Happy Friday,                                                                                                                       05/08/26

This past week was teacher appreciation week. I hope you share my thanks to our teachers for all their work this year and the great support they offer our students. Knowing we have a dedicated teaching staff who each want to see students succeed is something that should be celebrated each and every day. Next time we get a chance to see you, please feel free to share your appreciation of our teachers here at PAL!

Speaking of hopefully seeing you soon, a reminder to our senior families that the senior speeches, for those students giving a speech, will be next Thursday starting at 9am. Our students have worked hard to prepare and the rest of our students anxiously await to hear about the projects each senior completed. That or they are waiting for the doughnuts and hot chocolate during the reception afterwards!

If you are interested in having lunch with us, please make a note for Wednesday June 6 because all our PAL families are invited to eat with us from 1055am-1155am at PAL for our year end BBQ. Earlier in the day, students will have signed yearbooks during the yearbook release party in morning advisor, and you all would have the opportunity to sign yearbooks as well as play some lawn games and enjoy each other’s company. We ask that guests are limited to those immediately in the student’s household and that you RSVP with Dara so we can order the appropriate amount of food. It has been a fun family engagement event, and I hope you are able to make it for the meal!

Looking to next week, we are excited to bring SMA, the architect firm in charge of building the new PAL, to talk with our students about the process and get their feedback on what the school should look and feel like. Some of our current students should have the opportunity to experience the current PAL building and the future PAL building, making the process all the more exciting! Academically, students will be taking their MAP testing in both reading and math next week. You’ll hear more from your student about those scores during the PAL Review at the end of the school year.

Enjoy the sunshine,

Matt Carey

mcarey1@helenaschools.org

406-324-1632

 

F/R Application – Free and reduced priced school meals application

My MealTime – check lunch balances, deposit money

 

Summer School– Accessible Monday 5/4

 

Block 11 Course Descriptions

Ryan: 

Mann Gulch 

Students will read parts of Young Men and Fire, documenting the tragic loss of 13 brave souls on August 5th, 1949 at Mann Gulch at Gates of Mountains. We will also be out of the classroom, daily, hiking Mount Helena and getting into hiking shape for our big hike up Mann Gulch. 

SS.H.9-12.1 analyze how unique circumstances of time, place, and historical contexts shape individuals’ lives  

SS.H.9-12.2 analyze change and continuity in historical eras in US and world history  

SS.H.9-12.3 identify ways in which people and groups exercise agency in difficult historical, contemporary, and tribal contexts 

SS.H.9-12.6 distinguish between long-term causes and triggering events in developing a historical argument 

SS.H.9-12.7 analyze how historical, cultural, social, political, ideological, and economic contexts shape people’s perspectives  

SS.H.9-12.8 analyze the ways in which the perspectives of those writing history shaped the history they produced  

SS.H.9-12.9 evaluate how historiography is influenced by perspective and available historical sources 

SS.H.9-12.12 analyze multiple historical sources to pursue further inquiry and investigate additional sources SS.H.9-12.13 integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about past and present people, events, and ideas  

SS.H.9-12.14 construct arguments which reflect understanding and analysis of multiple historical sources, perspectives, and contexts 

 

Story of All of Us – Part II

This class is structured around the hit History Channel’s series titled the same as the class. We will view the first 6 episodes, mixing in class discussions on philosophy, history, ethics and the meaning of being HUMAN.  

US History Standards 

US Government Standards 

World Cultures Standards 

 

Michele:

Creative Writing–ENG

This course invites students into a generative writing practice that blends creativity, reflection, and exploration across genres—poetry, fiction, and non-fiction. Through daily sensory check-ins and flexible prompts, students will write from memory, imagination, and lived experience while exploring themes like change, home, and connection.

Emphasizing voice and process over perfection, students will experiment, revise, and share their work in a supportive workshop setting. Mentor texts will guide craft and inspire new approaches to storytelling. Students will also learn from guest teacher Virginia Reeves, a published author and professor at Helena College.

W.11-12.3 – Narrative Writing
Students develop real or imagined experiences using effective technique, well-chosen details, and clear structure (core to all creative pieces).

SL.11-12.1 – Collaborative Discussion
Students participate in peer workshops, giving and receiving thoughtful feedback.

RL.11-12.4 – Craft & Meaning
Analyze how authors use language, imagery, and structure.

Creative Movement & Expression: HP

This engaging, collaborative course blends movement, creativity, and self-expression through a partnership with Cohesion Dance Company. Students will work with visiting artist-in-residence Nina for three guided sessions, exploring a shared creative project that connects movement, environment, and personal voice. The experience begins with a Nature Walk at Memorial Park or Centennial Park, where students will gather sensory inspiration to inform their work.

Through these sessions, students will explore how movement can tell stories, express emotion, and deepen connection to place and self. No prior dance experience is required—just a willingness to participate and try something new.

The second half of the course offers a fun, community-building balance with movement-based activities like Just Dance and a lighthearted karaoke component, encouraging confidence, joy, and collaboration.

This class supports creative risk-taking, physical engagement, and self-awareness while building a positive, inclusive classroom culture.

Standard 1: Movement Competency

Students demonstrate competency in movement skills through participation in dance, creative movement, and rhythm-based activities.

Standard 2: Movement Concepts & Application

Students apply movement concepts such as space, rhythm, and expression by translating sensory experiences from a nature walk into creative movement and collaborative choreography.

Standard 3: Health-Enhancing Physical Activity

Students engage in regular physical activity through dance sessions and movement-based games, supporting overall physical and mental wellness.

Standard 4: Personal & Social Responsibility

Students exhibit respect, cooperation, and collaboration while working with peers and a guest artist to create and share movement-based work.

Standard 5: Value of Physical Activity

Students experience physical activity as a source of enjoyment, self-expression, and community through creative movement, music, and group participation.

Healthy Relationships–HE/ENG

This course partners with Eric Parsons from The Friendship Center to explore the foundations of healthy relationships and personal safety. Through guided discussions, real-world scenarios, and interactive activities, students examine topics including communication, boundaries, consent, power and control, the cycle of violence, common myths, and the dynamics of different types of abuse.

Students will build skills in recognizing warning signs, supporting survivors with empathy and respect, and practicing safe and effective bystander intervention. The course emphasizes critical thinking, self-awareness, and community responsibility, empowering students to make informed decisions and contribute to a culture of respect and safety.

HE 1.2 a.

Analyze the interrelationships of physical, mental, emotional, family, and social health on personal health, including those of American Indian cultures and practices

HE 2.1 b.

Explain how the perception of societal norms influences healthy and unhealthy behaviors, including those of American Indian cultures and practices.

SL. 11-12.1

Initiate and participate effectively in a range of collaborative and culturally diverse discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11– 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL. 11-12.1.b

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

 

Marie: 

Personal Finance – Credit

Week 1: Credit Reports, Credit Scores Week 2: Credit Cards and Loans Week 3: Managing credit

NATIONAL STANDARDS FOR BUSINESS EDUCATION

Economics & Personal Finance – Personal Finance; II. Earning and Reporting; VI. Banking and Financial Institutions; VII. Using Credit; VIII. Protecting Against Risk; Information Technology; III. Digital Citizenship; Achievement Standard: Evaluate services provided by financial deposit institutions. Objective • Identify the difference between debit cards, credit cards, and other banking services

NATIONAL STANDARDS FOR BUSINESS EDUCATION; Economics & Personal Finance – Economics; III. Economic Institutions and Incentives; Economics & Personal Finance – Personal Finance; VI. Banking and Financial Institutions

VII. Using Credit; Achievement Standard: Analyze factors that affect the choice of credit, the cost of credit, and the legal aspects of using credit. Objectives • Understand the risks and consequences of borrowing money • Compare installment and non-installment credit • Identify the advantages and disadvantages of using credit

 

Careers – Google Docs

Students will be using Edutyping.com; Nitro Typing; and Google Docs – BE Publishing; to learning proper keyboarding skills, improve their confidence keyboarding, and keyboarding and editing in Google Docs. A focus on Accuracy, proofreading and jobs.

Keyboarding or Input Technology Achievement Standard: Use various input technologies to enter and manipulate information appropriately including but not limited keyboarding and mouse. Objectives • Develop touch keyboarding techniques; • Develop touch keyboarding skills at acceptable speed and accuracy levels of 30 wpm with five (5) or fewer errors; • Proofread and edit copy for accuracy, content, correct grammar, spelling, and punctuation; • Use pointing devices such as the mouse

NATIONAL STANDARDS FOR BUSINESS EDUCATION Communication I. Foundations of Communication III. Written Communication Information Technology I. Impact on Society II. Information Literacy IV. Devices and Components VI. Input Technologies VII. Applications XIV. Information Technology Planning and Acquisition

 

OR Careers – Exploration – English

Students will use information from their assessments class to research careers that match their interests, values, personality and learning styles.  They will complete a review of six possible jobs, prepare a PowerPoint on a career of their choice and write a short essay on their career option.

Self-Assessment – Achievement Standard: Apply knowledge gained through individual assessment to develop a comprehensive set of goals and an individual career plan. • List positive characteristics about yourself; • Identify personal likes and dislikes; personal, physical and mental characteristics; and individual talents and interests; • Correlate personal, physical, and mental characteristics with the requirements of various career opportunities; • Complete a variety of standardized interest and career assessments • Compare personal skills and aptitudes with various career options; • Assess and analyze personal talents and interests to future careers; • Determine attitudes needed for career success

NATIONAL STANDARDS FOR BUSINESS EDUCATION Career Development I. Strategic Career Planning II. Career Exploration & Research III. Career Readiness Expectations Communication II. Interpersonal Skills V. Employment Communication Economics & Personal Finance – Personal Finance I. Personal Decision Making Management IV. Personal Management Skills VI. Human Resource Management

Written Communication – Achievement Standard: Prepare clear, complete, concise, correct, and courteous written messages for personal and professional uses. • Communication competencies such as reading and comprehending written communications and information • Use correct spelling, grammar, word, and number usage, punctuation and formatting • Adapt language and style for specific audiences • Proofread business documents to ensure that they are clear, correct, concise, complete, consistent, and courteous • Identify factors affecting the readability of text

NATIONAL STANDARDS FOR BUSINESS EDUCATION Communication I. Foundations of Communication III. Written Communication V. Employment Communication Information Technology VI. Input Technologies VIII. Digital Media

Management IV. Personal Management Skills

Consumer Economics – Sewing

Students will work with cotton fabric to make a July 4^th table runner.

Montana State Standards CTE.9-12 (c) attend to personal health and financial well-being:

(i) evaluate validity of health and financial information, products, and services;

(ii) analyze financial practices including budgeting, banking, savings, investments.

 

Sage: 

Pre-Algebra (Kan-Jam)

Pre-Algebra is a bridge between computational mathematics and Algebra.  This course will build a foundation of algebraic concepts using technology, manipulatives, problem solving, and cooperative learning.  We will focus on building logical thinking skills, estimation, and connections between math and everyday applications.  This course is designed to prepare students for Algebra I.

Montana State Standards: 8.MP.1, 8.MP.2, 8.MP.4, 8.MP.5, 8.MP.6, 8.MP.7, 8.MP.8

Algebra 1

In this Algebra 1 course students will be introduced to basic algebraic skills and provided the foundation for all subsequent math courses. Topics include, but are not limited to, properties of real numbers, relations, linear functions, graphing equations and inequalities. This course lays the foundation for mathematical literacy that will help students be successful in every subsequent course in mathematics.

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3, HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8

Geometry

This course will cover various Geometry topics and principles, including coordinate and spatial geometry, introductory trigonometry, angles, parallel lines, congruent and similar triangles, polygons, circles, the Pythagorean Theorem, etc. We will also focus on problems that serve to review our Algebra skills and continue to develop critical thinking skills through various problem-solving and real-world situations.

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3, HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8

Math Skills

Math Skills is intended to target those math skills that are the foundation of algebraic and geometric concepts.  Topics include, but are not limited to, fractions and proportions, time and money, interpreting data and graphical analysis.  Students explore through manipulatives, real world applications, and rich tasks that require building thinking skills and connecting mathematical ideas.

Montana State Standards: HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7, HS.MP.8

Math Mixed Bag

This sampler course is a mix of core concept review and applicable mathematics.  Approximately one half-hour of class time is dedicated to strengthening pre-algebraic skills including fractions, decimals, percents, ratios, proportions, time, and money.  The remaining hour of class time is a sample from one of the alternative math courses offered at PAL such as KanJam, Patterns, Construction Math, Legos, Electrical, or Cooking.  Emphasis will be placed on both rigor and fun.

Montana State Standards:  HS.MP.1, HS.MP.2, HS.MP.3 HS.MP.4, HS.MP.5, HS.MP.6, HS.MP.7
Emily T: 

Mortarboard Decoration: calling all Seniors! If you are interested in decorating your mortarboard (cap) for graduation, this is the class for you. Self-expression, appreciation, and joy are jumping off points for your design. You do not need your cap to participate in this class.

Students will:

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

VA5. apply appropriate methods or processes to display artwork in a specific place

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences

VA8. defend an interpretation of an artwork or collections of artworks

VA10. incorporate knowledge of personal, social, cultural, and historical life to create art

OR Art: students will continue with self-discovery through artmaking. This block will focus on occupied and unoccupied space as well as color connections and symbolism. Self-assessment and group critique and discussion are vital components of this class.

Each student will:

VA1. develop plans for creating art and design works using various materials and methods from traditional and contemporary practices

VA3. complete artworks or designs incorporating relevant criteria as well as personal artistic vision

VA5. apply appropriate methods or processes to display artwork in a specific place

VA7. evaluate the effectiveness of an artwork as perceived by a variety of audiences

VA8. defend an interpretation of an artwork or collections of artworks

VA10. incorporate knowledge of personal, social, cultural, and historical life to create artworks

Don’t Fence Me In (DFMI) Training Class–HP/HE

Build confidence, endurance, and community as you prepare for the Prickly Pear Land Trust’s Don’t Fence Me In 5K! This walking and running class is designed for all ability levels—from first-time participants to those looking to improve their pace—while enjoying the beauty of Helena’s local trails.

Participants will train directly on the official Don’t Fence Me In 5K route, gaining familiarity with the terrain, elevation, and pacing needed for race day success. Each session will include guided warm-ups, technique tips for walking and running efficiency, and gradual distance progression to help you safely build stamina.

This collaborative program features Education Outreach Coordinator Audra Shropshire, who will share insights about the local landscape and trail stewardship.

Whether you plan to walk, run, or participate in the 5K dog walk/run, this class offers a supportive, motivating environment to help you reach your goals, connect with others, and fully enjoy the Don’t Fence Me In experience.

HP Standards 

This class meets Montana PE standards for grades 11–12 by developing students’ motor skills,  improving personal fitness, promoting responsible social behavior, and fostering an appreciation for lifelong physical activity.

Heather: 

Get Outside

Get Outside is an activity based class designed to connect students with the outdoors while promoting physical health, teamwork, and personal well-being. Students will participate in a variety of outdoor activities. The course emphasizes building lifelong fitness habits and positive social interaction. Students will learn how to plan and engage in healthy recreational activities with choice built into the class. This course is designed to be inclusive and adaptable to all ability levels, encouraging students to challenge themselves, reduce stress, and develop an appreciation for being active in natural environments.

Students need a water bottle, athletic clothes (bring layers for varying weather), and shoes appropriate for activity each day of the class.

Ins and Outs of Emotions

Students will learn about analyze emotions with the help of watching Inside Out and Inside Out 2. Students will complete a variety of activities while watching and discussing the movies and relating them to their own lives. For example, students will answer questions related to the emotions in the movie and how they have experienced similar emotions and experiences in their lives. Students will create “personality islands” just as the characters experience in the movie. Students will also answer questions on the movie on why certain characters experienced certain emotions, etc.

No materials needed except a pencil.

DFMI: Same as what Em submitted

Good Sams

Students will go to Good Samaritan in Helena and learn how it operates. Students will have the opportunity to learn how donations are taken in and how they are sorted and displayed appropriately. Students will learn about donations and the environmental impact of items such as clothing. Students will learn about the community impact Good Samaritan’s has in Helena. A street outreach support member will discuss with students how Good Samaritan in Helena works in conjunction with unhoused (homeless) members of our community. Students will have the opportunity to help with donation intake and put things directly onto the floor such as hanging clothes.

Students will need to have a rider/driver form signed.

 

Emily P: 

Plants:

This is a botany class which takes place for the last quarter of the school year (blocks 10, 11, & 12). The students participate in planting a large number (hundreds) of vegetables from seed before transferring them to larger containers, and ultimately ending up gardens throughout Helena. This is the 10th year we have done this project. Thanks to a Helena Education Foundation grant, we have a greenhouse for this exciting and productive project. We have multiple community partners to make productive use of our endeavors. Local experts, including a master gardener, come into the classroom to inform and inspire the PAL students. The students will transfer plants to the Helena Food Share Garden plots to provide the Food Share with free fresh produce. We work closely with volunteers at both Helena Food share and the community gardens to get our plants in the ground at the beginning of June. The rest of the plants will go home with students to grow their own gardens throughout the summer. Students who have never grown anything before are able to grow, eat and share vegetables with others. Students learn about nutrition and the value of growing food, promoting important lifelong skills.

Science Content standards

HS-LS2-7 design, evaluate, and refine a solution for reducing the direct and indirect impacts of human activities on the environment and biodiversity and analyze scientific concepts used by American Indians to maintain healthy relationships with environmental resources.

Health Enhancement content standards

39. Discuss ways to advocate for a variety of healthy practices and behaviors that will maintain or improve the health of self and others;

40. Analyze the role of individual responsibility for enhancing health;

PAL 101 & the TARPIT Deep Dive:

In the class the students will demonstrate a mastery understanding of TARPIT and what it takes to be a successful student at PAL (and life!). Students will be taking a few trips out into the community (including a trip to God’s love), they will write a TARPIT essay, they will determine what they need to do and from the PAL staff to be successful at PAL, and write gratitude letters to former teachers.

Standards

ELA

W.9-10.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Health Enhancement

Analyze the interrelationships of physical, mental, emotional, family, and social health on personal health

Compare and contrast ways to advocate for safe and healthy school and community environments to promote personal health;

Discuss how to ask for and offer assistance to enhance the health and safety of self and others;

Examine barriers that can hinder safe and healthy decision making;

Analyze the role of individual responsibility for enhancing health;

Astronomy (Moon, Mars, & Beyond)

In this course we visit various topics that interest students, including but not limited to, USA’s mission back to the moon and to Mars, Black Holes, Supernova, Dark Energy, and the Multiverse. The intent is for the course to be student driven, diving into topics that interest the students.

Science Standards

HS-ESS1-2construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

HS-ESS1-3. communicate scientific ideas about the way stars, over their life cycle, produce elements.

HS-ESS1-6. apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

HS-ESS2-7. construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

Science Fair course description

This block we will be teaming up with the Central Elementary school Montessori 4th/5th grade class to carry out a science fair. The PAL students will

Science Standards

RST.9-10.6 -10.9

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

Compare and contrast findings presented in a text to those from other sources (including their own experiments, and knowledge derived from American Indian cultures), noting when the findings support or contradict previous explanations or accounts.

 

Sam: 

O.R. English (Life Story)

Students will write a guided autobiography of their lives thus far and address projections of goals, dreams, and aspirations to come.

Outcomes/Objectives: To write analytically about one’s life and the lessons learned regarding the processing of both negative and positive influences.  Also, evaluate life plans in consideration of personal and career decisions to come.

Standards: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

 

Senior Speech

            This class will prepare PAL Seniors for the “Senior Speech” that culminates their “senior project.”

Outcomes/Objectives: Effectively and thoroughly deliver their “senior speech” while covering all intended criteria.

Standards: Evaluate a speaker’s or texts point of view, reasoning, and use of evidence and rhetoric, including culturally diverse contexts, identifying any fallacious reasoning or exaggerated or distorted evidence.

– Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Visual Art Meets Music 

            This class will explore the intersection of visual art and music by specifically exploring the evolution of street art and hip-hop culture as well as album cover art.

Outcomes/Objectives: Analyze the symbiotic relationship of diverse art forms and make connections to culture and history,

Standards:

―Read and analyze important works of literature, as well as films and photographs.

―Cite strong evidence from a text to analyze what is explicitly said as well as what it infers.

―Support arguments in an analysis of challenging topics or texts using valid reasoning and relevant sufficient evidence.

―Participate effectively in group discussions, express ideas clearly and persuasively and build on the ideas of others.

―Recognize and explain the role of creativity in cultures and societies.

―Interpret and discuss the meaning of creativity according to the culture it belongs to and the influence it carries.

―Critique creative expression according to accepted standards and explain how society and culture influence these standards.

―Identify what professional careers incorporate the principles of creativity.

―Practice, create and learn to experience imagination and creativity as a form of personal, cultural, and professional expression.

Guitar and its Players

            This class will encompass a brief, but hopefully lasting, introduction to both the history of the guitar and its players as well as physically learning to play the guitar.

Outcomes/Objectives: To have a historical and cultural perspective on the guitar as an evolved musical instrument.   Appreciate and celebrate major influences both musically and technically.  Have some firsthand exposure through the practice of playing the guitar to connect with the instrument aesthetically and tangibly.

Standards: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Brooke: 

 

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Sheila:

Mt Vesuvius – Eruption and Excavation

This course allows students to explore why the eruption of Mt Vesuvius is important for understanding the lives of ordinary Roman citizens. Students will explore the eruption of Mt Vesuvius in 79 CE and the excavations of Pompeii and Herculaneum. This course will use documentaries, primary resources, and cooperative learning. Students will focus on building thinking skills and comparing ancient Roman culture to modern culture.

World Language Content Standards 5.1, 6.1, 8.1

SS.H.9-12.1, SS.H.9-12.7, SS.H.9-12.9

Latin and Mythology – Perseus

Students will read scaffolded versions of the Perseus myth. This course will use podcasts, technology, and cooperative learning. Students will focus on building thinking skills and comparing ancient stories to modern stories. Students will connect Latin roots to English words

SS.H.9-12.7, SS.H.9-12.8, SS.H.9-12.9

World Language Content Standards 2.1, 5.1, 7.1, 8.1