impact of culture and institutions on societies.
SS-WH.9-12.14. Compare various systems of government, such as monarchies, democracies/republics, empires, and dictatorships, and their methods of maintaining order and/or control. (21st century skills)
SS-WH.9-12.15. Compare and contrast various economic and labor systems within and across societies.
SS-WH.9-12.16. Examine the ways in which trade, commerce, and industrialization affected societies.
SS-WH.9-12.17. Evaluate the consequences of human made and natural catastrophes on global trade, politics, and human migration.
SS-WH.9-12.18. Assess impact of conflict and diplomacy on international relations.
SS-WH.9-12.19. Explain the influence of human migrations on patterns of settlement and culture.

SS-WH.9-12.20. Evaluate methods used to change or expand systems of power and/or authority.
SS-WH.9-12.21. Investigate cultural advancements within societies with attention to belief systems, ideologies, the arts, science and technology.
SS-WH.9-12.22. Analyze the influence of social, political and economic developments on gender roles and social status.
SS-WH.9-12.23. Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness of sources throughout world history.
SS-WH.9-12.24. Examine and explain how the perspectives of individuals and societies impact world history.
SS-WH.9-12.25. Determine multiple and complex causes and effects of historical events within world history.
SS-WH.9-12.26. Assess Iowans or groups of Iowans who have influenced world history.

"Heroes of the Colored Race," 1881 — **Abolitionist Movement and John Brown** Expansion and Reform (1801-1861), Civil War and Reconstruction (1850-1877), African Americans, Social Movements, US History

Fort Wagner — **African Americans and the Civil War** Civil War and Reconstruction (1850-1877), African Americans, US History

Farm Family in the United States, between 1915 and 1923 — **Agriculture in a Global World** Emergence of Modern America (1890-1930), Contemporary United States (1968 to the present), Science and Technology, US History, World History

Meskwaki Wickiup photo from a scrapbook — **American Indian Removal and Relocation** Expansion and Reform (1801-1861), Law & Government, US History

Meskwaki American Indians at a Powwow in Tama, Iowa, in the 1950s — **American Indians and Westward Expansion** Expansion and Reform (1801-1861), US History

The 1784 map of the United States shows that the western border of the country, as determined by the Treaty of Paris, would be the Mississippi River. — **American Revolutionary War and Its Impact on the West** Revolution and the New Nation (1754-1820s), US History

Beaconsfield Supply Store in Ringgold County, Iowa — **Business in Iowa** Great Depression and World War II (1929-1945), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), Geography, Law & Government, US History

Many people seen at a distance walking down “Center Street” in Buxton, Iowa, circa 1908. Photograph shows company houses, muddy streets, “coal chute hill,” and many mature trees. — **Buxton: A Lost Utopia** Development of the Industrial United States (1870-1900), Emergence of Modern America (1890-1930), African Americans, Social Movements, US History

Presidential Candidate Henry A. Wallace Campaigns at William Penn College, 1948 — **Caucuses and Elections** Expansion and Reform (1801-1861), Civil War and Reconstruction (1850-1877), Development of the Industrial United States (1870-1900), Emergence of Modern America (1890-1930), Postwar United States (1945-early 1970s), Law & Government

Above Hoover Dam near Boulder City, Nevada — **Changes in Land Use** Great Depression and World War II (1929-1945), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), Geography, Law & Government, US History

Children Play "Ring Around the Rosie" in Chicago, Illinois — **Children's Lives: Comparing Long Ago to Today** Development of the Industrial United States (1870-1900), Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), US History

Photo shows women marching with banner "National Woman Suffrage" at the Woman Suffrage Parade — **Civil Rights in the United States** Revolution and the New Nation (1754-1820s), Expansion and Reform (1801-1861), Law & Government, Social Movements, US History

Picture of African-American soldiers and sailors sitting and standing around a table in a Red Cross Rest Room specifically outfitted for only African Americans during World War I. — **Civil Rights: Before, During and After the World Wars** Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), Postwar United States (1945-early 1970s), African Americans, Law & Government, Social Movements, US History

"The Great Exhibition of 1860" Political Cartoon, 1860 — **Civil War** Expansion and Reform (1801-1861), Civil War and Reconstruction (1850-1877), African Americans, Law & Government, Social Movements, US History

A protest sign in Des Moines, Iowa, during the visit of Soviet Premier Nikita Khrushchev. — **Cold War** Postwar United States (1945-early 1970s), Law & Government, Science and Technology, US History

Anti-Communism (Soviet Union) Propaganda Poster for Asian Countries — **Cold War: Vietnam** Postwar United States (1945-early 1970s), African Americans, Geography, Science and Technology, US History, World History

Soldiers Seek Shelter from Mortar Shells in Korea, April 11, 1951 — **Cost of the Korean War** Postwar United States (1945-early 1970s), US History, World History

Dust Bowl Farmer in Cimarron County, Oklahoma, April 1936 — **Dust Bowl** Great Depression and World War II (1929-1945), US History

An election-year cartoon satirizing disharmony within the Whig ranks on the bank issue. — **Early American Political Parties** Revolution and the New Nation (1754-1820s), Expansion and Reform (1801-1861), Law & Government, US History

An illustrated map of Council Bluffs in 1868, showing the layout of the city along the Mosquito River down to the Missouri River and including the railroad lines running through the city, east to west as well as south. — **Economic Development and Community Growth in the 19th Century Midwest** Expansion and Reform (1801-1861), Geography, Law & Government, US History

Lincoln and Emancipation Print by Thomas Nast — **Enslavement to the Great Migration** Expansion and Reform (1801-1861), Civil War and Reconstruction (1850-1877), Development of the Industrial United States (1870-1900), African Americans, Immigration, US History

sweet corn field in Marengo, Iowa — **Environmental Impact** Contemporary United States (1968 to the present), Geography, Science and Technology, US History

**Farm Crisis of the 1980s and Iowa’s Economy** Contemporary United States (1968 to the present), Law & Government, Science and Technology, US History

Wind turbines in the cornfields outside Cedar Falls, Iowa — **Five Themes of Geography** Contemporary United States (1968 to the present), Geography

Architect's Drawing of the Iowa State Capitol, ca. 1880 (Image) — **Government, Democracy and Laws** Revolution and the New Nation (1754-1820s), Law & Government, US History

Crowds Outside New York Stock Exchange, 1929 — **Great Depression and Herbert Hoover** Great Depression and World War II (1929-1945), US History

Migrant Mother portrait taken by Dorothea Lange during the Great Depression — **Great Depression and the Dust Bowl** Great Depression and World War II (1929-1945), Social Movements, US History

Image of Black migrants standing near their loaded-down car along a road in North Carolina as they travel from Florida to New Jersey to take jobs picking potatoes. — **Great Migration** Development of the Industrial United States (1870-1900), Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), African Americans, Geography, Immigration, Social Movements, US History

**Herbert Hoover's Legacy** Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), Postwar United States (1945-early 1970s), Law & Government, US History, World History

Lincoln Highway — **History of Iowa's Highways** Emergence of Modern America (1890-1930), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), Geography, US History

Survival Means Sacrifice Postcard — **Holocaust and America's Response to Other Genocides** Great Depression and World War II (1929-1945), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), US History, World History

Map prepared by Vicki Carver (1969) showing disputed Iowa-Missouri boundary lines. — **How States Get Their Shapes** Expansion and Reform (1801-1861), Law & Government, US History

Photograph of New York children in the Bronx in 1970. — **Identity** Emergence of Modern America (1890-1930), Contemporary United States (1968 to the present), US History, World History

The great Bartholdi statue, liberty enlightening the world: the gift of France to the American people. — **Immigration to Iowa** Development of the Industrial United States (1870-1900), Emergence of Modern America (1890-1930), Contemporary United States (1968 to the present), Immigration

Sewing Class for Refugee Students in Mt. Ayr, Iowa, 1918 — **Immigration: Regulation, Response and Attitudes in America** Expansion and Reform (1801-1861), Development of the Industrial United States (1870-1900), Contemporary United States (1968 to the present), Immigration, US History

Sadie Pfeifer, Child Worker, at Lancaster Cotton Mills in South Carolina, November 30, 1908 — **Industrial Revolution** Revolution and the New Nation (1754-1820s), Expansion and Reform (1801-1861), Science and Technology, US History

Lagonda Agricultural Works Print — **Innovation in Agriculture** Revolution and the New Nation (1754-1820s), Expansion and Reform (1801-1861), Science and Technology, US History

Grays Ferry Print — **Innovation in Transportation** Revolution and the New Nation (1754-1820s), Expansion and Reform (1801-1861), Science and Technology, US History

Flooded Street in Ottumwa, Iowa; June, 1947 — **Iowa Weather and Its Impact** Great Depression and World War II (1929-1945), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), Geography, US History

Five adult men seen walking in mature corn field, harvesting ears of sweet corn. One ear is seen in the air being tossed into wagon of harvested ears. Two additional horse-drawn wagons hauling harvested ears of sweetcorn are seen in the background. — **Iowa's Corn and Agriculture Industry** Emergence of Modern America (1890-1930), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), Geography, Law & Government, Science and Technology, US History, World History

Jack Trice with Iowa State football players — **Iowa: Leader in Civil Rights and Equality** Civil War and Reconstruction (1850-1877), Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), African Americans, Immigration, Law & Government, Social Movements, US History

Astronaut Peggy Whitson — **Iowa’s Connection to the World** Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), Postwar United States (1945-early 1970s), Science and Technology, Social Movements, US History, World History

The Harper’s Weekly engraving depicts people of all social classes immigrating from Ireland in 1874, after the infamous potato famine. — **Irish Immigration: Beyond the Potato Famine** Expansion and Reform (1801-1861), Geography, Immigration, World History

Meskwaki children performing at the annual powwow — **Meskwaki Culture** Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), US History

Relief Check Line in California — **New Deal** Great Depression and World War II (1929-1945), African Americans, Law & Government, US History

Woman in foreground standing with her back to the photographer, operating a very large boring press. — **People at Work** Development of the Industrial United States (1870-1900), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), Science and Technology, US History

Corn farm in Jasper County, Iowa. — **Population and Land Use** Contemporary United States (1968 to the present), Science and Technology, US History, World History

The photo depicts a bale of hay in the middle of the road blocking a truck with cows in the back bound for Sioux City with protestors on either side of the truck. — **Protest in America** Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), African Americans, Law & Government, Social Movements, US History

Two illustrations showing: Slave being sold as punishment for crime, before Emancipation Proclamation; and African-American being whipped as punishment for crime in 1866. — **Reconstruction** Civil War and Reconstruction (1850-1877), African Americans, US History

Silent Protest Parade in New York City Against the East St. Louis Riots, July 28, 1917 — **Reconstruction and Its Impact** Civil War and Reconstruction (1850-1877), Development of the Industrial United States (1870-1900), African Americans, Social Movements, US History

Print shows an archway of the nine steps of a drunkard's progress, beginning with a man in fancy dress having "a glass with a friend" and then his gradual decline in society with poverty & disease — **Reform Movements in America** Expansion and Reform (1801-1861), Law & Government, Social Movements

Cambodia Crisis Campaign Magazine Advertisement, Date Unknown — **Refugees in America** Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), African Americans, Law & Government, US History, World History

African-American demonstrators protesting for civil rights — **Right to Vote: Suffrage for Women, African Americans and American Indians** Development of the Industrial United States (1870-1900), Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), African Americans, Law & Government, Social Movements, US History

Aid to Dependent Children Under the Social Security Act. — **Rules and Responsibilities** Emergence of Modern America (1890-1930), Contemporary United States (1968 to the present), Law & Government, US History

The bottom third of the image shows a “typical Arabian horse” and a “typical Percheron horse.” The top of the image shows a scene with pastures on the left and grain fields on the right. One pasture has hogs, and the other sheep. The grain fields show a wheat field after harvest and a corn field growing. — **Rural Life in a Modern Age** Emergence of Modern America (1890-1930), Science and Technology, US History

A desegregated classroom in Washington, D.C., on December 15, 1964. — **School Desegregation** Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), African Americans, Law & Government, Social Movements, US History

Schoolchildren on Circular Swing in San Augustine, Texas, April 1939 — **Schools: Comparing Long Ago, Today and Other Cultures** Development of the Industrial United States (1870-1900), Contemporary United States (1968 to the present), World History

Artist Geoge Catlin painted this scene of American Indians playing a large field game in 1844. — **Sports & Culture** Three Worlds Meet (Beginnings to 1620), Development of the Industrial United States (1870-1900), Emergence of Modern America (1890-1930), Social Movements, US History, World History

Trinidadians Sorting Cocoa Pods, 1900 (Image) — **Trade** Colonization and Settlement (1585-1783), Civil War and Reconstruction (1850-1877), Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), Geography, Law & Government, US History

Print this page Immigration In Iowa, Liberian Couple Reaches Out to Fellow African Refugees February 02, 2019 05:05 AM Thirty youngsters are eager to share with the group at Genesis Youth Foundation's nightly gathering in Des Moines, Iowa, Jan. 28, 2019. Thirty youngsters are eager to share with the group at Genesis Youth Foundation's nightly gathering in Des Moines, Iowa, Jan. 28, 2019. — **Trade: Responsibility on the World Stage** Postwar United States (1945-early 1970s), Contemporary United States (1968 to the present), US History, World History

About 35 messengers with bicycles and a couple of motorcycles posed on the steps in the front of a brick building. — **Transportation in Rural and Urban Spaces** Emergence of Modern America (1890-1930), Great Depression and World War II (1929-1945), Contemporary United States (1968 to the present), Geography, Science and Technology, US History

"A Bold Stroke for Freedom" Illustration, 1872 — **Underground Railroad** Expansion and Reform (1801-1861), African Americans, Social Movements, US History

Photograph shows men looking at material posted in the window of the National Anti-Suffrage Association headquarters while a woman looks on behind them. The sign in the window reads "Headquarters National Association Opposed to Woman Suffrage." — **Women's Suffrage** Emergence of Modern America (1890-1930), Social Movements, US History

"This Must Not Be!," May 2, 1917 — **World War I: America's Involvement** Emergence of Modern America (1890-1930), US History

American soldiers approaching Argonne Forest in France during WWI — **World War I: Evaluating America's Role in Global Conflicts** Emergence of Modern America (1890-1930), US History, World History

The black and white image shows the aftermath of the bombing of Pearl Harbor, Hawaii with the USS West Virginia aflame. Disregarding the dangerous possibilities of explosions, United States sailors man their boats at the side of the burning battleship, USS West Virginia, to better fight the flames started by Japanese torpedoes and bombs. Note the national colors flying against the smoke-blackened sky — **World War II: America's Motivation and Impact** Great Depression and World War II (1929-1945), Science and Technology, US History, World History

A color image of a woman working on a train engine. — **World War II: Homefront** Great Depression and World War II (1929-1945), African Americans, Social Movements, US History

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