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Fremont County School District #21 is located in Fort Washakie, Wyoming, on the 3,374,272-acre Wind River Indian Reservation. In our three schools, we educate approximately 500 pre-kindergarten through twelfth-grade students.

A Message from Our Superintendent

August 8, 2022

Dear Parent/Guardian:

Fremont County School District #21 staff are excited to start the 2022-2023 school year. We remain fully committed to offering and maintaining a safe and healthy learning environment. On August 3, 2022, the Wind River InterTribal Council met to discuss COVID-19 updates and the impact on schools. At this time, the WRITC has decided to continue with the Resolution No. 2021-11524 Wind River Indian Reservation COVID-19 Public Health Order as amended in December 2021.

Therefore, FCSD #21 will continue to implement our COVID-19 health and safety protocols throughout the district in order to continue to offer in-person instruction to students. We will require students, staff, and visitors to properly wear face coverings/masks while on campus. We will perform daily temperature and COVID-19 symptom checks for students prior to entry on the bus and/or school buildings. We will not allow any student exhibiting one or more of the COVID-19 symptom to ride the bus and/or enter school. If a student exhibits one or more symptoms while at school, we will send the student home. Sports and afterschool activities will continue; however, we will require all student-athletes to be COVID-19 tested weekly.

Fremont County School District #21 will continue to operate as close to normal as possible with students attending in-person learning Monday through Friday. Early out for students will be on Wednesdays; we will release students at 2:00 p.m. every Wednesday, starting on the first day of school August 17, 2022. We will require families wanting their children to attend school via virtual instruction to enroll him/her in an accredited virtual school. Please contact Michelle Ferris-Friday, virtual education coordinator, at (307) 332-0142 for more information.

If you have not completed a student registration packet, please visit our registration page, or come to the front office. If your student is participating in a fall sport, please make sure to schedule a sports physical before the activity begins. All Fall sports will begin on Monday, August 15, 2022. Sports registration packets are also available at the front office.

Important Information, Dates, and Times:

Early out Wednesdays - starting August 17, 2022 - 2:00 p.m. release time.

Open House - Tuesday, August 16, 2022 - 4:00-6:00 p.m.

First Day of School - Wednesday, August 17, 2022. School begins at 8:30 a.m. and ends at 2:00 p.m. Please don't drop off your child before 8:00 a.m.

Picture Day - Tuesday, September 13, 2022. Elementary and middle school students will have their picture taken in the morning, and high school students will have pictures taken after lunch.

If you have questions, please feel free to contact the front offices at the following numbers:

Fort Washakie Elementary and Middle School - (307) 332-2380

Fort Washakie High School - (307) 332-0142.

We look forward to seeing your student on August 17.

Sincerely,

Debra R. Smith

Debra R. Smith
Superintendent

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Home - Fremont County School District #21

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Fremont County School District #21 is located in Fort Washakie, Wyoming, on the 3,374,272-acre Wind River Indian Reservation. In our three schools, we educate approximately 500 pre-kindergarten through twelfth-grade students. August 8, 2022 Dear Parent/Guardian: Fremont County School District #21 staff are excited to start the 2022-2023 school year.

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Middle School Social Studies Lesson Plan
By Abby Markley, middle school English and Social Studies teacher, University of Wyoming Lab School
and Margo Berendsen, cartographer, Geographic Information Science Center, UW Editor's note: Special thanks to Wyoming Humanities for support that made development of this plan possible.
Grades: (6-8)
Time: (3, 60 minute class periods)

Lesson Overview: The lesson will include interactive maps and jigsaw collaborative activities that will explore the timeline and themes developed by the Two Nations, One Reservation guide for students as well as a collection of primary sources from Wyoming Humanities. For the jigsaw, students will work in small groups to use these resources to become experts on one of the identified themes in the Two Nations, One Reservation guide: Written versus oral; Climate of fear and violence; horses and guns; Assigned lands; Chasing gold and building railroads; and Broken treaties. Then, they will share and synthesize information with their classmates to answer the lesson's essential question.

Essential Question: How was Native American culture transformed by contact with Europeans, and what impact did these transformations have on the Native Americans?

Standards
Click here to see a spreadsheet aligning Wyoming State Social Studies and Common Core Standards for this and other digital toolkits of Wyoming History.

We will update the standards spreadsheet as more lesson plans are developed.

Teacher Preparation

Secure enough computers for each student.

Create 1 copy of each of the 6 theme anchor images.

Secure a way to display the essential question.

1 set of large labels displaying the name of each theme.

Create digital or hard copy folders for each of the 6 Theme Resources (linked below).

Create digital or hard copies of the Two Nations, One Reservation Kids Guide from https://www.thinkwy.org/initiatives/wy-treaties-matter

Create digital or hard copies of the 6 Theme Graphic Organizer for each student.

Create digital or hard copies of the Collaboration Guide.

Gather chart or large construction paper and markers for each group.

Gather enough sticky notes for the class.

Create two groupings of students. 1) 6 Theme Expert Groups 2) Collaboration Groups that have one student from each of the 6 Theme Expert Groups.

Create digital or hard copies of the Reflection.

Lesson 1

1. As students enter the room, have 1 copy of each of 6 theme anchor images posted around the room.

2. Tell students to travel to each of the 6 posters (or you may choose to give students a rotation for pursuing each of the images). As they stop at each of the images, they need to place three sticky notes at each. Each sticky note should complete one of these statements:

3. I notice...

4. I think...

5. I wonder...

6. Display the essential question for the students. Tell them that this is the question we will be exploring over the next three days with interactive maps and primary sources.

7. Then, tell the students that they will be exploring this question through the lens of 6 themes:

Climate of Fear and Violence

Assigned Lands

Broken Treaties

Written versus Oral

Horses and Guns

Chasing Gold and Building Railroads

8. Ask the students to guess which 6 theme anchor image matches each theme. Label the anchor images as students correctly match each theme with its image. Then, move the labels and anchor images to the areas of the room where each of the 6 theme groups will meet.

9. Move the students to one of each of the 6 groups.

10. Give each student a copy of the Two Nations, One Reservation Kids Guide and the 6 Themes Graphic Organizer.

11. Instruct students to work as a team using their Two Nations, One Reservation Kids Guide to add as much information as possible to their graphic organizer. Once they have exhausted this resource (Two Nations, One Reservation Kids Guide) share the appropriate resources for the group from the 6 Theme Resource Guide (linked below)

12. Instruct the students to work cooperatively to consult the resources for their theme and complete their graphic organizer. It is important that the student collects his/her own information and truly understands the content as he/she will be teaching peers that did not explore this theme. As students finish up for the day, remind them to record the source they were using at the end of class, so they know where to pick up tomorrow.

Lesson 2

1. Instruct students to return to their theme groups. Ideally, their anchor image would be at their group's location waiting for them.

2. Refer students back to the essential question to remind them what is trying to be answered through this research.

3. Before students have taken out any of their materials, tell them to revisit their anchor image. As they revisit the image, ask them to verbally share what they have learned so far that could help to answer the essential question.

4. Grab materials and continue exploring the resources to complete the graphic organizer. Students should be prepared to teach their peers first thing in class tomorrow.

Lesson 3

1. As the students enter the room today, they need to access their graphic organizers and sit with their new groups. Each of the new groups should have one student from each of the 6 theme groups. If there are not enough groups for this, some students can be paired up to share together.

2. Give each student in the room a copy of the Collaboration Guide. Have each of the theme experts teach their peers about their theme and their findings while completing the Collaboration Guide.

3. Once all students have shared, have the group create and record a collaborative answer to the essential question. Post the answer on the chart paper.

4. Share all group's collaborative answers with the whole class. Discuss how the answers are similar and different. Ask students to push back on or challenge answers they do not agree with. Have students provide evidence to support other group's statements.

5. Pass out and have the students complete the reflection. Collect student reflections.

Possible Extension/Enrichment Activities to Support These Lessons

1. Students use all of the available resources on the 6 Theme Resource Guide to write a research paper exploring a student generated research question.

2. Students explore all of the maps presented in the 6 Theme Resource Guide for a targeted geography lesson.

3. Students collect visual sources from the 6 Themes Resource Guide that they feel connect to specific maps. They argue in writing or discussion as to why they feel their image matches the map.

4. Students work in pairs or small teams to create a museum display for one of the themes then share their display with the class.

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Middle School Social Studies Lesson Plan By Abby Markley, middle school English and Social Studies teacher, University of Wyoming Lab Schooland Margo Berendsen, cartographer, Geographic Information Science Center, UW Editor's note: Special thanks to Wyoming Humanities for support that made development of this plan possible.

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Charlie Hill • Remembering a Native American Comedy Legend | LOLflix