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KANSAS STANDARDSfor

History and Government;Economics andGeography

Kansas State Board of EducationApproved December 2004

TABLE OF CONTENTS

Kansas Curricular Standards for History and Government; Economics and Geography Writing Committee...............................2

IntroductionMission Statement............................................................................................................................................................3Purpose.............................................................................................................................................................................3Intended Audiences..........................................................................................................................................................4Definitions.........................................................................................................................................................................4Explanation of Key............................................................................................................................................................5

Skills and Processes.....................................................................................................................................................................7

Scope and Sequence..................................................................................................................................................................12

Extended Standards...................................................................................................................................................................13

Standards by Grade LevelKindergarten...................................................................................................................................................................31First grade.......................................................................................................................................................................50Second Grade.................................................................................................................................................................69Third Grade.....................................................................................................................................................................88Fourth Grade.................................................................................................................................................................108Fifth Grade....................................................................................................................................................................130Sixth Grade...................................................................................................................................................................151Seventh Grade..............................................................................................................................................................175Eighth Grade.................................................................................................................................................................201High School...................................................................................................................................................................225

Glossary (Appendix 1)..............................................................................................................................................................272

Geographic Location (Appendix 2)...........................................................................................................................................286

State Historic Sites to Tour with Students (Appendix 3)...........................................................................................................290

State and National Organizations and Resources (Appendix 4)...............................................................................................293

The Kansas Curricular Standards for History and Government; Economics and Geography Writing Committee

Co-Chair: Jennie Chinn, Executive Director of the Kansas State Historical Society

Co-Chair: Linda Carlton, Curriculum Coordinator, Wichita Public Schools

Co-Chair: Maureen Donegan, Curriculum Coordinator, Olathe Public Schools

Paul Adams, Teacher, Topeka Public Schools

Sarah Arroyo, Teacher, Blue Valley Public Schools

Connie Bergquist, Teacher, Weskan Public Schools

Sue Boldra, Teacher, Hays Public Schools

Nancy Brindle, Teacher, Paola Public Schools

Mike Bruner, Teacher, Chanute Public Schools

M. Kathleen Brown-Cecora, Instructor, Pittsburg State

University

Melanie Campbell, Teacher, Seaman Public Schools

Cheryl Everhart, Teacher, Gardner-Edgerton Public

Schools

Jim Haas, Director, Webster University at Kansas City

G. Daniel Harden, Professor, Washburn University

Ginny Hoover, Consultant, Hutchinson, KS

Sharon Laverentz, Northeast KS Education Service

Center

Mike Ortmann, Teacher, Lawrence Public Schools

Pat Phillips, Consultant, Hays, KS

Barbara Phipps, Professor, University of Kansas

Nancy Presnal, Teacher, Salina Public Schools

Sherry Reed, Curriculum Coordinator, Auburn-Washburn Public

Schools

Robert Rook, Professor, Ft. Hays State University

Judith Schieszer, Teacher, Shawnee Mission Public

Schools

Darla Smith, Curriculum Coordinator, Derby Public

Schools

Janet Smith, Principal, Garden City Public Schools

Kris Shaw, KSDE, School Improvement and Accreditation

Lynnett Wright, KSDE, Learning Services

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Facilitators for the Standards Writing Committee:

Kim Rasmussen, Curriculum Coordinator, Auburn-Washburn Public Schools through August 2, 2004

Lynn Stanley, Social Studies Education Program Consultant, KSDE, August 2, 2004-current

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Mission Statement

The Kansas Standards for History and Government, Economics and Geography enable students to actively participate as informed citizens, to build a foundation of continuous knowledge, to acquire a working knowledge and understanding of these disciplines, and to enrich their lives.

Purpose of this Document

This document is a revision of the standards, benchmarks and indicators for the Kansas Curricular Standards for History and Government; Economics and Geography (1999). The standards revision committee, made up of teachers, curriculum coordinators, professors and learning consultants included research into state and national standards, best practices in education, input from the teaching field and input from the public citizens of Kansas in order to define what Kansas students should be able to do in history, civics-government, geography and economics. The standards revision committee pro-actively responded to the feedback from the 1999 document throughout the revision process. This revised document focuses on knowledge and skills related to the human experience and is intended as a framework for curriculum, instruction, assessment, and teacher preparation.

Feedback from the 1999 document warranted a recommended scope and sequence. Many districts requested this in order to assist them in program planning. The recommended scope and sequence was created based on research in developmental learning, best practices of leading states’ scope and sequence and the current scope and sequence naturally found in most Kansas districts. For example, most Kansas districts placed Kansas history in the seventh grade, therefore, it was placed in the seventh grade recommended scope and sequence in this document. While intending to provide a uniform guide for instruction, the standards are not intended to be a state-mandated curriculum for how and when content is taught. These decisions are left to teachers and local districts.

The integration of knowledge drawn from distinct disciplines is an important consideration in learning. A concerted effort was made to ensure that benchmarks and indicators could be accomplished in the classroom using an integrated approach. For example, fifth grade teachers presenting the historical context for the American Revolution can effectively incorporate civics-government, economic, and geography indicators at the same time. In addition, students can build understanding about the major concepts in successive grade levels.

Beyond shaping student instruction and assessment, these standards are intended to provide direction and guidance for staff development and teacher preparation and recertification. Underlying this document is a steadfast belief that both subject knowledge and teaching expertise are essential for effective instruction and a rich learning experience.

Page 4 of 298

Intended Audiences

If you are a teacher, this document will help you understand the state standards in each discipline and how they can be used in your classroom. Indicators for state assessment are clearly marked. Instructional suggestions are intended to assist you in planning instruction. These are suggestions only.

If you are an administrator or curriculum specialist, this document will help you design and deliver local curriculum in each discipline. It will help you align district curriculum with Kansas standards. Indicators marked for assessment provide additional guidance to the district.

If you are a pre-service teacher or college/university faculty member, this document provides guidance for preparation of teachers in each discipline. Critical content and process skills needed for effective K-12 teachers are clearly spelled out for each discipline.

If you are a parent or community member, this document outlines the expectations for Kansas students in each discipline. It describes content and skills for which students will be held accountable.

Standards, Benchmarks and Indicators:This document presents standards, benchmarks and indicators.

Standard: a standard is a general statement of what a student should know and be able to do in academic subjects. For the purpose of this document, standards are defined for civics-government, economics, geography, and history.

Benchmark: a benchmark is a specific statement of what a student should know at a specific time. For the purpose of this document, benchmarks are defined for grades, K, 1, 2, 3, 4, 5, 6, 7, 8, and grades 9-12 (cluster).

Indicator: an indicator is a specific statement of knowledge or skills, which a student demonstrates in order to meet a benchmark.

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indicators marked for the Kansas Social Studies Assessment

(K) knowledge indicator: the ability to recognize and recall social studies definitions, facts, concepts and procedures.(A) application indicator: the ability to use or apply a social studies knowledge base to interpret, analyze, problem solve, make informed decisions, and impact civic participation.

▲ appears within an e.g. list and distinguishes the items specifically marked for assessment. If deltas did not appear, then the entire e.g. list would be assessed. In this example, empire building and movements for independence of rights will not be assessed. These deltas appear for more specificity of assessed items and to account for time constraints based on testing window.

($) marks an indicator that addresses a personal finance topic.

Explanation of Key

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Fifth Grade Knowledge and Application IndicatorsThe student:1. ▲ (A) - ($) determines the costs and benefits of a spending, saving,

or borrowing decision. 2. (K) - ($) recognizes that supply of and demand for workers in

various careers affect income.

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Sixth Grade Knowledge and Application IndicatorsThe student:1. (A) examines reasons for variation in population distribution (e.g.,

environment, migration, government policies, birth and death rates).

2.▲ (K) describes the forces and processes of conflict and cooperation that divide or unite people (e.g., ▲ uneven distribution of resources, ▲water use in ancient Mesopotamia, ▲building projects in ancient Egypt, and Middle America, ▲the Greek city-states, empire building, movements for independence or rights).

(1, 2) denotes the indicator (s) which the instructional suggestions would assist in teaching.

GB2I2…HB1I3 denotes interdisciplinary connections to the instructional suggestion. When teaching this example, a correlation can be made with sixth grade, Geography, Benchmark 2, Indicator 2 (GB2I2).

Explanation of Key Cont…

Teacher Notes:1. E5B5I1

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First Grade Knowledge and/or Application IndicatorsThe student:1. (K) - ($) discusses the benefits of saving money.

Sixth Grade Instructional Suggestions Compare the Egyptians’ use of the Nile River to the Sumerians use

of the Tigris and Euphrates rivers. (1, 2) See also: C-GB1I1, GB2I2, GB3I2, GB5I13

Discuss with students how European merchants made such large profits from the sale of Asian goods. Lead students to realize that because Asian goods were not readily available in Europe, the only way to get them was pay a high price. (1, 2) See also: C-GB1I1, GB2I2

Role-play a Portuguese sailor. Write a persuasive letter to King John I, explaining why he should pay for an ocean voyage you want to make to Asia and why the journey would be good for the Portuguese. (1, 2) See also: GB2I2, GB5I4, HB1I3, HB2I3, HB2I1

stars mark the K-4 indicators that are foundational for the 6th grade assessment. In this example, this first grade economics indicator is a building block of knowledge for the assessed indicator E5B5I1 (Economics, 5th grade, Benchmark 5, Indicator 1), which will be tested on the 6th grade assessment. Stars will only be found in grades K through 4, and the corresponding assessment indicator will appear in under the teacher notes.

Suggested Skills and ProcessesKansas Standards for History and Government; Economics and Geography, December 2004Grades K-12

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Skills K 1 2 3 4 5 6 7 8 High School

12Chronological Order

Sequence X X X X X X X X X X X X

Creating and Using Timelines

Sequence X X X X X X X X X X

Recognizing Historical Perspectives

Point of View X X X X X X X X

Evaluating Historical Perspectives Then and Now

Comparison & Contrast

X X X X X

Framing Historical Questions

Questioning/ Inquiry

X X X X X

Present a Well-Supported Historical Argument

Writing persuasively

X X X

Roles of Citizens Main idea X X X X X X X X X X X XMap Skills Technical

reading & text structure

X X X X X

Illustration and Map Drawing

- Context clues - Text structure

X X

Reading Various Types of Maps

Technical reading & text structure

X X X X X X X X X

Mental Mapping X X X X X X X X X XInterpreting Maps Technical

reading & text structure

X X X

Map Making Skills Text structure

X X

Adapted from the Kansas Standards for Civics-Government, Economics, Geography, and History, 1999, p. 9-12 and The Skills and Processes Scope and Sequence Chart/Sherry Reed/SEKESC-Greenbush/7-00. Adapted for this document by Kris Shaw, Education Program Consultant, KSDE, and Sherry Reed, Curriculum Coordinator, USD 437 Auburn Washburn, Jan. 2005.

The purpose of this tool is to help local districts align curriculum to include social studies skills. This chart is not exhaustive. Please use this as a springboard to develop local curriculum.

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ContentFocus

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Analyze Maps Technical reading & text structure

X X X X X

Specialized Map Making and Interpretation

Text structure

X X X X X

Money/Exchange -Math -Technical Reading

X X X

Comparing Costs and Benefits

-Comparison & Contrast-Cause & Effect

X X X X

Analyzing Supply and Demand

Comparison & Contrast-Cause & Effect

X X X X

Creating and Analyzing a Supply/Demand Graph

-Comparison & Contrast-Cause & Effect

X X X

Problem Solving -Inference-Drawing Conclusions-Sequence-Comparison & Contrast-Cause & Effect

X X X X X X X X X X X X

Graphic Organizers -Reading tool for all contents-Organizing thoughts




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ContentFocus

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Observing -Main idea X X X X X X X X X X X XMemorizing -Main idea X X X X X X X X X X X XCompare/Contrast/Analyze

-Compare/ Contrast/ Analyze


Reasoned Persuasion

-Author’s purpose

X X X X X X X X X

Cause and Effect -Cause & effect


Decision Making -Draws conclusions


Analyzing Issues -Analyze X X X X X X XDrawing Conclusions

-Draws conclusions

X X X X X X X X X X

Comprehension and Composition Skills

-Retell or summarize


Responding to Literature

-Responds to text


Story Retelling -Retells X X X X X

Locating Main Ideas and Details

-Main idea & supporting details


Locating Information Using a Variety of Sources

-Reference materials

X X X X X

Locating, Evaluating, and Listing Resources

-Research skills

X X X X X X X X X



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ContentFocus

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Evaluating Written and Non-Written Sources

-Research skills-Makes inferences & draws conclusions

X X X X X

Evaluating the Objectivity and Validity of Sources

-Research skills

X X X

Identifying Primary and Secondary Sources

-Research skills

X X X X X X X X X

Using Primary and Secondary Sources

-Research skills


Using Primary and Secondary Sources for Expository and Persuasive Purposes

-Expository & persuasive text-Research skills

X X X X X X X

Using Local Resources (Museums, Libraries, etc.)

-Resources X X X X X X X X X X X X

Collecting, Organizing, and Presenting Data

-Research skills

X X X X X X X X X X

Organizing Information (outlining, summarizing, and citing)

-Research skills-Main idea-Summarizing

X X X X X X X X

Collecting, Organizing, Presenting, and Evaluating Data

-Research skills

X X X X X



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ContentFocus

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Research Skills(Including Computer Research, Internet, etc.)

-Research skills

X X X X X X X X X

Speaking to Present Ideas



Presenting Historical Information


X X X X X X X X



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8/9/2005

Standards for History and Government;Economics and Geography

Recommended

Scope and SequenceFor Alignment

Grade FocusK Self1 Families2 Then and Now (Past and Present)3 Communities (Local History)4 Kansas and Regions of the United States5 United States History (Beginnings to 1800)6 World History (Ancient and Medieval Civilizations)7 Semester 1 – World Geography

Semester 2 – Kansas History and Government8 United States History (1800 – 1900)High School World History (Renaissance to present)

-and -United States History with Kansas History integrated into coursework (1900 to present)-and- Civics-GovernmentUnderlying Principle: historical and comparative examples of civics-government, geography, and economics are integrated into coursework K-12

Page 14 of 298

8/9/2005

Civics-Government Extended

Civics Government: The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American republican government, rights, privileges, and responsibilities to become active participants in the democratic process.

Extended Benchmark 1 -- The student understands the rule of law as it applies to self, family, school, local, state, and national governments.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Identifies rules found in his or her home, school, job, and/or

community.2. Recognizes safety rules (e.g. poison, traffic, fire, personal safety,

work site, and/or community).3. Describes government in terms of people and groups who make,

apply and/or enforce rules or laws for others in their family, school, and community.

4. Identifies one or more reasons for various rules.

Gets in line and waits appropriately in cafeteria lunch line. (1) Understands that he or she must ask permission before leaving the

school building. (2) Recognizes school principal as the head of the school. (3) Tells new classmate the classroom rules and the reasons for them.

(4)

Special NotesA variety of clarifying examples that illustrate the range of application possibilities is included in chapter ___

The extended standards are written to address a wide variety of response and communication modalities or methods used by students who qualify for the alternate assessment. These are individually determined by the IEP team.

Community - any group living in the same area or having interests, work, etc. in common.Government - institutions and procedures through which a territory and its people are ruled.Rule of law - principle that every member of a society, even a ruler, must follow the law.

▲ Assessed Indicator Page 15 of 298 Foundation for Assessed Indicators($) Personal Finance Literacy(K) Knowledge Indicator(A) Application Indicator

8/9/2005



Extended Benchmark 2 - The student understands the shared ideals and the diversity of American society and political culture.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Acknowledges the various symbols used to depict Americans

shared values, principles, or beliefs.2. Shows the qualities of a law-abiding citizen.

Identifies the American flag from the flags of other countries. (1) Follows teacher's directions when told where to store new classroom

materials. (2)Special NotesA variety of clarifying examples that illustrate the range of application possibilities is included in chapter ___


Citizen - a native or naturalized member of a political community.


8/9/2005



Extended Benchmark 3 - The student understands how the United States Constitution allocates and restricts power and responsibility in the government.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Knows the basic rights that are guaranteed by the United States

Constitution.2. Identifies the roles of the federal government, the three branches,

and/or the people in those branches.

Understands that at age eighteen he or she has the right to vote (Bill of Rights). (1)

Identifies a picture of the current United States President during discussion of upcoming elections. (2)



Constitution - a document containing the system of fundamental laws of a nation, state, or society.Government - institutions and procedures through which a territory and its people are ruled.Rights - those individual liberties granted to all persons through the U. S. Constitution.


8/9/2005



Extended Benchmark 4 - The student identifies the rights, privileges, and responsibilities in becoming an active civic participant.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Identifies or demonstrates an understanding of individual rights,

privileges, and/or responsibilities.2. Identifies or demonstrates an understanding of rights, privileges,

and responsibilities of the individual in groups.

Shows responsibility for his or her personal items. (1) Participates as a member of a cooperative learning group during

government class. (2)



Privileges - a special advantage or benefit not enjoyed by all.Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.Rights - those individual liberties granted to all persons through the U. S. Constitution.


8/9/2005



Extended Benchmark 5 - The student understands people and functions of Kansas state government.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Identifies the roles of Kansas government, the branches, and/or

people in these branches. Identifies the picture of the current governor of Kansas. (1)



Government - institutions and procedures through which a territory and its people are ruled.


8/9/2005

Economics Extended

Economics: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

Extended Benchmark 1 - The student understands how the market economy works in the United States.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Understands the concept that rewards are earned in exchange for

performance.2. Understands that providers must receive something (e.g., money)

for exchange of goods or services.3. Understands the origin of particular goods. 4. Identifies the functions of various stores and/or businesses.

Exchanges the tokens that he or she has earned for a reward at the end of the school day. (1)

Exchanges his or her meal ticket for food in cafeteria lunch line. (2) Participates in cooperative group project about how wheat becomes

bread. (3) Understands concession stand provides snacks during sporting

events. (4)Special NotesA variety of clarifying examples that illustrate the range of application possibilities is included in chapter ___


Goods - something that you can touch or hold.Services - something that one person does for someone else.


8/9/2005

Economics Extended


Extended Benchmark 2 - The student recognizes the role of the government in the economy.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Identifies and/or uses services provided by the government for all

members of the community.2. Understands that there are some government services for which a

person must qualify.

Accompanies his or her parent(s) to neighborhood public school for enrollment. (1)

Recognizes that the information contained in the free and reduced lunch application is confidential. (2)



Community - any group living in the same area or having interests, work, etc. in common.Government - institutions and procedures through which a territory and its people are ruled.Services - something that one person does for someone else.


8/9/2005

Economics Extended


Extended Benchmark 3 - The student makes effective decisions as a consumer, producer, and saver.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Understands that spending is the exchange of money for goods

and/or services.2. Distinguishes between spending, borrowing, trading, and/or

stealing.3. Understands that scarcity of resources requires choices.4. Understands that individual economic choices have

consequences.5. Demonstrates an understanding of the concept of saving

resources for a future purpose.

purchases his or her supplies at school store or vending machine. (1)

refuses to loan money to a classmate. (2) shares time on the computer with classmates. (3) saves money by purchasing ticket for school event during school

hours ($3.00) instead of at the door ($4.00). (4) participates in class project for which students bring change/coins

for a group donation to charitable organization. (5)



Borrowing - promising to repay a given amount of money, often with added interest.Goods - something that you can touch or hold.Resource - an aspect of the physical environment that people value and use.Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand.Services - something that one person does for someone else.Spending - the use of money to buy goods and services.


8/9/2005

Geography Extended

Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships among people, places, and physical and human environments in order to explain the interactions that occur in our interconnected world.

Extended Benchmark 1 – Maps and Location to Geographic Tools and Location The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Responds to terms related to location, direction, and/or

distance.2. Identifies the locations of places within his or her environment.3. Demonstrates that particular locations are used for certain

human activities.4. Uses a map and/or globe.

Passes materials to other students, according to teacher's directions (next to, behind, in front of). (1)

Goes to designated area when he or she enters the school building at the start of the school day (cafeteria, commons area). (2)

Goes to the school office to purchase a lunch ticket before scheduled lunch period. (3)

Locates boy or girls restroom at new school by identifying the symbol. (4)



Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.


8/9/2005

Geography Extended

Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships among people, places, and physical and human environments in order to explain theinteractions that occur in our interconnected world.

Extended Benchmark 2 – Places and Regions: The student understands the spatial organization of people, places, and environments.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Describes the physical and/or human characteristics of regional

environments.2. Identifies physical or human activities that have taken place

over time in the local region.

Selects lunch items on special "theme" days (Wild West, Cinco de Mayo). (1)

Understands that when he or she is moving to another classroom or school the class membership changes. (2)



Region - an area with one or more common characteristics or features which make it different from surrounding areas.


8/9/2005

Geography Extended


Extended Benchmark 3 - Physical Systems: The student understands Earth’s physical systems and how physical processes shape the environment.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Demonstrates an understanding of how earth's physical

systems affect him or her personally.2. Demonstrates an understanding of how earth's physical

systems affect the regional environment.

Participates in scheduled tornado drill by going to the designated area and covering his or her head. (1)

Participates in a cooperative learning group describing how the weather affects crops grown in Kansas. (2)



Physical systems - processes that create, maintain, and modify Earth’s physical features and environments, consisting of four categories: atmospheric (e.g., climate), lithospheric (plate tectonics, erosion), hydrospheric (water cycle, ocean currents), and biospheric (plant and animal communities).


8/9/2005

Geography Extended


Extended Benchmark 4 - Human Systems: The student understands how cultural and/or social elements influence people in a region.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Understands characteristics of a community.2. Describes and/or compares cultural characteristics or patterns

within a region.3. Understands the process of conflict.

Recognizes peers from his or her classroom when in the cafeteria or hall. (1)

Carries his or her school supplies to and from classes and/or school in a book bag. (2)

Accepts the teacher instructions for him or her to stop working and join classmates in another activity. (3)



Community - any group living in the same area or having interests, work, etc. in common.Cultural characteristics - (See culture; human feature)Region - an area with one or more common characteristics or features which make it different from surrounding areas.


8/9/2005

Geography Extended

Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships among people, places, and physical and human environments in order to explain the interactions that occur in our interconnected world.

Extended Benchmark 5 - Human-Environmental Interactions: The student understands the effects of interactions between human and physical systems.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Adapts to variations in the physical environment.2. Participates in activities to help the environment.3. Demonstrates an understanding of the negative or positive

impact his or her daily personal activities have on environments, objects, or people in the environments.

Participates in group project that demonstrates the water cycle. (1) Places his or her empty recyclable bottles or cans in recycle

container located near the vending machines. (2) Puts away materials in a designated location so that they can be

found easily the next time that they are needed. (3)Special NotesA variety of clarifying examples that illustrate the range of application possibilities is included in chapter ___



8/9/2005

History Extended

History: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events,eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

Extended Benchmark 1 - The student understands the significance of important individuals and major developments in history.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Expresses knowledge of personal ancestors and/or family

history.2. Recognizes the importance of Kansas and United States

historical figures.

Answers questions relating to his or her family. (1) Identifies George Washington as the first president of the

United States. (2)




8/9/2005

History Extended


Extended Benchmark 2 – The student understands the importance of experiences of groups of people who have contributed to the richness of our heritage.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Understands that things that have happened in the past affect the

way people live, think, or feel in the present. Describes the feelings of people participating in specific

local, national or world events. (1)Special NotesA variety of clarifying examples that illustrate the range of application possibilities is included in chapter ___



8/9/2005

History Extended


Extended Benchmark 3 - The student understands the significance of events, holidays, industries, people and / or symbols which are important in Kansas history.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Recognizes Kansas state symbols.2. Identifies Kansas events, holidays, industries, and/or people.

Recognizes that the name of the state comes from the Kansa Indians. (1)

Gives report on famous Kansan (e.g., Gordon Parks, Dwight Eisenhower, Amelia Earhart). (2)




8/9/2005

History Extended


Extended Benchmark 4 - The student understands the significance of events, holidays, documents, or symbols, which are important in United States history.

Extended Knowledge Base Indicators Extended Clarifying Examples1. Identifies one or more national holidays and/or the customs

associated with that holiday.2. Recognizes national events, documents, or symbols.

Understands that there may be no school on scheduled national holidays (e.g., Martin Luther King Day, Veterans’ Day). (1)

Participates in the Pledge of Allegiance at the opening of the school day (as appropriate). (2)




8/9/2005

History Extended


Extended Benchmark 5 - The student understands the significance of events, holidays, industries, people and/or symbols which are important in World history.

Extended Knowledge Base Indicators Extended Clarifying Examples1. identifies world holidays, industries, symbols, and / or people. 2. recognizes the importance of major world events (historical and

current).

distinguishes between the United States flag and the flags of other countries. (1)

gives a definition of war during a class discussion about the Viet Nam war. (2)




8/9/2005

Civics-Government Kindergarten

Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.

Benchmark 1: The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (K) recognizes rules and why they exist (e.g., home, classroom,

playground).

Develop class rules through whole group discussion. Make a poster illustrating the rules agreed upon. (1)

Use a fire or tornado drill to discuss the importance of safety issues and the need for rules. (1)

Share a rule that is enforced at home by drawing a picture and explaining why it is important to the family. (1)

Teacher Notes:


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Benchmark 2: The student understands the shared ideals and diversity of American society and political culture.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (K) recognizes appropriate ways to behave in the classroom.2. (K) identifies the characteristics of a friend and/or helpful

classmate.

Read a variety of books on manners and then have students demonstrate good manners by role playing. (1)

Draw a picture of a good deed or act of kindness. (1, 2) Write a note of appreciation to a friend, guardian, teacher, or

other role-model. (1, 2)Teacher Notes:


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Benchmark 3: The student understands how the United States Constitution allocates power and responsibility in the government.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (K) knows school authority figures and ways they establish order

and provide safety in a school setting.

Ask the principal or a school official to visit the class for a question and answer session. (1)

Teacher Notes:


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Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (A) demonstrates good citizenship (e.g., sharing, listening, taking

turns, and following rules).

Discuss: what is a citizen? Encourage students to nominate a student for a good citizen award. (1) See also: EB5I1

After discussion, have each student draw or write three good deeds of “good citizenship.” Challenge students to accomplish all three by the end of the week. (1)

Teacher Notes: Citizen - a native or naturalized member of a political community.Citizenship - conduct as a citizen; the status of a citizen with rights and duties.


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Benchmark 5: The student understands various systems of governments and how nations and international organizations interact.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1.(K) identifies leaders at home and school (e.g., parents, guardians,

teachers, principal).

Use a camera to take pictures, or collect pictures from print media to identify leaders. (1)

Teacher Notes:1. C5B2I4


8/9/2005

Economics Kindergarten

Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

Benchmark 1: The student understands how limited resources require choices.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1.(K) - ($) understands that a person cannot have everything he/she

wants, so a choice has to be made (e.g., play video games or watch television; play on swings or play soccer).

2. (K) - ($) explains what he/she gives up when a choice is made.

Have two different items that each student would have to choose between. After choice is made, tell what the choice was and what was given up. (1, 2) See also: HB1I1

Teacher Notes:1. E6B1I1Wants - desires that can be satisfied by consuming a good, service, or leisure activity.


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Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

Benchmark 2: The student understands how the market economy works in the United States.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (K) - ($) understands the use of money to purchase goods and

services.

Role-play a “store” scene where a customer is buying something. Provide “classroom” currency to “buy” items. (1)

Show pictures or commercials of people purchasing goods or services. Discuss what is used to buy these items. (1)

Teacher Notes:Goods - something that you can touch or hold.Services - something that one person does for someone else.


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Benchmark 3: The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1.(K) - ($) discusses the benefits of saving money.

Share examples of why saving money earned or received as gifts is a benefit: to purchase an item in the future, to help with an unexpected emergency. (1)

Teacher Notes:1. E5B5I1Benefit - something that satisfies one’s wants.


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Benchmark 4: The student analyzes the role of the government in the economy.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThis benchmark will be taught at another grade level. Teacher Notes:


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Benchmark 5: The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (A) - ($) gives examples of types of jobs that he/she does within the

family.

List jobs performed at home: washing dishes, picking up room, feeding animals, getting mail, taking out the trash. (1) See also: HB3I1, GB5I1, C-GB4I1

Teacher Notes:


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Geography Kindergarten

Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

Benchmark 1: Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1.(A) identifies and correctly uses terms related to location, direction,

and distance (e.g., up/down, left/right, near/far, here/there).2.(K) locates major geography features (e.g., Equator, North Pole,

South Pole, his/her Hometown, Kansas).

Use directional terms related to location, direction, and distance when giving verbal directions. (1)

Read and discuss children’s stories using relative location terms such as near, far, towards, away from, next to, etc. (1)

Play “I Spy” to practice locating places and features on a map. (2) See also: HB3I3

Teacher Notes:1. G6B1I12. G5B1I2Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Relative location - the location of a place or region in relation to other places or regions (northwest or downstream).


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Benchmark 2: Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (K) describes characteristics of local surroundings (e.g., classroom,

playground, neighborhood, city, school).

Tape video footage of local surroundings. Then, as a class view the video and pick out interesting or defining characteristics about the people, place, or environment. (1) See also: HB2I2

Describe the physical characteristics of the local surroundings in words and sketches. (1) See also: HB2I2

Teacher Notes:


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These indicators represent an overlap between the disciplines of geography and science. Therefore students may learn these indicators in either science and/or social studies depending upon local curricular decisions.

Benchmark 3: Physical Systems: The student understands Earth’s physical systems and how physical processes shape Earth’s surface.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (A) describes seasonal changes and how they affect an individual.

Collect and record weather data to create a class weather graph. Allow each student to be the “weather person.” Discuss seasonal changes and their impact on students. (1)

Use pictures to show the seasons. (1)Teacher Notes:


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Benchmark 4: Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThis benchmark will be taught at another grade level. Teacher Notes:


8/9/2005



Benchmark 5: Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (K) identifies ways people can maintain or improve the quality of

their environment.

Draw pictures showing how people have littered, damaged, or improved the local environment. (1)

Teacher Notes:


8/9/2005

Kansas, United States, and World History Kindergarten

History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

Benchmark 1: The student understands the significance of important individuals and major developments in history.

Kindergarten Knowledge and Application Indicators Kindergarten Instructional SuggestionsThe student:1. (K) identifies and explains how tools and technology used in the

home/school meet people’s needs.

Hold a scavenger search to identify examples of tools and technology and determine as a group how each item meets people’s needs. (1)

Teacher Notes:Needs- necessities (food, clothing, shelter)Technology - science applied to achieve practical purposes.


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Benchmark 2: The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (K) explains how each individual has a personal history.2.(A) compares and contrasts his/her own life with life in a city and/or

a rural community.

Create a template for students to take home to research their personal history. (1)

Make two collages from pictures found in print media: one for city and one for rural. (1)

Teacher Notes:2. H5B2I3Community - any group living in the same area or having interests, work, etc. in common.


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Benchmark 3: The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States, and World history.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1. (K) identifies family customs and traditions and explains their

importance.2. (K) understands that Kansas is a state in the United States and the

significance of Kansas Day as the celebration of the state’s birthday.

3. (A) locates the state of Kansas using a map of the United States.4. (K) recognizes important Kansas state symbols (e.g., state bird –

meadowlark, state flower – sunflower, state animal-buffalo).

Conduct oral interviews on how families celebrate holidays; structure an “interview” form for a family member to fill out. (1)

Make a large “birthday cake” out of construction paper for January 29th. Obtain about 150 straws. Attach the appropriate amount of straws on the Kansas’ Birthday Cake. Sing Happy Birthday to Kansas after explaining that Kansas Day (January 29) is the day Kansas “was born” as a state. The other states are like its brothers and sisters and each has a time it “was born” as a part of the United States. (2)

Bite the upper right-hand corner off of a graham cracker rectangle or Hershey bar rectangle. Use a map and try to match the shape of their food object to a state on the map. It should “match” with Kansas. Point out the location of Kansas within the contiguous states. (3)

Make a booklet of Kansas symbols; books are available on-line from the Kansas State Historical Society at www.kshs.org. (4)

Teacher Notes:Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).


http://www.kshs.org/

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Benchmark 4: The student engages in historical thinking skills.

Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional SuggestionsThe student:1.(K) places events in sequential order.2. (A) uses information to find main idea.3. (K) scans historic photographs to gain information.4. (A) asks questions, shares information, and discusses ideas about

the past.

Use children’s stories to discuss what happened first, second, next, and last for a given day. (1, 2)

Look at a historical photograph about a family to find details about the family from the photograph. Write a short story about a day in the life of someone in the picture. Use www.kshs.org to access historic photographs. (1, 2, 3, 4)

Read a historical story and develop questions, share information and discuss historical ideas. (1, 2, 4)

Teacher Notes:1. H5B4I1



8/9/2005

Civics-Government First Grade



First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (K) discusses the need for rules in the family, school, and

community with an understanding of both positive and negative consequences.

Have students identify signs in the community and discuss what would happen if those signs (stop sign, pedestrian sign, bus stop, speed limit) did not exist. (1)

Allow students to make classroom rules, determining which are most important and why. Vote on preferences. (1)

Teacher Notes:Community - any group living in the same area or having interests, work, etc. in common.


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (K) identifies shared ideals within American society (e.g., truth,

fairness, justice, loyalty, freedom).

Have students tell about a situation, they felt was “unfair.” Ask them to develop ways to have made that situation more fair. (1)

Create illustrated posters of the 6 Pillars of Character: trustworthiness, citizenship, respect, fairness, responsibility, and caring. (1)

Teacher Notes:Citizenship - conduct as a citizen; the status of a citizen with rights and duties.Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.Society - a group of people bound together by the same culture.


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (A) demonstrates leadership qualities by taking on responsibilities

in the classroom and home (e.g., line leader, passing out papers, keeping room clean).

Have whole class discussion on leadership qualities and then have students nominate a class “president” or a “leader of the week.” (1)

After discussing leadership responsibilities, have each student serve as the leader of a cooperative group, making certain that every student has the opportunity to serve. (1)

Teacher Notes:Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (K) identifies privileges as benefits which can be granted or taken

away (e.g., being first in line, attending a field trip, extended recess time).

List and discuss privileges received at home and school. Explain who grants privileges (parents, guardians, teacher, principal), and under what circumstances privileges might be taken away. (1)

Teacher Notes:Benefit - something that satisfies one’s wants.Privileges - a special advantage or benefit not enjoyed by all.


8/9/2005




First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1.(K) recognizes that people can make rules and leaders can enforce

rules.

Develop a set of class rules for behavior in different settings: lunch, recess, library. Develop consequences and positive incentives for behavior. (1)

Teacher Notes:1. C5B2I4, C5B3I4


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Economics First Grade



First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1.(K) - ($) understands individuals and families cannot have

everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes).

Discuss choices made by families: buying a new television vs. taking a vacation, or going to the movies vs. renting a movie. (1) See also: HB2I15, GB5I1

Make a choice about a school lunch: A) hot lunch or B) sack lunch. Place emphasis on the fact a choice must be made; having both is not an option.

Teacher Notes:1. E6B1I1


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (K) - ($) understands the concept of exchange and the use of

money to purchase goods and services.

Role-play buyer and seller buying something at a store. (1) Show pictures or commercials of people buying things at a store.

Discuss what is used to buying these items. (1)Teacher Notes:Goods - something that you can touch or hold.Services - something that one person does for someone else.


8/9/2005




First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1.(K) - ($) discusses why people save money in a bank.

Discuss why saving money in a bank is good: safety, make more money, future use, to buy something that costs a lot. Illustrate saving money in a bank. Write at the bottom of picture, “Saving money is good.” (1)

Teacher Notes:1. E5B5I1Cost - something that is given up to satisfy your wants.Savings - income that is not spent, setting aside income or money for future use.


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThis benchmark will be taught at anther grade level. Teacher Notes:


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (K) - ($) understands that people have jobs to earn a wage.

Cut a picture out of a magazine or draw a picture of a person performing a job and identify the job they are performing. (1)

Write one or two sentences about why people have jobs; people have jobs to earn a wage; people can buy things with the money earned from working at a job. (1)

Teacher Notes:Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece.


8/9/2005

Geography First Grade



First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1.(K) describes the purposes of maps and globes (e.g., model of

earth, representation of earth’s features).2. (A) finds Kansas on a wall map.3. (A) makes a map to represent some location important to them.4. (K) locates major geography locations (e.g., United States,

Canada, Mexico, Atlantic Ocean, Pacific Ocean)

Describe the globe as a model of Earth, dolls are models of people, toy cars are models of cars. (1)

Use pictorial symbols and color to make simple maps of local areas. Make a key to show what the symbols represent: bedroom, kitchen, classroom, play ground. (3)

Play “I Spy” to practice locating places and features on a map. (2, 4)

Teacher Notes:1. G6B1I14. G5B1I2Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1.(A) maps physical and human features of the school (e.g., physical:

hills, creeks, trees; human: play equipment, fences, sidewalks).

As a group or individual, make a map of the school playground (1) Look at photos of important local places. Make model buildings from

milk cartons. Discuss: Who works there? How is your model like the post office picture? Who uses this place? Assemble the city or neighborhood. (1)

Describe the physical and human features seen on a field trip. Have students make symbols of these features to create an interactive bulletin board map of the field trip. (1)

Teacher Notes:1. G6B1I1Human feature (human characteristics) - items built by people that modify the earth’s surface (cities, roads, dams, mines).Physical feature - a natural characteristic of a place (elevation, landforms, vegetation).


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (K) observes and identifies local weather conditions and patterns.

Include observation and identification of local weather conditions and patterns as a part of daily calendar activities. Keep a daily log of wind direction, temperature, precipitation, and general conditions over time to explain how weather in the local community changes. (1)

Create a classroom weather graph. Collect and record weather data throughout the school year. (1)



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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThis benchmark will be taught at another grade level. Teacher Notes:


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (K) identifies ways in which people depend on the physical

environment to meet needs and wants (e.g., water, food, fuel).2. (K) describes how the physical environment impacts humans (e.g.,

choices of clothing, housing, crops, recreation).3. (A) lists ways people can maintain or help the quality of their

environment.

Create a T chart listing “what we need” and “what we want” in order to survive. (1) See also: EB1I1, HB2I1

Make a four flap brochure and draw pictures of self with clothing appropriate for each season. (2)

Teacher Notes:Needs- necessities (food, clothing, shelter)Wants - desires that can be satisfied by consuming a good, service, or leisure activity.


8/9/2005

Kansas, United States, and World History First Grade



First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (A) tells the story of an important person in his/her life.2.(K) identifies the office of the president as the leader of the United

States and identifies the first president and the current president.

Explore family history by interviewing grandparents, parents, or other adult family members. (1)

Research information about George Washington and the current president; have students describe what presidents do. (2)

Teacher Notes:2. C5B3I4, C5B2I4


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1.(K) - ($) describes the needs of a family (e.g., food, shelter).2. (K) describes the different foods produced in Kansas over time

(e.g., wheat, corn, soybeans, sunflowers, livestock).3. (A) compares at least two types of shelter used by families today

(e.g., apartment, frame house, mobile home, duplex).4.(A) compares types of shelter used by American Indians in Kansas

over time (e.g., grass lodge, tipi, earth lodge, frame house).5.(K) identifies types of shelter used by early Kansas families (e.g.,

dugouts, sod houses, log cabins, frame houses).6.(A) uses a timeline to share the history of a family (e.g., his/her own

family, a family from literature).

Think about important things family members do for one another. Write a sentence:” ____________ is important in my family because he /she ___________.”. Draw a picture to illustrate the sentence. (1)

As a class, design a bulletin board, display, or photo collage illustrating food sources produced in Kansas. (2)

Take a field trip of the neighborhood to view different types of homes; compare these structures in terms of materials, shapes, etc. (3)

Build models of two types of American Indian houses; compare these structures in terms of materials, shapes, etc. (4)

Draw a picture of one’s home; compare its shape, building materials, and number of rooms with a dugout, sod house, log cabin, or frame house. (5)

Create a timeline of one’s family or a family from literature: grandparents, parents, child. (6)

Teacher Notes:1. E6B1I14. H5B1I15. E6B1I16. H5B4I1Needs- necessities (food, clothing, shelter)


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Benchmark 3: The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.

First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1. (K) recognizes the United States flag, Pledge of Allegiance, and

bald eagle as important national symbols.2. (K) recognizes the Kansas flag and identifies the symbols on it

(e.g., motto, stars, American Indians and buffalo, farmer plowing, pioneers and cabin, steamboat, etc.).

3. (K) identifies some important United States national holidays (e.g., Independence Day, Columbus Day, Veterans Day, Thanksgiving, Martin Luther King, Jr. Day, Presidents’ Day, Memorial Day).

Use books, articles, computers, and music to learn about United States symbols. (1)

Prepare a short skit about the meaning behind the symbols on the Kansas flag and present to another class. (2)

Choose a national holiday and tell why it is important. (3)

Teacher Notes:


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First Grade Knowledge and/or Application Indicators First Grade Instructional SuggestionsThe student:1.(K) puts events in chronological order.2.(A) uses information to provide details to support a main idea in

history.3. (A) asks questions, shares information and discusses ideas about

the past using resources such as maps, photographs, books, and people.

Identify sequential actions, such as first, next, last, in stories, videos, etc.; correctly uses chronological words: now, long ago, before, after morning, afternoon, night, today, tomorrow, yesterday, present, past, future. (1, 2)

Role-play understanding of the main idea; use graphic organizers to retell the main idea and relate supporting details from texts. (2)

Listen to or read informational text from books, magazines, biographies, internet, and interviews to develop questions, share information and discuss historical events. (1, 2, 3)

Teacher Notes:1. H5B4I12. H6B4I1


8/9/2005

Civics-Government Second Grade



Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1. (K) recognizes that rules provide order and safety and benefit all

school and community members.

Use school handbook to identify and discuss school rules. (1)



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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1. (K) identifies and defines the characteristics of a good citizen (e.g.,

honesty, courage, patriotism, tolerance, respect).

Using pictures from newspapers, magazines, identify types of people who model good citizenship: soldier, fireman, teacher, community leader, a good neighbor. (1)

Teacher Notes:Citizen - a native or naturalized member of a political community.Citizenship - conduct as a citizen; the status of a citizen with rights and duties.Community - any group living in the same area or having interests, work, etc. in common.Patriotism - loyalty and devotion to one’s country.


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(K) recognizes that the United States Constitution is a written plan

for the rules of government (e.g., knows the Constitution lists rules of the government compared to the rules for the family, classroom, or school).

Show a replica of the United States Constitution. Pose questions for discussion: Why would a group of people create such a document? Can rules ever be changed? Are the “rules” in the Constitution for some or for everyone? (1)

Teacher Notes:1. H5B3I6, C6B4I1Constitution - a document containing the system of fundamental laws of a nation, state, or society.Government - institutions and procedures through which a territory and its people are ruled.


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1. (A) discusses how rights and privileges change over time and in

different situations (e.g., the right to vote at eighteen, the privilege of being louder on the playground than in the classroom).

Use two-column organizer to list rights (speaking, going to school, safety) and privileges (to have extended recess time, seeing a movie, class party, staying up late). Discuss how privileges are earned. (1)

Create a personal timeline of the rights and privileges that each is hoping will be awarded over time: staying up late, walking to a friend’s house alone, driving, etc. Discuss how rights and privileges are related to age and maturity. (1)

Teacher Notes:Privileges - a special advantage or benefit not enjoyed by all.Rights - those individual liberties granted to all persons through the U. S. Constitution.


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(A) demonstrates leadership in the classroom.

Allow students to have opportunities for leadership throughout the academic year: cooperative group leader, line leader, library helper, class president. (1)

Teacher Notes:1. C5B2I4


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Economics Second Grade



Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(A) knows the difference between goods and services, and provides

examples how each satisfies people’s wants and needs.2. (K) identifies examples of producers and consumers. 3.(A) - ($) identifies the opportunity cost of a choice (e.g., next best

alternative not chosen).

Look at a group of pictures and sort them into goods and services. For each picture identify if it satisfies a want or a need. (1) See also: HB1I1&2

Make a Venn diagram of producers and consumers. (2) See also: GB2I1, GB3I1, BB4I1

Fill a choice tray with small items such as gum, candy, toys, etc. Have student choose two favorite items. Tell students they may only have one item. The item returned to the tray is the opportunity cost. Note: distinguish the next best alternative. (3) See also: GB5I1

Teacher Notes:1. E6B1I13. E5B5I1Consumer - a person who buys goods or services to satisfy wants.Goods - something that you can touch or hold.Needs- necessities (food, clothing, shelter)Opportunity cost - in making a decision, the most valuable alternative not chosen.Producer - one that produces, especially a person or organization that produces goods or services for sale.Services - something that one person does for someone else.Wants - desires that can be satisfied by consuming a good, service, or leisure activity.


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(K) - ($) understands the concept of exchange and the use of

money to purchase goods and services (e.g., trade with barter or money).

Write a class story about two or more characters that trade by both barter and by use of money. (1) See also: HB2I1&2, GB1I1

Show two pictures to the class: trade using the barter system and trade using the money system. Discuss the difference between barter and money. Role-play both types of trade. Illustrate a barter scene and label picture, “Trade with barter,” and then illustrate a trade scene with money labeled, “Trade with money.” (1)

Teacher Notes:1. E6B3I2Barter - trading goods or services without the use of money.Goods - something that you can touch or hold.Services - something that one person does for someone else.Trade - the exchange of goods or services for other goods and services or money.


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(K) - ($) explains the advantage of choosing to save or spend

money that is earned or received.2.(K) - ($) defines a budget as a plan for spending and saving income.

Draw a cartoon strip showing the following: someone depositing money in a bank (write deposit $1.00 under the picture), an item with a price tag -$3.00 (write saving for ______ under the picture), someone depositing money in a bank ( write deposit $2.00 under the picture), illustrate the math problem 1 + 2 = 3 using dollar bills (write I have saved enough to buy ______), someone withdrawing money from the bank,(write withdrawing savings under the picture), purchasing the item with the money, (write purchasing _________ under the picture). (1, 2)

Using a table, make a simple classroom budget with income, spending items (lunch, school supplies, etc.-customize it to your classroom). Have students make their own budget using items from their desks. The teacher will need to set the income and the students will need to pick items that will fit within that income: (income $5.00; spending items: pencil $0.50, glue $ 1.00). (1, 2)

Teacher Notes:1. E5B5I12. E5B5I1Budget - a sum of money allocated for a particular use; a plan for saving and spending money.Income - financial gain received as wages/salaries, rent, interest, and/or profit.Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.Spending - the use of money to buy goods and services.


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThis benchmark will be taught at another grade level.Teacher Notes:


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1. (K) - ($) understands that people earn an income and sometimes

benefits for the work they do and gives examples of different types of work within a community both today and in the past.

2.(K) - ($) knows that a decision-making process can help people make spending and saving decisions.

Brainstorm types of jobs that people have in the community. (1) See also: HB2I1, GB2I1, GB4I1

Allow students five minutes to make a list of everything they would buy if they had unlimited money. Compile their choices into a class list and discuss why you would need to save in order to purchase them. (1, 2) See also: HB2I1

Have each student draw or cut out from a magazine different items that they would like to have (teacher may want to limit the number to three or four items), have the students draw a moneybag with the word INCOME and a monetary amount (teacher will tell each student what amount to write on their bag (amounts should be different) written on the bags. Draw a T chart on a large sheet of paper, have the words SPENDING written at the top of one side of the T chart and SAVING written at the top of the other side of the T chart. Have each student bring up their moneybag and one item that they have chosen (or illustrated). As a class decide if the student has enough money from income to purchase the item. If they do, tape the item on the SPENDING side, if they do not have enough income tape the item on the SAVING side and have the student tell why they cannot buy the item right now (I do not have enough income to buy _______. I need to save my income until I have enough money to buy _________.) This may be repeated until all of the students have taped all of their items on the T chart. (1, 2)

Teacher Notes:2. E5B5I1Benefit - something that satisfies one’s wants.Community - any group living in the same area or having interests, work, etc. in common.Income - financial gain received as wages/salaries, rent, interest, and/or profit.Spending - the use of money to buy goods and services.


8/9/2005

Geography Second Grade



Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(A) makes and uses maps to represent and locate familiar places

within cities and Kansas (e.g., title, symbols, legend, compass rose, cardinal directions, grid system).

2.(K) identifies and correctly uses terms: North, South, East, West.3.(K) locates major geography features (e.g., Rocky Mountains,

Missouri River, Gulf of Mexico, Kansas City, Wichita, Topeka, Washington, DC).

Locate a specific place or symbol using an overhead map of the area overlaid with a grid: school yard, playground, neighborhood. (1)

Prior to a field trip, use a teacher drawn simplified map of the area to trace the route to the field trip destination. (1)

Using cardinal direction cards posted in the classroom, play “I Spy” to locate a person or object in the room: “I spy a person sitting south of Susie.” (2)

Attach a compass rose to the top of student desks to use for practice with directions. (2)

Use the vocabulary of North, South, East, and West when giving directions for common classroom procedures: “Line up and face north.” (2)

Have a geography question of the day using the map. (1, 2, 3)Teacher Notes:1. G6B1I12. G6B1I13. G5B1I2Compass rose - a drawing that shows the orientation of north, south, east, and west on a map.Legend - an explanatory description or key to features on a map or chart.Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(K) identifies physical and human changes that have taken place

over time in the local region (e.g., physical: tornadoes, drought, Kansas as an inland sea; human: new shopping centers, highways, houses).

Conduct an interview with older students or parents to learn about physical changes to the school that have taken place since they have attended there. (1) See also: HB4I2, HB4I4

Use photographs and/or maps to compare differences within a city and/or state over time: city boundaries, buildings, roads. (1)See also: HB1I1, HB1I2, HB1I3, HB4I2, HB4I4

Invite a guest speaker who is familiar with the community (e.g., grandparent, school staff member) to talk about changes. (1) See also: HB4I2, HB4I3, HB4I4

Discuss ongoing changes in the neighborhood: new houses, telephone wires, planting trees, bridges, roads, parking lots. Discuss how these change the land. (1)

Teacher Notes:1. H6B4I1Community - any group living in the same area or having interests, work, etc. in common.Region - an area with one or more common characteristics or features which make it different from surrounding areas.


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1. (K) describes how weather affects environment (e.g., deciding when

crops are planted and harvested, lack of rain causes drought, early freeze kills plants).

Mound soil or sand in a rectangular container. Use a watering can sprinkler to simulate rain. Observe the changes that take place. Repeat this procedure in a second pan that has soil with grass roots. Compare the results. (1) See also: HB4I3

Go for a walk outside and look for signs of weathering. (1) See also: HB4I3

Use plants in milk cartons to observe and record the effects of watering, not watering, and over watering. (1) See also: HB4I3

Teacher Notes:


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(K) identifies the past and present settlement or development

patterns of his/her community or local area.

Brainstorm reasons why places are located where they are: airports outside the city, hotels in downtown areas, parks’ locations, grocery stores, churches, stoplights and stop signs, malls. (1) See also: HB4I4

Research and map where their family ancestors came from. (1) See also: HB2I2, HB2I3, HB4I2

Interview grandparents to find out why their families settled in Kansas and what they did. (1) See also: HB2I3, HB4I2

Discuss cultural areas in our city and celebrations. (1) See also: HB2I2

Teacher Notes:1. E6B1I1, H6B1I2Community - any group living in the same area or having interests, work, etc. in common.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(K) describe how physical systems influence people and their

activities.

Research how physical systems influence farming: cattle grazing in Flint Hills, crop damage due to bad weather, successful wheat production due to rich soil and winter moisture. (1)

Use pictures to describe how the environment affects crops and livestock raised in Kansas. (1)

Teacher Notes:1. E6B1I1Physical systems - processes that create, maintain, and modify Earth’s physical features and environments, consisting of four categories: atmospheric (e.g., climate), lithospheric (plate tectonics, erosion), hydrospheric (water cycle, ocean currents), and biospheric (plant and animal communities).


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Kansas, United States, and World History Second Grade



Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions

The student:1.(A) compares various forms of transportation in Kansas past and

present (e.g., the horse, steamboat, trains, airplanes, cars).2.(A) compares and contrasts the ways people communicate with

each other past and present.3.(A) identifies important innovations made in the past that influence

today (e.g., Wright Brothers – airplane; Henry Ford – automobile; Ancient China – irrigation, paper; Inca – highways to connect cities).

4.(K) recognizes the impact of contributions made by leaders past and present.

Find pictures of a variety of means of transportation used in the past and present; do a commercial about a particular type of transportation. (1)

List kinds of communication described in books; make a poster telling how these are alike and how they are different. (2)

Describe how an important innovation from the past affects our lives today. (3)

Use story mapping to record information about a historically significant person’s life; develop trading cards by drawing a picture of a notable leader on one side and writing a list of his/her accomplishments on the other. (4)

Teacher Notes:1. H5B1I3, H6B4I12. H5B1I3, H6B4I13. H5B1I3, H6B4I14. C5B2I4


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Benchmark 2: The student understands the importance of experiences of groups of people who have contributed to the richness of our heritage.

Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(A) compares and contrasts daily life of an historic Plains Indian

family, a pioneer family, and a modern family in Kansas. 2.(A) defines immigration and gives past and present examples from

Kansas.3.(K) defines history as the story of the past.

Use stories, artifacts and music to interpret some aspect of daily life for a plains Indian family, a pioneer family, or a modern family in Kansas. (1)

Use primary and secondary sources to construct a table that summarizes geographic, political, economic, and religious reasons that brought immigrants to Kansas. (2)

Write a play based on a folk song or story that describes a part of Kansas history. (3)

Teacher Notes:1. H5B1I1, H6B4I12. H6B4I13. H6B4I1Artifacts - objects that were used by people long ago.Immigrant - a person (migrating into) coming to a particular country or area to live.Immigration - to enter and settle in a country to which one is not native.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1. (K) recognizes the importance of the Declaration of Independence

and the Star Spangled Banner.2. (A) locates and explains the importance of landmarks and historical

sites today (e.g., Plymouth Rock, United States Capitol, Statue of Liberty, Kitty Hawk, Kansas State Capitol, Mt. Rushmore, Mesa Verde, the Alamo, Sutter’s Mill).

Draw a picture representing an image from either the Declaration of Independence or Star Spangled Banner. (1)

Write clues that describe important national, historic landmarks and sites; have other students guess the name of the landmark or site. (2)

Teacher Notes:


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Second Grade Knowledge and/or Application Indicators Second Grade Instructional SuggestionsThe student:1.(A) creates and uses timelines. 2. (A) locates information using both primary and secondary sources.3.(A) uses information to understand cause and effect. 4. (A) compares and contrasts to draw conclusions.5. (A) uses research skills (e.g., discusses ideas; formulates broad

and specific questions; finds and selects information with help; records, organizes and shares information).

Create and use personal and historical timelines. Make a human timeline--study a historical topic, and write an important fact about the topic on a sheet of paper (total of 5-7 facts). Give the facts to a small group of students, and have them arrange themselves in order along a timeline.(1)

Retell historical stories using primary and secondary sources: maps, photos, oral histories, newspapers, letters, etc. (2)

Select contributions made by past and present leaders and have students describe what was the cause of a contribution and what was the effect of the contribution. (3)

Write a concluding statement showing a comparison. (4) Develop a research project on a topic students have been studying;

help students develop a question about the topic and assist students in gathering, organizing, and recording details (in their own words) that will answer the question. (5)

Teacher Notes:1. H5B4I13. H6B4I1Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


8/9/2005

Civics-Government Third Grade



Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1. (K) explains the purpose of rules and laws and why they are

important in a community.2. (K) explains the necessity of rules in order to provide public safety

in a free and orderly society.

List rules found in the community: speed zones, traffic lights, no littering, etc. Discuss what happens when people are caught breaking the rules. (1, 2)



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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1. (K) understands that civic values are influenced by people’s beliefs

and needs (e.g., need for safety, health, and well-being).

Invite a government service provider to visit the class and explain how their work benefits citizens. (1)

Teacher Notes:Benefit - something that satisfies one’s wants.Citizen - a native or naturalized member of a political community.Government - institutions and procedures through which a territory and its people are ruled.


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThis benchmark will be taught at another grade level. Teacher Notes:


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1. (K) recognizes that citizenship has rights, privileges, and civic

responsibilities (e.g., community service, voting, treating others with respect).

2. (K) understands the importance of communicating ideas to community leaders (e.g., expressing the need for a new city park, expressing concern over a landfill, requesting recycling programs).

Write a letter to the city or county commissioner expressing an individual or whole-class view on an upcoming community project or an idea for a new project. (1, 2)

Plan to participate in Kids Voting Kansas. (1, 2).

Teacher Notes:Citizenship - conduct as a citizen; the status of a citizen with rights and duties.Community - any group living in the same area or having interests, work, etc. in common.Privileges - a special advantage or benefit not enjoyed by all.Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.Rights - those individual liberties granted to all persons through the U. S. Constitution.


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1. (K) defines government as people or groups who make, apply, and

enforce rules and laws for others within a family, school, or community.

2. (K) identifies people or groups who make, apply, and enforce rules or laws within a family, school, or community (e.g., parent/guardian, police, mayor, governor, president).

Develop a class file of newspaper articles concerning local government. Mid-year, use file to summarize the various activities of local government and identify the leaders involved and the people or groups that would benefit from local government actions. (1, 2)

Teacher Notes:Benefit - something that satisfies one’s wants.Community - any group living in the same area or having interests, work, etc. in common.Government - institutions and procedures through which a territory and its people are ruled.


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Economics Third Grade



Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(K) knows that there are not enough available resources to satisfy

all wants for goods and services.

Create a mini-community in the classroom. Decide what goods and services are most important to a community. Make a list and assign jobs. Explain why his/her job is important to the community. Explain how his/her job helps meet the community’s needs. (1) See also: C-GB2I1, C-GB5I2&3

Create a scenario of limited resources. Set up 5 glasses of water in front of the class for only 5 people. Pose question: How should we determine who will get a glass of water? Brainstorm ideas in small discussion groups (first come, first served, lottery, money, contest, etc.). (1)

Teacher Notes:1. E6B1I1Community - any group living in the same area or having interests, work, etc. in common.Goods - something that you can touch or hold.Needs- necessities (food, clothing, shelter)Services - something that one person does for someone else.Wants - desires that can be satisfied by consuming a good, service, or leisure activity.


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) identifies and gives examples of markets that occur when

buyers and sellers exchange goods and services in the community.

Make a list of businesses, stores or services in the community. Discuss what goods and/or services are exchanged. (1) See also: C-GB2I1, C-GB5I1, GB1I6, GB5I1&2, HB2I1

Teacher Notes:1. H5B2I3Community - any group living in the same area or having interests, work, etc. in common.Goods - something that you can touch or hold.Services - something that one person does for someone else.


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1 (K) - ($) knows that when borrowing money the consumer is

receiving credit that must be repaid.

Lend each student an item (pencil) and collect an item as collateral (shoe) from the student. When the item borrowed is returned, the collateral is returned. (1) See also: C-GB1I2

Teacher Notes:Borrowing - promising to repay a given amount of money, often with added interest.Consumer - a person who buys goods or services to satisfy wants.Credit - an arrangement for deferred payment for goods and services; money available for someone to borrow.Lending - to give for temporary use on condition that the same or its equivalent will be returned.


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) - ($) lists goods and services in the community that are paid for

by taxes (e.g., roads, parks, schools, fire protection).

Prepare cards that say “Paid for by taxes” on it. Tour the school grounds and decide which items in and around the school ground are paid for with taxes (examples: playground equipment, roads, building, desks, parking lots, teacher, custodian, etc ). Tape the “Paid for by Taxes” sign on the object/person and list the items on a piece of paper. Return to the classroom and make a combined list of the items that were found. Go back over the class list and identify each item as a good or service by writing the correct word (good or service) next to it. Perform a service by removing all of the cards and returning them to the classroom. (1) See also: C-GB2I1, C-GB4I1

Find several photos/pictures that have goods and services paid by taxes. Identify which pictures are goods and which are services (roads, police, firemen, parks, traffic lights). (1) See also: C-GB2I1, C-GB4I1, C-GB5I3

Teacher Notes:1. E6B1I1, E5B5I1, H5B3I1Community - any group living in the same area or having interests, work, etc. in common.Goods - something that you can touch or hold.Services - something that one person does for someone else.


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) - ($) analyzes how needs and wants are met through spending

and saving decisions. 2.(K) - ($) identifies consequences of borrowing and lending. 3.(A) - ($) gives an example of income and how the money was spent

or saved.

Provide problems such as: Jimmy earns $1.00 per week by doing chores. How long would he have to save money in order to buy a pair of skates for $10.00? (1, 3)

Write and illustrate a short story about a time something was borrowed and a time something was loaned. (2)

Discuss ways money can received: allowances, gifts, chores; discuss ways they have spent that money. Make a class list.(1, 2, 3)

Teacher Notes:1. E5B5I12. E5B5I13. E5B5I1Borrowing - promising to repay a given amount of money, often with added interest.Cost - something that is given up to satisfy your wants.Income - financial gain received as wages/salaries, rent, interest, and/or profit.Lending - to give for temporary use on condition that the same or its equivalent will be returned.Needs- necessities (food, clothing, shelter)Spending - the use of money to buy goods and services.Wants - desires that can be satisfied by consuming a good, service, or leisure activity.


8/9/2005

Geography Third Grade



Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) applies geographic tools, including grid systems, symbols,

legends, scales and a compass rose to construct and interpret maps.

2. (A) uses a data source as a tool (e.g., graphs, charts, tables). 3.(A) identifies and gives examples of the difference between political

and physical features on a map. 4.(K) locates the oceans and continents (e.g., Pacific, Atlantic, Arctic,

and Indian Ocean; North America, South America, Asia, Australia, Europe, Africa, Antarctica).

5. (A) compares characteristics of urban, suburban, and rural areas.6.(A) discusses reasons for the particular locations in a community

are used for certain human activities (e.g., residential, commercial, industrial, transportation, recreation, agricultural).

7.(K) locates major political features (e.g., Los Angeles, New York City, Denver, Chicago, his/her county, his/her neighboring cities, his/her county seat).

Cut out simplified outlines of the continents. Fold a piece of blue paper in half. Label the fold line as the equator. Look at the globe as a reference and glue the continents in the relative location. Label the four oceans and seven continents. (4)

Create collages to depict urban, suburban and rural areas. Discuss and compare the characteristics of these areas. (5)

Provide each group with a simple, hand-drawn map that includes various physical features (rivers, hills, forest, plains) and an envelope with assorted cut-out symbols to represent residential, commercial, agricultural, industrial, transportation and recreation areas. Each group arranges these symbols on their map and justifies their choice of locations. (6)

Teacher Notes:1. G6B1I13. G5B1I24. G5B1I26. E6B1I17. G5B1I2Compass rose - a drawing that shows the orientation of north, south, east, and west on a map.Community - any group living in the same area or having interests, work, etc. in common.Geographic tools - reference resources such as almanacs, gazetteers, geographic dictionaries, statistical abstracts and other data compilations used to provide information about the earth’s surface.Legend - an explanatory description or key to features on a map or chart.


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Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Physical feature - a natural characteristic of a place (elevation, landforms, vegetation).Scale - relative size as shown on a map (1 inch = 100 miles).


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Benchmark 2: Places and Regions: The student analyzes the spatial organization of people, places, and environments that form regions on the Earth’s surface.

Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) identifies the physical characteristics of the local community

(e.g., landforms, bodies of water, natural resources, weather, seasons).

Complete a chart listing physical characteristics of the local community. (1) See also: HB2I1

Draw a sketch map of the community which includes the physical characteristics of the area. (1) See also: HB2I1

Conduct a survey of students to see how many live near a specified feature: hill, lake, pond, stream, wooded area. Use the results to make a bar graph. (1)

Teacher Notes:1. G6B2I3, G6B4I2Community - any group living in the same area or having interests, work, etc. in common.Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) compares various ecosystems in the community (e.g., locations

and characteristics of plant and animal life).

Collect samples of components of a local ecosystem and arrange them in a display: plants from yard, park, and schoolyard. (1)

Illustrate a food chain by sequentially ordering pictures of a variety of living things: fungi, insects, plants, animals. (1)

Illustrate or make dioramas of habitats of Kansas wildlife. Map the habitat locations: black squirrels in Marysville, gray bats in the Pittsburg area, wild turkeys in eastern Kansas. (1)

Teacher Notes:1. H5B1I1Community - any group living in the same area or having interests, work, etc. in common.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) examines how people in their community interact with people in

other communities in Kansas.

On a map of local and surrounding communities, point out where communities are and explain why people travel between communities: jobs, shopping, sporting events, county fairs. (1) See also: HB2I1

Have group discussions about what life in the community would be like if transportation or communication between communities were prohibited for three days. (1)

Develop a list of places shown on local television or newspaper articles to demonstrate how the community depends upon the media for information. (1)

Classify the types of communication and transportation which permit places to be linked together. (1)

Teacher Notes:1. G6B4I2Community - any group living in the same area or having interests, work, etc. in common.


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) discusses the consequences of human modifications in their

community on the environment over time (e.g., flood control, mining, farming, chemical uses, community development, transportation).

2.(K) identifies ways in which human activities are impacted by the physical environment (e.g., types of housing, agricultural activities, fuel consumption, clothing, recreation, jobs, resource availability).

List examples in changes of land use in the local community: changing from open land to farm land or housing area. Explore possible consequences of these human modifications. (1) See also: C-GB4I2, HB2I2, HB4I2, HB4I4

Teacher Notes:1. G6B4I22. E6B1I1Community - any group living in the same area or having interests, work, etc. in common.Consumption - the using up of goods and services by consumer purchasing or in the production of other goods. Resource - an aspect of the physical environment that people value and use.


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Kansas, United States, and World History Third Grade


Benchmark 1: The student understands the significances of important individuals and major developments in history.

Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1. (A) researches the contributions of historical and current day

individuals significant in his/her community.

Create a school hall of fame, recognizing individuals who have made contributions to the community. (1)



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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) compares life in his/her community with another community.

(e.g., population/location, jobs, customs, history, natural resources, ethnic groups, local government).

2.(A) retells the history of the community using local documents or artifacts.

Use a Venn diagram to compare and contrast your community with another community. (1)

Visit a local historical society/museum or public library; ask to view primary source documents, such as letters and diaries that were written by early settlers to your community. (2)

Teacher Notes:1. G6B4I2, G6B2I32. H5B4I1Artifacts - objects that were used by people long ago.Community - any group living in the same area or having interests, work, etc. in common.Ethnic group - people of the same race or nationality who share a distinctive culture.Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1. (K) explains customs related to holidays and ceremonies celebrated

by specific cultural groups in Kansas (e.g., Christmas, Cinco de Mayo, Hanukkah, Kwanzaa, Lunar New Year, Ramadan, St. Lucia, St. Patrick’s Day).

2. (K) locates and explains the importance of landmarks and historical sites within the local community or his/her region of Kansas.

3. (A) describes various cultures by studying dance, music, folklore, and arts of ethnic groups within his/her community or region of Kansas.

Make a pamphlet/brochure describing the customs related to different Kansas cultural holidays and ceremonies. (1)

Make a picture book of important landmarks and historical sites within your community or state. (2)

Attend a local cultural dance or music performance; write a letter to the group telling what was learned about their culture from that presentation. (3)

Teacher Notes:Community - any group living in the same area or having interests, work, etc. in common.Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Ethnic group - people of the same race or nationality who share a distinctive culture.Folklore - the traditional beliefs, myths, tales, and practices of a people, passed from person to person orally.Region - an area with one or more common characteristics or features which make it different from surrounding areas.


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Third Grade Knowledge and/or Application Indicators Third Grade Instructional SuggestionsThe student:1.(A) creates and uses timelines to illustrate a community’s history. 2. (A) locates information about communities from a variety of

sources.3. (A) uses information to frame important historical questions. 4.(A) observes and draws conclusions in his/her own words. 5. (A) identifies and compares information from primary and

secondary sources. 6. (A) uses research skills (e.g., selects relevant information,

organizes and shares information in his/her own words, discusses ideas, formulates broad and specific questions at both the knowledge and comprehension level, with help knows there are different formats of information, and records information).

Create and use personal and historical timelines; make a human timeline – study an historical topic, write an important fact about the topic on a sheet of paper (total of 5-7 facts), give the facts to a small group of students and have them arrange themselves in order along a timeline. (1)

Retell historical stories about the community using a variety of sources: maps, photos, oral histories, newspapers, and letters. (2)

Research a past community problem. How did the people go about trying to find ways to solve the problem? What did they finally decide to do? (3)

Summarize information in a conclusion using own words. (4) Explain why a source is either primary or secondary. (5) Develop a research project on a topic under current study. Develop

a question about the topic. Gather, organize, and record details in own words that will answer the question. (6)

Teacher Notes:1. H5B4I14. H6B4I1Community - any group living in the same area or having interests, work, etc. in common.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


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Civics-Government Fourth Grade



Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1. (A) evaluates rules and laws using two basic criteria: the law or rule

serves the common good, the law or rule must be possible to follow.

Discuss why some schools and or family rules are easy to follow and others are hard. (1)

Make up a new class rule to evaluate with the basic criteria: “Starting today, everyone must eat peanut butter and jelly sandwiches for lunch.” Then ask students, “If this were a rule, would it serve the common good?” Hold discussion on the positive effects of the rule: everyone would be getting to eat lunch, no one would be left out, fairness—everyone would be eating the same thing. Then ask, “Could everyone follow this rule?” Hold discussion on the negative effects: what if someone was allergic to peanut butter? What if not everyone liked jelly? After discussion, ask, “Would this be a good rule then?” Students should see that it would not be a good rule, since it would be impossible for those with allergies to follow. Compare this rule to a real law: wearing seatbelts and evaluate using the basic criteria. (1)

Teacher Notes:Common good - for the benefit or interest of a politically organized society as a whole.


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1. (A) defines shared ideals across regions in the United States (e.g.,

the right to vote, freedom of religion and speech, concern for general welfare, consent of the governed).

Look at a map of the United States. Brainstorm and list activities that people might do in other states or regions that might differ from activities people choose to do in Kansas or the Midwest. (i.e. surfing on the coast vs. rodeo in the Midwest). Then stress that although Americans have regional differences, there are common national ideals that everyone shares. Brainstorm and create a Venn diagram of shared ideals across the United States. (1)

Teacher Notes:General welfare - good of society as a whole; common or public good.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1. (K) recognizes the United States Constitution as the document that

defines the rights and responsibilities of citizens in the United States.

Look at a replica of the Constitution and explain how that it is a primary source. Divide class into two groups: rights and responsibilities. Have each group read segments of the primary source and find evidence of rights and responsibilities within the Constitution. (1)

Teacher Notes:Citizen - a native or naturalized member of a political community.Constitution - a document containing the system of fundamental laws of a nation, state, or society.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.Rights - those individual liberties granted to all persons through the U. S. Constitution.


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(K) determines how people can participate in government and why it

is important (e.g., jury duty, voting, running for office, community service).

2. (K) recognizes how individuals have a civic responsibility for meeting the needs of communities (e.g., responding to disasters with donations and volunteering, recycling).

Take a survey of 10 people and ask them ways they have participated in the government within the last year. (1)

Invite a volunteer from a community organization to speak to the class. (2)

Organize a volunteer effort for the class by vote: recycling, library book donation. (2)

Teacher Notes:1. C6B4I1Community - any group living in the same area or having interests, work, etc. in common.Government - institutions and procedures through which a territory and its people are ruled.Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.


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Fourth Grade Knowledge and Application Indicators Fourth Grade Instructional SuggestionsThe student:1. (K) describes the function of state governments (e.g., establish law

for the state, provide public service, provide public safety). 2.(K) defines capital as the location of state and national government. 3. (K) defines capitol as the building in which government is located.

List a state service which directly helps students: schools, health department, roads, police. (1)

Have students locate the state and national capitals on a map and draw a picture of the capitols. (2, 3)

Teacher Notes:2. G5B1I2Government - institutions and procedures through which a territory and its people are ruled.


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Economics Fourth Grade



Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(K) - ($) knows that every spending and saving decision has an

opportunity cost. 2. (A) identifies examples of how natural, capital, and human

resources are used in production of goods and services (e.g., land resources [natural] are used to produce wheat [goods] that is harvested by skilled farmers [human] using combines [capital]).

3.(A) traces the production, distribution, and consumption of a particular good in the state or region.

4. (A) gives an example of economic specialization that leads to trade between regions of the United States (e.g., Kansas produces wheat and beef and trades with other regions, Michigan produces automobiles, the Southeast produces rice, the Northwest produces paper).

Plan a trip out West. From a given list of eight supplies, with their prices, select only four being only allowed $10.00. Ask students what their opportunity cost was in selecting the four items. (1)

Use a graphic organizer to list resources under their correct heading (i.e., natural, capital, human). Create a web of Factors of Production: natural resources, capital resources, human resource. (2)

Create a comic strip that traces a product from Kansas or the region from its beginnings to the consumer: wheat, aircraft. (2, 3)

Have students work as a group to dramatize trade of two products: fruit, wheat; lumber, coal; fish, beef. (4) See also: HB4I4

Teacher Notes:1. E5B5I13. E5B2I2Capital goods, capital resources - special goods such as tools, equipment, machines, and buildings which are used to produce other goods and services.Consumer - a person who buys goods or services to satisfy wants.Consumption - the using up of goods and services by consumer purchasing or in the production of other goods. Distribution - the arrangement of items over a specified area.Goods - something that you can touch or hold.Human resource - people who work in jobs to produce goods and services.Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Opportunity cost - in making a decision, the most valuable alternative not chosen.Production - the creation of value or wealth by producing goods or services.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Services - something that one person does for someone else.Specialization - people who work in jobs where they produce a few special goods and services.Spending - the use of money to buy goods and services.Trade - the exchange of goods or services for other goods and services or money.▲ Assessed Indicator Page 115 of 298 Foundation for Assessed Indicators($) Personal Finance Literacy(K) Knowledge Indicator(A) Application Indicator

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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1. (K) - ($) defines the characteristics of an entrepreneur and gives an

example of someone who shows those characteristics (e.g., risk taker, innovator, gets together all resources needed to produce a product).

Start a class business such as a cookie factory, a class store with supplies, or a student newspaper. (1)

Bring in a guest speaker who is an entrepreneur. (1) See also: HB2I1, HB3I1&2

Entrepreneur puzzle: Give each a prepared sheet of paper with the characteristics of an entrepreneur written on one side (the teacher may make puzzle lines around each characteristic or allow the students to make their own). On the backside of the characteristic list, illustrate an entrepreneur utilizing or showing one of the characteristics (example: a shop owner opening his new store, a new product being made, etc). When the illustration is completed, cut the picture to make a puzzle. Exchange puzzles to put together. (1) See also: HB2I1, HB3I2, HB4I5

Teacher Notes:Entrepreneur - a person who organizes productive resources to take the risk to start a business.Resource - an aspect of the physical environment that people value and use.


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(K) defines market economy as an economic system in which

buyers and sellers make major decisions about production and distribution, based on supply and demand.

List natural resources found abundant in Kansas (wheat). What new business can be started based on the supply of wheat? What wheat-based product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product that could spark a high demand (cookie with school’s logo)? (1)

Teacher Notes:1. E5B2I2Demand - the number of consumers willing and able to purchase a good or service at a given price.Distribution - the arrangement of items over a specified area.Economic system - establishes how a country produces and distributes goods and services.Market economy - a system in which buyers and sellers make major decisions about production and distribution, based on supply and demand.Production - the creation of value or wealth by producing goods or services.Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThis benchmark will be taught at another grade level. Teacher Notes:


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(A) - ($) discusses ways workers can improve their ability to earn

income by gaining new knowledge, skills, and experience. 2.(A) analyzes the costs and benefits of making a choice.

Hold a career fair or invite members of the community to speak to the class about the skills and education required for their occupations. (1)

Pose scenario for the weekend: Doing a chore to earn allowance or going to a movie. What would be the cost for going to the movie (not earning the money for the chore)? What would be the benefit of going to the movie (having fun, seeing a favorite movie star)? Pose same questions for doing the chore. (2)

Teacher Notes:1. E5B5I12. E5B5I1Benefit - something that satisfies one’s wants.Community - any group living in the same area or having interests, work, etc. in common.Cost - something that is given up to satisfy your wants.Income - financial gain received as wages/salaries, rent, interest, and/or profit.


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Geography Fourth Grade



Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(A) applies geographic tools, including grid systems, symbols,

legends, scales, and a compass rose to construct and interpret maps.

2. (A) uses a data source as a tool (e.g., graphs, charts, tables).3.(A) identifies and give examples of the difference between political

and physical features within a region. 4.(K) identifies major landforms and bodies of water in regions of the

United States (e.g., mountains, plains, islands, peninsulas, rivers, oceans).

5.(K) locates major physical and political features of regions from memory (e.g., Appalachian Mountains, the Great Lakes, 50 States, Kansas River, Arkansas River, Atlanta, Grand Canyon, Gulf of California, Mt. McKinley, Puerto Rico, Prime Meridian, International Dateline, Arctic Circle, Antarctic Circle, San Francisco, Dallas, Phoenix, Seattle, Everglades, Yellowstone National Park, Niagara Falls, Mississippi River).

Read a narrative and then create a sketch map to illustrate the setting of the narrative. The sketch map can be drawn on a grid for practice with grids. (1)

Use a map grid to determine the absolute location of places chosen by the teacher and students. (1)

Construct maps, diagrams, or charts to display spatial information (e.g., construct a bar graph that compares populations of the five largest cities in the state or the United States). (2)

Design a map that displays information selected by the students, using symbols explained in a key. (1, 4)

Survey where various items in the classroom were manufactured in the United States. Generate a graph or map of survey results. Write a brief account suggesting reasons for the patterns observed.

Mark major landforms on a map. (1, 4) See also EB1I3, EB1I4 Locate places studied through classroom magazines, current events

and/or literature on maps. Develop a thematic map showing the location of literature read throughout the year. (1)

Teacher Notes:1. G6B1I13. G5B1I24. G5B1I25. G5B1I2Absolute location - the location of a point expressed by a grid reference (latitude and longitude).Compass rose - a drawing that shows the orientation of north, south, east, and west on a map.Geographic tools - reference resources such as almanacs, gazetteers, geographic dictionaries, statistical abstracts and other data compilations used to provide information about the earth’s surface.Legend - an explanatory description or key to features on a map or chart.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative


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location).Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.Physical feature - a natural characteristic of a place (elevation, landforms, vegetation).Region - an area with one or more common characteristics or features which make it different from surrounding areas.Spatial - pertaining to space on the earth’s surface.Scale - relative size as shown on a map (1 inch = 100 miles).Thematic map - a map representing a specific theme, topic, or spatial distribution (cattle production, climates).


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1. (A) identifies and compares the physical characteristics of eastern

to western Kansas and regions of the United States (e.g., rainfall, location, land and water features, climate, vegetation, natural resources).

2. (K) identifies the human characteristics of Kansas and regions of the United States (e.g., people, religions, languages, customs, economic activities, housing, foods).

Use rainfall maps of Kansas to compare rainfall amounts in Eastern Kansas and Western Kansas. Discuss why these rainfall amounts vary. (1)

Label land and water features on Kansas maps. (1) Make ongoing charts related to human characteristics as

Kansas and the regions of the United States are studied. (2) Use maps to identify and compare vegetation and resources

with what is produced in Kansas and the United States. (1, 2)Teacher Notes:Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.Resource - an aspect of the physical environment that people value and use.


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1. (K) identifies and describes the physical components of Earth’s

atmosphere, land, water, biomes (e.g., temperature, precipitation, wind, climate, mountains, plains, islands, oceans, lakes, rivers, aquifers, plants, animals, habitats).

2. (A) explains features and patterns of Earth’s surface in terms of physical processes (e.g., weathering, erosion, water cycle, soil formation, mountain building).

3. (A) explains the functions and relationships of ecosystems in Kansas and across the United States (e.g., food chains, water, link between flora and fauna and the environment).

Use pictures from instructional materials and hand-drawn sketches to distinguish between different landforms. (1)

Construct and analyze climate graphs for selected places and suggest reasons for similarities and differences in climates. (1)

Describe the physical environment of the students’ own region and the physical processes that act on it (e.g., weather, freezing and thawing, soil building processes). (2)

Compare and interpret maps and photographs to explain how physical processes affect Earth’s surface (e.g., the effects of climate and weather on vegetation, erosion and deposition on landforms, mudslides on hills). (2)

Use simple diagrams and/or models and conduct simple experiments to demonstrate the role of precipitation, evaporation, and condensation in the water cycle. (2) See also HB4I3

Illustrate food chains of animals living in Kansas and across theU.S. through the creation of sequentially ordered paper chains or accordion books. (3)

Create a diorama model of a local ecosystem. (3)Teacher Notes:Biome - a major regional or global biotic community, such as a grassland or desert, characterized chiefly by the dominant forms of plant life and climate.Fauna - animal life.Flora - plant life.Physical process - a course or method of operation that produces, maintains, or alters Earth’s physical systems (e.g., glaciation, erosion, deposition).Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.Region - an area with one or more common characteristics or features which make it different from surrounding areas.


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(K) describes the types and characteristics of political units (e.g.,

city, county, state, country). 2. (K) identifies conditions that determine the location of human

activities (e.g., resources, population, transportation, and technology).

Use layers of transparencies to identify political units at different scales: city, county, state, country. (1)

Make a flip book identifying the student’s city, county, state, and country. (1)

Study a map of the United States showing population distributions and densities, and then write an account suggesting differences in distribution and density related to location. (2)

Discuss local or regional examples of conflicts related to resources or boundaries (e.g., issues related to school district boundaries, city limit changes, water issues in Western Kansas). (2) See also:

HB4I4, HB4I5 Use the yellow pages and local maps to determine the locations of

human activity. (2)Teacher Notes:1. H6B2I1, H6B2I4Distribution - the arrangement of items over a specified area.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Population distribution - location patterns of various populations.Resource - an aspect of the physical environment that people value and use.Technology - science applied to achieve practical purposes.


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Benchmark 5: Human-Environment Interactions: The student understands the effects of interaction between human and physical systems.

Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(A) examines natural resource challenges and ways people have

developed solutions as they use renewable and nonrenewable resources (e.g., lack of water, eroding soil, lack of land, limitations of fossil fuels).

Prepare an illustrated booklet that shows how and why people alter the physical environment: creating irrigation projects, clearing the land to make room for shopping centers, planting crops and building roads. (1)

Make a chart categorizing resources as renewable or nonrenewable. Justify the categories chosen. (1)

Use photographs to explain how cities develop around natural resources. (1)

Teacher Notes:1. G6B4I2Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Renewable resource - a resource that can be regenerated.


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Kansas, United States, and World HistoryFourth Grade



Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(A) researches the contributions made by notable Kansans in

history (e.g., Dwight David Eisenhower, Alf Landon, Amelia Earhart, George Washington Carver, Robert Dole, William Allen White, Langston Hughes, Carry A. Nation, Black Bear Bosin, Gordon Parks, Clyde Cessna, Charles Curtis, Walter Chrysler, Wyatt Earp).

2. (K) uses traditional stories from regions of the United States to help define the region.

3.(K) describes the observations of the explorers who came to what was to become Kansas (e.g., Francisco Coronado, Meriwether Lewis and William Clark, Zebulon Pike, Stephen H. Long).

4. (K) describes how communication and transportation systems connect Kansas to other regions, past and present (e.g., trails, Pony Express, telegraph, steamboats, railroad lines, highway systems, air transportation, Internet).

5. (A) compares and contrasts the purposes of the Santa Fe and Oregon-California Trails (e.g., commercial vs. migration).

6. (K) describes life on the Santa Fe and Oregon-California Trails (e.g., interactions between different cultural groups, hardships such as lack of water, mountains and rivers to cross, weather, need for medical care, size of wagon).

Develop trading cards by drawing a picture of a notable Kansan on one side and writing a list of his/her accomplishments on the other. (1)

Read traditional regional stories, about such characters as Pecos Bill, Paul Bunyan, etc., to show how these folktales describe the region in which the characters lived. (2)

Describe experiences of explorers who came to Kansas before statehood through role playing, drawing maps with journal entries, etc. (3)

Compare and contrast ways people have communicated with one another and traveled to, from and within Kansas. (4)

Draw a Venn diagram showing similarities and differences between the Santa Fe and Oregon-California Trails. (5)

Make a list of major hardships encountered by travelers on one of the historic trails; make a list of items a wagon would need for a successful journey, explaining choice. (6)

Teacher Notes:1. C5B2I43. H5B1I3Migration - the movement of people or other organisms from one region to another.Region - an area with one or more common characteristics or features which make it different from surrounding areas.


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Benchmark 2: The student understands the importance of experiences of groups of people who have contributed to the richness of heritage.

Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(A) compares the various reasons several immigrant groups settled

in Kansas (e.g., English, German, German-Russian, French, Swedish, Czechoslovakian, Croatian, Serbian, Mexican, African American, Vietnamese, Cambodian, Laotian).

2.(K) explains the economic and cultural contributions made by immigrant groups in Kansas (e.g., jobs, agriculture, mining, arts, customs, celebrations).

Use text or other secondary sources to construct a table that summarizes geographic, political, economic, and religious reasons that brought immigrant groups to Kansas. (1)

Research the immigrant groups who settled in Kansas emphasizing their economic and cultural contributions. (2)

Teacher Notes:1. G6B4I22. H5B2I3Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1. (K) explains the origin of the name “Kansas.”2. (K) describes the history of the Kansas state song, “Home on the

Range.”

Explain the origin of the name “Kansas” from the Kansa Indians. (1) Make a book describing the history of Kansas using the state song

“Home on the Range.” (2)

Teacher Notes:


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Fourth Grade Knowledge and/or Application Indicators Fourth Grade Instructional SuggestionsThe student:1.(A) creates and uses historical timelines (e.g., time periods, eras,

decades, centuries). 2.(A) develops a thesis statement around a historical question.3.(K) understands the difference between inferred information and

observed information. 4.(A) identifies and compares information from primary and secondary

sources (e.g., photographs, diaries/journals, newspapers, historical maps).

5.(A) uses research skills to interpret an historical person or event in history and notes the source(s) of information (e.g., discusses ideas; formulates broad and specific questions; determines a variety of sources; locates, evaluates, organizes, records and shares relevant information in both oral and written form).

Create and use personal and historical timelines. Make a human timeline – study a historical topic, and write an important fact about the topic on a sheet of paper (total of 5-7 facts). Give the facts to a small group of students and have them arrange themselves in order along a timeline. (1)

Question example: “Which trail (Santa Fe or Oregon-California) achieved better goals for the people at the end of travel?” Thesis statement examples : “The Santa Fe Trail achieved better goals for the people at the end of travel.” or “The Oregon-California Trail achieved better goals for the people at the end of travel.” (2)

Explain why a source is either primary or secondary; find information from different sources and judge whether the information is the same or different. (4)

Develop an interpretive research project on an historical person or event in history students have been studying; develop a question about the topic using a variety of sources, and locate, evaluate, organize, and record details (in their own words) that will answer the question. (5)

Teacher Notes:1. H5B4I12. H6B4I13. H6B4I14. H6B4I15. H5B4I1Era - a period of history marked by some distinctive characteristic.Inferred information - ability to analyze and interpret different historical perspectives to see how the events influenced people’s behavior.Observed information - ability to understand historical narratives and describe historical experiencesPrimary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


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Civics-GovernmentFifth Grade



Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) understands laws must be followed by those in

authority as well as those who are governed (limited government).2. (K) defines the rule of law as a legal principle that is

easily understood, and can be applied to all, including those who are rule makers.

Keep a journal of their daily routines documenting all the ways government impacts daily life. (1)

Teacher Notes:Government - institutions and procedures through which a territory and its people are ruled.Rule of law - principle that every member of a society, even a ruler, must follow the law.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) describes the principles contained in the Declaration of

Independence and the Constitution of the United States including the Bill of Rights (e.g., right to question the government, having a voice in government through representation).

2. (K) compares how the Magna Carta, Mayflower Compact, Articles of Confederation and other similar documents influenced the development of American constitutional government.

3. (A) explains the basic ideals of the American republican system (e.g., liberty, justice, equality of opportunity, human dignity).

4.▲(K) identifies important founding fathers and their contributions (e.g., George Mason, Thomas Jefferson, James Madison, George Washington, Benjamin Franklin, Thomas Paine, Samuel Adams, John Adams).

Use replicas of the Declaration of Independence and the Constitution as a primary source. Have students spend time looking and reading both documents. Write numerous sentence strips containing parts of each document. Have students place sentence strips under each document label. (1, 2)

Create a collage representing basic ideals. (3) Research and role-play a founding father. (4)

Teacher Notes:Articles of Confederation - first constitution of the United States, 1781; created a weak national government, replaced in 1789 by the Constitution of the United States.Constitution - a document containing the system of fundamental laws of a nation, state, or society.Magna Carta - document signed by King John of England in 1215 A.D. that guaranteed certain basic rights; considered the beginning of constitutional government in England.Mayflower Compact - document drawn up by the Pilgrims in 1620 while on the Mayflower before landing at Plymouth Rock; the Compact provided a legal basis for self-government.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) defines federalism as a system of government in which power

is divided between national (central) and state governments as a way to distribute power by preventing a concentration of power.

2. (K) defines the separation of power and gives examples of how power is limited (e.g., the President can nominate a Supreme Court Justice, but Congress has to approve).

3. (K) describes how the United States Constitution supports the principle of majority rule, but also protects the rights of the minority.

4.▲(A) explains the functions of the three branches of federal government (e.g., legislative-makes laws, executive-enforces laws, judicial-interprets laws).

5. (K) identifies the key ideas of the Preamble.

Use an analogy to teach federalism. Compare the division of power between state and national governments to that of a family. Adult guardians in a family are responsible for the protection and integrity of the family unit. However, each family member is autonomous in some respects. For example, the adults decide where the family will live, but each child gets to arrange or decorate their room. (1, 2)

Vote on a recess activity, given three choices: board games, soccer, or dancing. Explain that the class will participate in the activity with the most votes, which is the power of majority rule. Announce that students who did not vote in the majority will not get to participate in recess at all. Ask, “Is that fair?” After responses, explain that even though they may be in the minority, they have rights and will be allotted the same recess time. (3)

Use a three-column organizer for students to place information regarding each branch. Have information organized by functions of each branch, requirements to hold office in each branch, and constitutional powers of each branch. Use the Constitution as a primary source to obtain information for the chart. Use a tricycle analogy to explain the three branches of government. Each wheel represents a branch. The tricycle can not operate properly if missing a wheel and by working together, the tricycle can move forward.(2, 4).

Teacher Notes:Constitution - a document containing the system of fundamental laws of a nation, state, or society.


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Constitutional powers - (See expressed powers)Federalism - a policy favoring strong centralized federal (central government) power. Power of government is divided between national and state governments.Government - institutions and procedures through which a territory and its people are ruled.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Rights - those individual liberties granted to all persons through the U. S. Constitution.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) understands that rights are personal, political and economic

(e.g., personal: privacy, speech, religion; political: holding public office, voting; economic: employment, owning property, copyrights and patents).

2. (K) understands that privileges require qualifications (e.g., driving: pass exam, age requirement; running for office: age requirement, must be a United States citizen, residency).

3. (K) Recognizes that rights require responsibilities of citizenship (e.g., paying taxes, jury duty, military service, voting, obeying the law, public service).

4. (K) examines the steps necessary to become an informed voter (e.g., voter registration, recognizes issues and candidates, personal choice, and voting).

Draw posters to illustrate various rights and responsibilities to display on a bulletin board. (1)

Use a three-column organizer listing: rights, privileges and responsibilities. Pose situations or events and ask students to categorize. (1, 2, 3)

Teacher Notes:Citizen - a native or naturalized member of a political community.Citizenship - conduct as a citizen; the status of a citizen with rights and duties.Copyright - The exclusive legal rights to reproduce, publish, and sell the matter and form (as of a literary, musical, or artistic work).Patent - a writing securing to an inventor for a term of years the exclusive right to make, use, or sell an invention.Privileges - a special advantage or benefit not enjoyed by all.Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.Rights - those individual liberties granted to all persons through the U. S. Constitution.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThis benchmark will be taught at another grade level.Teacher Notes:


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EconomicsFifth Grade



Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) explains how scarcity of resources requires individuals,

communities, states, and nations to make choices about goods and services (e.g., what food to eat, type of housing to live in, how to use land).

2. (A) determines how unlimited wants and limited resources lead to choices that involve opportunity costs.

3. (K) describes how specialization results in increased productivity (e.g., when each person in a city specializes in producing one product and then sells or trades with each other, there is more produced than if everyone tried to make everything they need for themselves).

4. (A) gives examples of economic interdependence at either the local, state, regional, or national level. (e.g., Western settlers depended on Easterners for textiles; Easterners depended on Westerners for furs and hides).

Discuss how nomadic and sedentary tribes made choices regarding food, shelter, and land use. Make displays showing different types of shelter. (1, 2) See also: GB4I1-5, GB5I1&2

Create drawings to illustrate why many American Indians had to move their homes (choice) in order to follow their food supply. The opportunity cost would be lack of food. (1, 2) See also: GB4I1-5, GB5I1&2

Make a Venn diagram of specialized jobs in a northern colony versus specialized jobs in a southern colony and the similarities in the center. Discuss the differences that occurred. (3) See also: GB2I1&2

Make a map of the colonies and show the products produced in each of the colonial regions. Draw lines to connect the products that are traded between regions. (1, 3, 4) See also: GB1I2&3, GB2I1&2

Teacher Notes:Economic interdependence - mutually dependent on each other financially.Goods - something that you can touch or hold.Opportunity cost - in making a decision, the most valuable alternative not chosen.Productivity - a measure of goods and services produced over a period of time with a given set of resources.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Resource - an aspect of the physical environment that people value and use.Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand.Services - something that one person does for someone else.Specialization - people who work in jobs where they produce a few special goods and services.Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.Trade - the exchange of goods or services for other goods and services or money.Wants - desires that can be satisfied by consuming a good, service, or leisure activity.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (A) defines supply as the quantity of resources, goods, or services

that sellers offer at various prices at a particular time and demand as the number of consumers willing and able to purchase a good or service at a given price.

2.▲(K) identifies factors that change supply or demand for a product (e.g., supply: technology changes; demand: invention of new and substitute goods; supply or demand: climate and weather).

3. (K) describes how changes in supply and demand affect prices of specific products.

Using the colonial colonies (New England, Middle, Southern) as an example, identify the demand for labor in the production of agricultural products and how the supply of that labor affected the type of crop produced. Write a short story as a landowner in either the New England, Middle, or Southern colony, with a product to sell. In the stories, explain how labor costs influenced the product produced, how new technologies were used to increase supply, and how substitute goods and climate conditions affected choices. (1, 2, 3) See also: GB2I2, GB4I1-5, GB5I2, HB2I3

Make a cause and effect chart showing how weather can affect both the supply and demand for a particular agricultural product and hypothesize how price of that product would also be affected. (2, 3)

Teacher Notes:Consumer - a person who buys goods or services to satisfy wants.Cost - something that is given up to satisfy your wants.Demand - the number of consumers willing and able to purchase a good or service at a given price.Goods - something that you can touch or hold.Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.Production - the creation of value or wealth by producing goods or services.Resource - an aspect of the physical environment that people value and use.Services - something that one person does for someone else.Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.Technology - science applied to achieve practical purposes.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) - ($) understands that banks are institutions where people

(individuals, families, and businesses) save money and earn interest and where people borrow money and pay interest.

2. (A) - ($) gives examples of how positive and negative incentives affect people’s behavior (e.g., laws: Stamp Act, Sugar Act; profit; product price; indentured servant).

3. (K) recognizes barriers to trade among people across nations (e.g., quotas, tariffs, boycotts, geography).

Invite a banker into the classroom to talk with the students about banks and/or take a field trip to a bank. (1)

Assume the role of a newspaper reporter. Write questions you would ask if you had a chance to interview an indentured servant. Research to find the answers to your questions and report your findings in a newspaper article. Make sure the questions asked are geared toward positive and negative incentives. (2) See also: HB2I5, HB4I2

Write a letter to the King explaining the barriers to trade one would experience if living in an English, French, or Spanish colony. (2, 3) See also: C-GB5I1, HB3I13

Teacher Notes:Borrowing - promising to repay a given amount of money, often with added interest.Incentives - something, such as the fear of punishment or the expectation of reward, which induces action or motivates effort. Interest - a charge for a loan, usually a percentage of the amount loaned.Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.Profit - after producing and selling a good or service, profit is the difference between revenue and cost of production. If costs are greater than revenue, profit is negative (there is a loss).Trade - the exchange of goods or services for other goods and services or money.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) - ($) describes revenue sources for different levels of

government (e.g., personal income taxes, property taxes, sales tax, interest, bonds).

Plan a field trip to the county treasurer’s office or invite them in as a guest speaker. (1) See also: HB3I1

Design a chart illustrating the different government revenue sources: income taxes, property taxes, sales tax, interest, bonds. The chart should include vocabulary for different revenues, a short definition, and some type of example that demonstrates the term: buying a pair of jeans, the consumer pays a sales tax. That tax goes to the state. The state government uses that money to pay for . (1)

Teacher Notes:Consumer - a person who buys goods or services to satisfy wants.Government - institutions and procedures through which a territory and its people are ruled.Income - financial gain received as wages/salaries, rent, interest, and/or profit.Interest - a charge for a loan, usually a percentage of the amount loaned.Revenue - receipts from sales of goods and services.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1.▲(A) - ($) determines the costs and benefits of a spending, saving, or

borrowing decision. 2. (K) - ($) recognizes that supply of and demand for workers in

various careers affect income.

Make a chart and list the benefits (pros) and costs (cons) of a spending decision. (1)

Choose a career to research. Find the number of people currently in the occupation and the number of people needed now and in the future. Predict how the supply and demand of workers affects salaries: nursing, technology careers, construction. (2)

Teacher Notes:Benefit - something that satisfies one’s wants.Borrowing - promising to repay a given amount of money, often with added interest.Cost - something that is given up to satisfy your wants.Demand - the number of consumers willing and able to purchase a good or service at a given price.Income - financial gain received as wages/salaries, rent, interest, and/or profit.Spending - the use of money to buy goods and services.Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.Technology - science applied to achieve practical purposes.


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GeographyFifth Grade



Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (A) explains and uses map titles, symbols, cardinal directions and

intermediate directions, legends, latitude and longitude.2.▲(K) locates major physical and political features of Earth from

memory (e.g., ▲Boston, ▲Philadelphia, ▲England, ▲France, ▲Italy, ▲Spain, ▲North America, ▲Atlantic Ocean, ▲Pacific Ocean, Yucatan Peninsula, Germany, Aleutian Islands, Bering Strait, Chesapeake Bay, Hudson Bay, Mexico City, Montreal, Netherlands, Norway, Ohio River, Portugal, Quebec City, St. Lawrence River).

Use a ceiling grid for practice with latitude and longitude. Use data and a variety of symbols and colors to create thematic maps. (1) See also: HB2I2

Prepare a sketch map to indicate approximate locations of places, both local and global, featured in newspaper or television stories or places studied. (1, 2)

Let students use a hand-held Global Positioning System (GPS) while walking indoors and outdoors to see how latitude and longitude coordinates vary as one moves to a different spot. The students can record their positions at six different points and the corresponding coordinates. (1) See also: HB2I2

Teacher Notes:Latitude - a measure of distance, north or south from the equator, expressed in degrees.Legend - an explanatory description or key to features on a map or chart.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Longitude - a measure of distance, east or west from the Prime Meridian, expressed in degrees.Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.Political features - spatial expressions of political behavior; boundaries on land, water, and air space; cities, towns, counties, countries.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) identifies and compares the major physical characteristics of

New England Colonies, Middle Colonies, and Southern Colonies and French and Spanish territories (e.g., location, climate, and resources).

2. (K) identifies and compares the human characteristics of the New England Colonies, Middle Colonies, and Southern Colonies and French and Spanish territories (e.g., national origins, religion, customs, government, agriculture, industry, and architecture).

Research to learn cultural traditions, religious agriculture, industry and architecture. After researching regions, students will illustrate a U.S. map to show characteristics. (2) See also: HB1I2, HB4I1, HB4I6

Construct a diorama for each area showing physical characteristics. (1) See also: HB2I2, HB2I4

Teacher Notes:Government - institutions and procedures through which a territory and its people are ruled.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Region - an area with one or more common characteristics or features which make it different from surrounding areas.Resource - an aspect of the physical environment that people value and use.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) identifies renewable and nonrenewable resources and their

uses (e.g., fossil fuels, minerals, fertile soil, water power, forests, solar and wind power).

Use a three circle Venn diagram to show the renewable resources for three areas in the Colonial period. Repeat this activity for nonrenewable resources. (1) See also: EB1I1, EB1I2, EB1I4, HB1I1, HB1I2, HB1I3

Teacher Notes:Renewable resource - a resource that can be regenerated.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (A) explains reasons for variation in population distribution (e.g.,

environment, migration, government policies).2. (A) identifies the push-pull factors (causes) of human migration

(e.g., push: war, famine, lack of economic opportunity; pull: religious freedom, economic opportunity, joining family or friends).

3. (K) describes the effects of human migration on place and population (e.g., population shifts, conflict, acculturation; diffusion of ideas, diseases, crops and culture).

4. (K) describes factors that influence and change the location and distribution of economic activities (e.g., resources, technology, transportation and government).

5. (A) understands that forces of conflict and cooperation divide or unite people (e.g., land disputes, religious intolerance, taxation).

Design a poster advertising reasons emigrants should come to the American colonies. (2) See also: HB2I7, HB4I1, HB4I2, HB4I3, HB4I5, HB4I6

Write dialogue of two brothers/sisters in England trying to decide whether or not to emigrate to the American colonies. (2) See also: HB2I3, HB2I7, HB4I3, HB4I4, HB4I5, HB4I6

Create maps of U.S. and world to show different foods and their origins. (3) See also: EB1I3, EB1I4

Play International Tag: Check shirts, shoes, backpacks to determine where these are produced. List and tally locations. Why are these not made locally? Then research goods used by colonist. Which were made in the colonies and in Europe and why? (4) See also: EB1I4

Write two newspaper accounts of the Boston Massacre or Boston Tea Party. After viewing a primary or secondary source and researching it, write one account from the American view and one from the British view. (5) See also: HB3I1, HB4I3, HB4I4, HB4I6

Study a map showing population distribution during colonial period and write an account of how differences are related to location. (1) See also: HB2I2, HB2I4, HB4I1

Cook using recipes representative of that time period. (3)Teacher Notes:Acculturation - the process of adopting the traits of a cultural group.Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Diffusion - the spread of people, goods, and ideas from one place to another.


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Distribution - the arrangement of items over a specified area.Emigrant - a person (migrating away from) leaving a country or area to settle in another.Goods - something that you can touch or hold.Government - institutions and procedures through which a territory and its people are ruled.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Migration - the movement of people or other organisms from one region to another.Population distribution - location patterns of various populations.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Push-pull factors - in migration theory, the social, political, economic, and environmental factors that drive or draw people away from their previous location, often simultaneously.Resource - an aspect of the physical environment that people value and use.Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).Technology - science applied to achieve practical purposes.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (A) examines varying viewpoints regarding resource use (e.g.,

American Indian vs. European settler, past vs. present).2. (K) identifies the relationship between the acquisition and use of

natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow).

Complete a T chart to compare motivations for settling and exploring North America. (1) See also: HB1I1, HB1I2, HB1I3, HB2I4, HB3I8, HB4I1, HB4I2, HB4I4, HB4I5, HB4I5, HB4I6

Assume a persona (e.g., American Indian, slave, European settler). Write an editorial revealing a specific view of natural resource use or technology of the time. (1, 2) See also: EB1I1, EB1I2, EB2I1, EB2I2, HB1I1, HB1I2, HB1I3, HB4I1, HB4I2, HB4I3, HB4I4, HB4I6

Teacher Notes:Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Technology - science applied to achieve practical purposes.


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Kansas, United States, and World HistoryFifth Grade


Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the age of exploration.

Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1.▲(K) explains how various American Indians adapted to their

environment in relationship to shelter and food (e.g., Plains, Woodland, Northwest Coast, Southeast and Pueblo cultures in the period from 1700-1820).

2. (A) shows how traditional arts and customs of various American Indians are impacted by the environment (e.g., Plains, Woodland, Northwest Coast, Southeast and Pueblo cultures in the period from 1700-1820).

3.▲(A) compares the motives and technology that encouraged European exploration of the Americas (e.g., motives: trade, expansion, wealth, discovery; technology: improved ship building, sextant, cartography).

4. (A) examines the interaction between European explorers and American Indians (e.g., trade, cultural exchange, disease).

Create a chart with each American Indian group listed. Research each group’s climate, vegetation, topography, shelter and food. Discuss how climate, vegetation and topography influence shelter and food. Use the Internet to find stories, pictures (or simulate arts and crafts) of each American Indian group and add to chart. (1, 2)

Use a graphic organizer to include: reasons why Spain, France, Italy, Great Britain and the Dutch chose to explore the world, new technological advances that aided ship exploration, and the role technology played in the countries listed in order for them to explore the new world. (3)

Design a cause and effect chart to show the interaction between explorers and Native Americans. Include the positive and negative results of the two cultures interacting. (4)

Teacher Notes:Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Technology - science applied to achieve practical purposes.Trade - the exchange of goods or services for other goods and services or money.


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Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in colonization era of the United States (1607-1763).

Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1. (K) explains why early settlements succeeded or failed (e.g.,

Pilgrims, Puritans, St. Augustine, Quebec).2. (A) maps the patterns of colonial settlement (e.g., British, French,

Spain, and Indigenous populations).3.▲(K) describes political and economic structures in the New England,

Middle, and Southern Colonies (e.g., political: House of Burgesses, town meetings, colonial forms of representation; economics: agriculture, trade).

4. (A) compares and contrasts the impact of European settlement from an American Indian and European point of view.

5. (A) analyzes the causes and impact of forced servitude in North America (e.g., indentured servant, Middle Passage, and slave life).

6. (K) explains the causes and effects of the French and Indian War on the American Revolutionary period.

7. (K) explains the impact of religious freedom as colonies were settled by various Christian groups (e.g., Catholics in Maryland, Quakers in Pennsylvania, Puritans in Massachusetts). .

Create a chart with the four settlements listed on the top. List the successes and failures of each. Propose a new settlement/city in modern times: What would the people of a new city need today in order to succeed? (1)

Label a map to show where explorers sailed, claiming new land for their country of origin. Place Native Americans on the same map. Draw conclusions and write a brief statement about settlement patterns. Assign class into two groups: Native Americans and Europeans. Write brief statements about how European settlement impacted life from perspective assigned. (2, 4)

Create a three-column chart: New England, Middle, and Southern Colonies. Under each region, describe political and economic structures for comparison. Assign each student residency in one colony. Write and exchange postcards describing economic and political life. (3)

Use primary and secondary sources of accounts from slaves and indentured servants. Discuss how forced servitude impacted North American economy. Publish a news article describing experiences. (5)

Brainstorm the meaning of religious freedom today. Compare it to accounts from the Pilgrims and Puritans. Make modern day connections to other groups struggling over religious freedoms. (7)

Teacher Notes:Economy - the production and distribution of goods and services within an economic system.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


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Trade - the exchange of goods or services for other goods and services or money.


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Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the American Revolution and the United States becoming a nation (1763 to 1800).

Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1.▲(K) describes the causes of the American Revolution (e.g.,

Proclamation of 1763, Intolerable Acts, Stamp Act, taxation without representation).

2. (K) explains the significance of important groups in the American Revolution (e.g., Loyalists, Patriots, Sons of Liberty).

3. (A) examines the significance of important turning points in the American Revolution (e.g., Boston Massacre, Continental Congress, Boston Tea Party, Lexington and Concord, Saratoga, Valley Forge, Yorktown).

4. (K) discusses the international support for the American Revolution (e.g., French, Lafayette).

5. (K) discusses the strengths and weaknesses of the Articles of Confederation.

6.▲(K) describes how the Constitutional Convention led to the creation of the United States Constitution (e.g., Great Compromise, Three-Fifths Compromise).

7. (K) recognizes the importance of the presidency as it was defined by George Washington (e.g., leadership qualities, balance of power, setting precedent, cabinet selection, term limits).

8. (K) explains United States land policy and its impact on American Indians (e.g., sale of western lands, Land Ordinance of 1785, the Northwest Ordinance of 1787).

Create a descriptive timeline of events leading to the American Revolutionary War. (1, 3)

Research and list the characteristics of a loyalist, patriot and a member of the Son’s of Liberty. Assign characters for role-play and conduct a town meeting sharing viewpoints concerning Colonial-Britain relations. (1, 2, 3)

List the countries that provided support for the colonist during the American Revolutionary War. List what was gained by both sides through this alliance. Make connections to modern day United States and French alliances. (4)

Develop a group definition for compromise. Develop a Venn diagram for each compromise, placing the opposing perspectives on the sides and the compromise in the middle. (6)

Create a now and then chart. Compare the current presidency to Washington’s presidency, identifying the actions of the office: Does the president still select the cabinet members? Who are they? Are there term limits for the presidency? How many years can one hold that office? Develop group definition of precedent. Discuss modern precedents that have been established (line item veto). (7)

Map the impact of the Land Ordinance of 1785 and the Northwest Ordinance of 1787. Discuss how the ordinances disturbed settlement patterns for Native Americans. (8)

Teacher Notes:Articles of Confederation - first constitution of the United States, 1781; created a weak national government, replaced in 1789 by the Constitution of the United States.


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Constitution - a document containing the system of fundamental laws of a nation, state, or society.


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Fifth Grade Knowledge and/or Application Indicators Fifth Grade Instructional SuggestionsThe student:1.▲(A) uses historical timelines to trace the cause and effect

relationships between events in different places during the same time period (e.g., Colonial America and England).

2. (A) examines multiple primary sources to understand point of view of an historical figure.

3. (A) locates information using a variety of sources to support a thesis statement.

4. (A) uses information including primary sources to debate a problem or an historical issue.

5. (A) observes and draws conclusions.6. (A) uses research skills to interpret an historical person or event in

history and notes the source(s) of information (e.g., discusses ideas; formulates broad and specific questions; determines a variety of sources; locates, evaluates, organizes, records and shares relevant information in both oral and written form).

Use a timeline of the major events leading up to and during the American Revolutionary War. Next to each event, label the cause and effect. (1)

Use primary and secondary resources to compare points of view. Compare Capt. Preston’s letter to King George III regarding the Boston Massacre to Benjamin Franklin’s account in his newspaper. (2, 3, 4)

Research and find evidence to support the statement: The British government had the right to tax the colonist’s following the French and Indian War. (3, 4, 5, 6)

Debate the charges against King George III as stated in the Declaration of Independence approved by the Continental Congress. (4, 5, 6)

Teacher Notes:Government - institutions and procedures through which a territory and its people are ruled.Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


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Civics-GovernmentSixth Grade



Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional Suggestions1. (K) recognizes that every civilization has a form of law or order. Compare the codes of Hammurabi to the school rules. (1)

Have students research the rules and laws of ancient civilizations and then determine the civilization they would have most enjoyed living in based on the form of governance and citizenship requirements. (1)

Teacher Notes:Citizenship - conduct as a citizen; the status of a citizen with rights and duties.Civilization - a society that has achieved a high level of culture, including the development of systems of government, religion, and learning.


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThis benchmark will be taught at another grade level. Teacher Notes:


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1.▲(A) compares and contrasts the rights of people living in Ancient

Greece (Sparta and Athens) and Classical Rome with the modern United States.

Use a three-column chart to record information when comparing the three. Organize information under each title by: branches of government, requirements of citizenship, and basic laws. Have students use hi-lighters to color code United States government characteristics and from which civilization, Ancient Greece or Classical Rome, the characteristics stem from. (1)

Teacher Notes:Citizenship - conduct as a citizen; the status of a citizen with rights and duties.Civilization - a society that has achieved a high level of culture, including the development of systems of government, religion, and learning.Government - institutions and procedures through which a territory and its people are ruled.Rights - those individual liberties granted to all persons through the U. S. Constitution.


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1.▲(K) identifies the basic features of systems of government (e.g.,

republic, democracy, monarchy, dictatorship, oligarchy, theocracy). 2. (K) describes the ways political systems meet or fail to meet the

needs and wants of their citizens (e.g., republic, democracy, monarchy, dictatorship oligarchy, theocracy).

3. (K) defines the characteristics of nations (e.g., territory, population, government, sovereignty).

Create a graphic organizer for each of the listed systems of government (e.g., selection of officials, head(s) of government, system for making and enforcing laws, determination/protection of individual freedoms). (1)

Define needs and wants. Assign a political system to small groups. Using references as factual support have each group describe how the assigned political system works to meet the needs and wants of its people. (1, 2)

Discuss why Kansas is not a nation. (3)Teacher Notes:Citizen - a native or naturalized member of a political community.Democracy - form of government in which political control is exercised by all the people, either directly or through their elected representative.Dictatorship - a government system controlled by one ruler who has absolute power and usually controlled by force.Government - institutions and procedures through which a territory and its people are ruled.Monarchy - governed by a monarch (king, queen, emperor, empress).Needs- necessities (food, clothing, shelter)Oligarchy - a form of government in which the supreme power is placed in the hands of a few persons.Republic - a government rooted in the consent of the governed, whose power is exercised by elected representatives responsible to the governed.Sovereignty - ultimate, supreme power in a state; in the United States, sovereignty rests with the people.Theocracy - a government ruled by religious leaders.Wants - desires that can be satisfied by consuming a good, service, or leisure activity.


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EconomicsSixth Grade



Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1.▲(K) explains how scarcity of resources requires communities and

nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land).

2. (A) gives examples of international economic interdependence. (e.g., Europe depended on the Far East for spices & tea; Far East received silver and gem stones in exchange).

Compare the Egyptians’ use of the Nile River to the Sumerians use of the Tigris and Euphrates rivers. (1, 2) See also: C-GB1I1, GB2I2, GB3I2, GB5I13

Discuss with students how European merchants made such large profits from the sale of Asian goods. Lead students to realize that because Asian goods were not readily available in Europe, the only way to get them was pay a high price. (1, 2) See also: C-GB1I1, GB2I2

Role play a Portuguese sailor. Write a persuasive letter to King John I, explaining why he should pay for an ocean voyage you want to make to Asia and why the journey would be good for the Portuguese. (1, 2) See also: GB2I2, GB5I4, HB1I3, HB2I3, HB2I1

Teacher Notes:Economic interdependence - mutually dependent on each other financially.Goods - something that you can touch or hold.Profit - after producing and selling a good or service, profit is the difference between revenue and cost of production. If costs are greater than revenue, profit is negative (there is a loss).Resource - an aspect of the physical environment that people value and use.Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand.


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1. (K) recognizes the economic conditions under which trade takes

place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own).

2.▲(K) identifies barriers to trade among nations (e.g., treaties, war, transportation, geography).

Divide the class into two “nations.” Ask each group to decide on imaginary products to trade, the products’ values, and a record keeping system. Then ask the nations to role-play a situation between the two groups. Discuss the results. (1) See also: GB4I2, GB5I1

Research early traders bringing tools and weapons made of bronze to people who have never seen this metal. Write a speech to persuade these people to trade for the bronze goods. (1, 2) See also: GB5I1&3&4

Trace the Silk Road trade route and identify physical barriers to the route (lack of water through the desert, cold, icy conditions and avalanches through the mountains). Consider why fast, safe trade routes are important. (1, 2) See also: GB1I3, GB2I1&2, GB5I3&4

Teacher Notes:Goods - something that you can touch or hold.Needs- necessities (food, clothing, shelter)Trade - the exchange of goods or services for other goods and services or money.Wants - desires that can be satisfied by consuming a good, service, or leisure activity.


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1. (A) - ($) determines the costs and benefits of a spending, saving, or

borrowing decision.2. (K) - ($) explains that budgeting requires trade-offs in managing

income and spending.3. (K) identifies the opportunity cost that resulted from a spending

decision.4. (A) - ($) analyzes how supply of and demand for workers in various

careers affect income.

Using a decision making grid, determine criteria for evaluating a product. Using the criteria, list cost and benefits of different brands of a product to determine which the best buy is. (1, 3)

Using a graphic organizer, budget a predetermined income to reach a financial goal. Discuss the trade-offs that have been made to reach the goal. (2)

Research a career. Find out the number of people currently in the occupation and the number of people that will be needed in the future. Predict how the supply and demand of workers affects salaries: nursing, technology careers, construction. (4)

Teacher Notes:Benefit - something that satisfies one’s wants.Borrowing - promising to repay a given amount of money, often with added interest.Budget - a sum of money allocated for a particular use; a plan for saving and spending money.Cost - something that is given up to satisfy your wants.Demand - the number of consumers willing and able to purchase a good or service at a given price.Income - financial gain received as wages/salaries, rent, interest, and/or profit.Opportunity cost - in making a decision, the most valuable alternative not chosen.Spending - the use of money to buy goods and services.Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.Technology - science applied to achieve practical purposes.Trade-off - getting less of one thing in order to get a little more of another.


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GeographySixth Grade



Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1.▲(A) explains and uses map titles, symbols, cardinal and

intermediate directions, legends, latitude and longitude. 2. (K) locates major physical and political features of Earth from

memory (e.g., China, Egypt, Greece, Central America, Mediterranean Sea, Nile River, Persian Gulf, Rome, India, Sahara Desert, Saudi Arabia, Adriatic Sea, Aegean Sea, Constantinople (modern Istanbul), Ganges River, Himalayan Mountains, Huan He (Yellow River), Indus River, Jerusalem, Mecca, Mesopotamia (modern Iraq), Persia (modern Iran), Red Sea, Tigris River, Yangtze River, Chile, Brazil, Peru, Amazon River, Andes Mountains).

3. (A) identifies major patterns of world populations, physical features, ecosystems, and cultures using historic and contemporary geographic tools (e.g., maps, illustrations, photographs, documents, data).

Post the cardinal directions on the walls of the classroom. Group student desks in groups of four to correspond with the posted cardinal directions. When asked to pass papers, instruct students to pass the papers to the west or the southeast corner of their group, etc. (1)

When grouping students, group them according to their cardinal or intermediate directions. (1)

Use the acronym “DOGS’ TAILS” to reinforce map elements and to guide map making (e.g., D -date, O -orientation, G – grid, S – scale, T – title, A – author, I – index, L – legend, S – source). (1)

Routinely locate places studied on maps. (2) Practice learning locations related to areas of study through

games such as “Baseball” or “Around the World” using a map with numbers in place of names for the assigned location. (2)

Create a classroom “Continental Fact File” that includes one 3x5 card for each of the major physical and political features of Earth. Play the “memory game” by laying the cards face down on the table in a rectangular pattern. Try to “match” each physical feature card with its location card. (2)

Teacher Notes:Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Geographic tools - reference resources such as almanacs, gazetteers, geographic dictionaries, statistical abstracts and other data compilations used to provide information about the earth’s surface.Latitude - a measure of distance, north or south from the equator, expressed in degrees.


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Legend - an explanatory description or key to features on a map or chart.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Longitude - a measure of distance, east or west from the Prime Meridian, expressed in degrees.Physical feature - a natural characteristic of a place (elevation, landforms, vegetation).


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1. (A) identifies types of regions (e.g., climatic, economic,

cultural).2. (K) describes how places and regions may be identified by

cultural symbols (e.g., Acropolis in Athens, Muslim minaret, Indian sari).

3.▲(K) identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g., ▲Mesopotamia, ▲Egypt, ▲India, ▲China, ▲Greece, ▲Rome, ▲Middle/South America, Western Europe, West Africa, Japan).

4. (A) compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).

5. (A) traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas).

Use symbols to illustrate maps with examples of Greek and Roman land use. Write map keys that describe the land uses and the differences between the two civilizations. (3,4)

Make an ongoing chart related to location, landscape, climate, and resources of early world civilizations. (3)

Compare and contrast types of regions in the ancient world (comparing climate in Mesopotamia and Meso-America with the resulting agricultural practices). (1,3)

Develop an “artifact museum” where students recreate models and replicas of culturally significant items/buildings. (3,4)

Teacher Notes:Civilization - a society that has achieved a high level of culture, including the development of systems of government, religion, and learning.Diffusion - the spread of people, goods, and ideas from one place to another.Goods - something that you can touch or hold.Government - institutions and procedures through which a territory and its people are ruled.Middle/South America - Mexico thru Central America, extending into South America; refers to the empires of Mayans, Aztecs, and Incas.Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.Resource - an aspect of the physical environment that people value and use.


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1. (K) explains the distribution patterns of ecosystems within

hemispheres to define climatic regions.2. (K) identifies renewable and nonrenewable resources and their

uses (e.g., fossil fuels, minerals, fertile soil, waterpower, forests).

Use maps to determine relationships among climate, landforms and water forms, natural vegetation and ecosystems. (1)

Using photographs or other media, identify and explain major ecological communities. Relate to the climate of the area. (1)

Make a list of nonrenewable and renewable resources. Indicate their distribution on a map by using one color for renewable resources and a different color for nonrenewable resources. (2)

Teacher Notes:Distribution - the arrangement of items over a specified area.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Renewable resource - a resource that can be regenerated.


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1. (A) examines reasons for variation in population distribution (e.g.,

environment, migration, government policies, birth and death rates).2.▲(K) describes the forces and processes of conflict and cooperation

that divide or unite people (e.g., ▲uneven distribution of resources, ▲water use in ancient Mesopotamia, ▲building projects in ancient Egypt and ▲Middle/South America, ▲the Greek city-states, empire building, movements for independence or rights).

Explore why people lived where they did by plotting ancient cities on a map and comparing the locations to physical features of that region such as bodies of water, mountains, and fertile plains. (1)

Work with a partner, each taking an opposing view to create the editorial page for a newspaper from a specific time in history. Write articles supporting the view taken on a conflict occurring during that time. Include ideas on how the conflict should be resolved. (2)

Identify and map international trade flows among ancient civilizations. (2)

Choose an ancient civilization. Design a poster showing social classes in that civilization. Identify conflict and cooperation between the classes. (2)

Teacher Notes:City-states - a sovereign state consisting of an independent city and its surrounding territory.Civilization - a society that has achieved a high level of culture, including the development of systems of government, religion, and learning.Government - institutions and procedures through which a territory and its people are ruled.International trade - the exchange of goods and services between countries.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Middle/South America - Mexico thru Central America, extending into South America; refers to the empires of Mayans, Aztecs, and Incas.Migration - the movement of people or other organisms from one region to another.Population distribution - location patterns of various populations.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Resource - an aspect of the physical environment that people value and use


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1. (A) explains how humans modify the environment and describes

some of the possible consequences of those modifications (e.g., Greeks clearing the vegetation of the hillsides, dikes on the Nile and in the Mesopotamia raising the level of the river, terracing in Middle America and Asia).

2. (K) describes the impact of natural hazards on people and their activities (e.g., floods: Egypt-Nile, Mesopotamia-Tigris/Euphrates; volcanic eruptions: Mt. Vesuvius).

3. (A) explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer).

4. (A) explains the relationship between resources and the exploration, colonization and settlement patterns of different world regions (e.g., mercantilism, imperialism, and colonialism).

Research a current or historical problem concerning a proposed action that would modify the environment. Debate a position supporting or opposing the action (1)

Collect information through interviews or through other media detailing the impact of a natural disaster. Present to the class in a multi-media format (2)

Make and/or analyze a graph showing the amount of several major resources used in various countries of the world. Analysis should include recognition of the difference in resources between developed and developing countries (3,4)

Use a hand-held Global Positioning System (GPS) to check understanding of latitude, longitude, air temperature, wind speed, etc. Research and bring in advertisements or articles depicting GPS applications: in cars, on golf courses, for hunters, for hikers, for scientists, for military. Make a bulletin board TECHNOLOGY THEN and NOW. Draw or find pictures of items through the ages which advanced the ability to acquire and use natural resources, or construct a 3-D representation of an item. Label items with simple captions, including names of items, places of origin, eras or actual years; a GPS, late 20th century: used in farming, tagging animals to monitor movements. (3)

Create a “pros and cons” list or a ”before and after” list of the modifications of the environment (1)

Teacher Notes:Colonialism - a policy by which a nation obtains and controls foreign lands as colonies, usually for economic gain.Colonization - the establishment of colonies.


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Era - a period of history marked by some distinctive characteristic.Imperialism - the policy of increasing a nation’s authority by acquiring or controlling other nations.Mercantilism - an economic system developed in Europe as feudalism died out, intended to unify and increase the power and monetary wealth of a nation by strict governmental regulation of the entire economy, designed to secure bullion, a favorable balance of trade, the development of agriculture and manufacturing, and foreign trading monopolies.Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Resource - an aspect of the physical environment that people value and use.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Technology - science applied to achieve practical purposes.


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Kansas, United States, and World HistorySixth Grade


Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from the emergence of human communities to 500BC.

Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1. (K) explains the importance of the Neolithic Agricultural Revolution

in moving people from Nomadic to settled village life (e.g., food production, changing technology, domestication of animals).

2.▲(A) compares the origin and accomplishments of early river valley civilizations (e.g., Tigris and Euphrates (Mesopotamia): city-states, Hammurabi’s code; Nile Valley (Egypt): Pharaoh, centralized government; Indus Valley (India): Mohenjo Daro; Huang He (China): Shang Dynasty).

3. (K) explains central beliefs of early religions (e.g., polytheism, monotheism, animism).

Use a Venn diagram to compare nomadic life in the Old Stone Age to settled life in the New Stone Age. For each difference noted, identify the cause of that difference. After brainstorming the climatic conditions necessary to grow crops, locate on a physical map the regions that would be most likely to be good places to grow crops. Compare locations to a political map to determine the connection between climatic conditions and the growth of settlements. (1) See also: GB1I3, GB4I1, GB5I3&4

Ask students to locate their own city on a map. Discuss how that location encouraged settlement: landscape, climate, and resources. Research the location, landscape, climate, and resources of the river valley civilizations. Discuss what they have in common and how geography encouraged settlement at those points. Create a class wall chart to compare the early river civilizations as they are studied during the year, including these headings: government, religion, major accomplishments. Fill in the chart as study continues and add illustrations. (1, 2) See also: GB1I2, GB2I1&3&4, GB4I1, GB5I3, EB1I1

Appoint students to create a piece of artwork that represents one of the early religions of the world. Before creating the artwork, research religions to make sure the artwork represents that religion. Students should be able to answer: Who followed that religion? What did they believe? When in time was that religion practiced? Where was it practiced? How did believers practice their religion? (3) See also: GB214


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Teacher Notes:Animism - the belief in the existence of individual spirits can be found in natural objects and phenomena.City-states - a sovereign state consisting of an independent city and its surrounding territory.Civilization - a society that has achieved a high level of culture, including the development of systems of government, religion, and learning.Dynasty - a family or group that maintains power for several generations.Government - institutions and procedures through which a territory and its people are ruled.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Monotheism - belief in a single GodPlaces - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.Polytheism - the doctrine of, or belief in, a plurality of gods.Production - the creation of value or wealth by producing goods or services.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.Resource - an aspect of the physical environment that people value and use.Technology - science applied to achieve practical purposes.


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Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from 500BC to 700AD.

Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1.▲(K) compares and contrast characteristics of classic Greek

government (e.g., city-states, slavery, rule by aristocrats and tyrants, Athens: development of democracy, Sparta: city’s needs come first).

2. (K) describes the significant contributions of ancient Greece to western culture (e.g., philosophy: Socrates, Plato, Aristotle; literature/drama: Homer, Greek plays, architecture, sculpture).

3. (K) explains the cultural interactions in the Hellenistic Age (e.g., Alexander the Great, Persian Empire).

4.▲(K) describes key characteristics of classical Roman government (e.g., Roman Republic: senate, consuls, veto, written law; Roman Empire: emperors, expansion).

5. (A) analyzes the reasons for the decline and fall of the Roman Empire.

6.▲(A) examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam.

7. (A) traces the development and spread of Christianity.8. (K) describes key cultural accomplishments of classical India (e.g.,

Asoka, Sanskrit literature, the Hindu-Arabic numerals, the zero, Buddhism, Hinduism).

9.▲(K) describes key accomplishments of ancient China (e.g., Great Wall of China, Shi Huangdi, dynastic cycle, Mandate of Heaven, Taoism, Confucianism, civil service, Silk Road).

Use a Venn diagram comparing life in Athens to life in Sparta. Divide students into two groups to write diary entries. Have half the students write as if they were a child in Athens and the other half write as if they were a child in Sparta. Have them describe their daily life from sunrise to sunset, including information about family members. Have students share entries with a partner from the other city-state, explaining to each other why their life is best. (1) See also: GB2I4, GB4I2

Perform an actual Greek drama or comedy. Translations of several Greek plays can be found online. web resource: http://ancienthistory.about.com/library/bl/blGreekPlays.htm (1, 2)

Use maps to compare the sizes of the Qin and Han Empires in China with the empire of Alexander the Great. Research the Qin and Han Empires and the Hellenistic kingdoms to support the statement, “Empires unify the culture of their people.” (3) See also: HB2I8&9, HB5I1, GB1I2&3, GB2I4&5

Create a wall chart comparing the characteristics of ancient Greece, ancient Rome, and the modern United States governments. Write statements based on the wall chart to compare and contrast the governments. (2, 4) See also: HB2I1, C-GB4I1

Use a three category graphic organizer to note the fall of the Roman Empire: economics, geography, and government. While reading, identify the causes of the fall in the appropriate category. Share graphic organizers to determine which of the three categories contributed most to the fall of the Roman Empire. List at least two specific reasons. ( 4, 5) See also: C-GB4I2, C-GB5I2, GB2I3, GB4I2,


http://ancienthistory.about.com/library/bl/blGreekPlays.htm

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EB1I1

List key cultural accomplishments of classical India. Use an Internet treasure hunt to find pictures and information. Put the pictures and information together in a PowerPoint to share with other students.(6, 7) See also: HB2I6, HB5I3, GB1I3, GB2I4&5

Hand out charts of the dynastic cycle in China (e.g., 1) A new dynasty rises, 2) The new dynasty rules, 3) The dynasty grows weak, 4) The dynasty falls, and 5) A period of violence follows). Have students read about the Qin and Han dynasties to find details that describe each phase in the dynastic cycle. (8) See also: HB2I9, HB5I1, C-GB5I2, GB2I4

Create a chart with two columns, one marked “China”, and the other “the West”. While reading about the Silk Road, list products traded along the Silk Road on the chart in the proper columns. Trace the Silk Road on a map and place illustrations on the map of the products near their point of origin. Point out that international economic interdependence means that people rely on products and trade from other countries. Determine the cost (cons) and benefits (pros) of trading on the Silk Road. (8) See also: EB1I2, EB3I1&2, GB1I2, GB2I5, GB5I3

Teacher Notes:Benefit - something that satisfies one’s wants.City-states - a sovereign state consisting of an independent city and its surrounding territory.Cost - something that is given up to satisfy your wants.Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Democracy - form of government in which political control is exercised by all the people, either directly or through their elected representative.Dynasty - a family or group that maintains power for several generations.Economic interdependence - mutually dependent on each other financially.Government - institutions and procedures through which a territory and its people are ruled.Needs- necessities (food, clothing, shelter)Philosophy - investigation of the nature, causes, or principles of reality, knowledge, or values, based on logical reasoning rather than empirical methods. Republic - a government rooted in the consent of the governed, whose power is exercised by elected representatives responsible to the governed.


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Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from 700-1400.

Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1. (K) describes the governmental/political, social, and economic

institutions and innovations of the Maya, Aztec, and Inca civilizations.

2. (K) describes the governmental/political, social, and economic institutions and innovations of the Byzantine Empire.

3. (K) describes the political and economic institutions of medieval Europe (e.g., manorialism, feudalism, Magna Carta, Christendom, rise of cities and trade).

4. (K) describes Japanese feudalism and compares to European feudalism.

5. (A) explains geographic, economic, political reasons for Islam’s spread into Europe, Asia, and Africa (e.g., geographic, economic, political reasons).

6. (A) discusses how the Crusades allowed interaction between the Islamic world and medieval Europe (e.g., science, education, architecture, mathematics, medicine, the arts, literature).

7. (K) explains the impact of Mongol Empires (e.g., trade routes, Silk Road, horse, Ghengis Khan).

Create a graphic organizer with three categories: government, economics, and social for each Maya, Aztec, and Inca civilizations. Review the meaning of these three categories: governmental/politics – how law and order are provided for a people, how rights and responsibilities are defined, how needs and wants are met; economic – how goods and services are produced, who makes the economic decisions, what and for whom are goods and services produced; social – family, religion, education. While reading texts, list examples of each in the graphic organizer. Write one sentence that summarizes each category. (1) See also: C-GB1I1, C-GB4I1, C-GB5I1-2, EB1I1, EB3I1-2, GB2I4, GB4I2

Write a television script about the fall of the Byzantine Empire. Provide background information about what the Byzantine Empire was like before its downfall, and provide information about the causes of its decline. Present interviews for the class, using maps and visual aids. (2) See also: EB1I2, EB3I1-2, C-GB5I2, GB1I2, GB2I2-5

Role-play life as a troubadour. Write a songs or poems to describe life in Medieval Europe. Assigned certain perspectives from which to write their songs: a serf, a craftsman, a lord, a crusader, etc. (3, 6) See also: GB4I2, EB1I1

Construct a Venn diagram comparing European and Japanese feudalism. (4) See also: C-GB5I1&2, GB2I4

Locate Mongolia, China, India, and Japan on a map. Role-play Kublai Kahn’s plans of attack to increase the empire: How should he do it? Write a speech that Genghis or Kublai Kahn could have given


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to the people in these nations convincing them of the advantages (access to innovations, new trade goods, the horse) of becoming a part of the Mongol Empire. (7) See also: EB3I1-2, C-GB4I2, C-GB5I2, GB2I5

Teacher Notes:Civilization - a society that has achieved a high level of culture, including the development of systems of government, religion, and learning.Feudalism - an economic and political system in which lords grant land to vassals in exchange for protection, allegiance, and other services.Goods - something that you can touch or hold.Government - institutions and procedures through which a territory and its people are ruled.Magna Carta - document signed by King John of England in 1215 A.D. that guaranteed certain basic rights; considered the beginning of constitutional government in England.Manorialism - a medieval economic, social, and political system based on the manor (an estate ruled by a lord who enjoyed a variety of rights over land and tenants).Needs- necessities (food, clothing, shelter)Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.Rights - those individual liberties granted to all persons through the U. S. Constitution.Services - something that one person does for someone else.Trade - the exchange of goods or services for other goods and services or money.


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Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional SuggestionsThe student:1.▲(A) examines a topic in World history to analyze changes over time

and makes logical inferences concerning cause and effect (e.g., spread of ideas and innovation, rise and fall of empires).

2. (A) examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).

3. (A) uses at least three primary sources to interpret a person or event from World history to develop an historical narrative.

4. (A) compares contrasting descriptions of the same event in World history to understand how people differ in their interpretations of historical events.

Compare how the Mongolian civilization was able to spread ideas resulting in cultural diffusion: Silk Road, conquering of civilizations, etc. Discuss how nations been impacted by American contact: blue jeans in Russia, McDonalds in China and France. (1)

Create a two-column organizer to show what cultural traditions and innovations the United States have adopted from other nations and what cultural traditions and innovations have been adopted by other nations that reflect the United States. (1)

Teacher Notes:Civilization - a society that has achieved a high level of culture, including the development of systems of government, religion, and learning.Cultural diffusion -the spread of cultural elements from one culture to another.Government - institutions and procedures through which a territory and its people are ruled.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).


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Civics-GovernmentSeventh Grade



Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (K) understands the difference between criminal and civil law as it

applies to individual citizens (e.g., criminal: felony, misdemeanor, crimes against people, crimes against property, white-collar crimes, victimless crimes; civil: contracts, property settlements, child custody).

2.▲(A) compares how juveniles and adults are treated differently under law (e.g., due process, trial, age restrictions, punishment, rehabilitation, diversion).

3. (A) evaluates the importance of the rule of law in protecting individual rights and promoting the common good.

Share short scenarios of cases and have students identify the correct placement, civil or criminal, to prove understanding of the terms. (1)

Create a flow chart for juvenile justice and another for adult criminal justice. Note the different in rights: closed juvenile records as opposed to open records for adults; right to a jury trial by peers as opposed to a hearing heard by a judge only. Resource: For the Record. (2)

Discuss “what makes a good law?” or “what is the basic criteria for all laws?” Propose a new local ordinance: curfews for teens. Simulate a debate over this ordinance based on the rule of law. (3).

Invite a community lawyer as a guest speaker. (1, 2, 3) Simulate a court case or hold a mock trial. (1, 2, 3)

Teacher Notes:Citizen - a native or naturalized member of a political community.Common good - for the benefit or interest of a politically organized society as a whole.Community - any group living in the same area or having interests, work, etc. in common.Diversion - in criminal procedure, a system for giving a chance for a first-time criminal defendant in lesser crimes to perform community service, make restitution, or obtain treatment and/or counseling. Rights - those individual liberties granted to all persons through the U. S. Constitution.Rule of law - principle that every member of a society, even a ruler, must follow the law.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1.▲(K) defines the rights guaranteed, granted, and protected by the

Kansas Constitution and its amendments.

Using the Kansas Constitution as a primary source, create a listing of the rights mentioned in it with a short definition or meaning of each. (1)

Use local newspaper to clip articles or pictures that have underlying rights supported by the Kansans Constitution. (1).

Teacher Notes:Constitution - a document containing the system of fundamental laws of a nation, state, or society.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Rights - those individual liberties granted to all persons through the U. S. Constitution.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (K) explains the three branches of Kansas government.2. (K) explains how authority and responsibility are balanced and

divided between national and state governments in a federal system (e.g., federal: postage regulation, coinage of money, federal highways, national defense; state: state highways, state parks, education).

3. (K) explains why separation of powers and a system of checks and balances are important to limit government.

4. (K) describes how citizens, legislators, and interest groups are involved in a bill becoming a law at the state level.

Use a Venn diagram to identify national and state responsibilities and discuss the problems that would occur if government power were held by a single entity. (1, 2)

Use a metaphor to explain the separation of power. Explain that a football team has an offensive team, a defensive team, and a head coach with assistants for each team. The team can only win a game if both teams are equally strong; they could not win on the power of the offensive team alone. One team is limited in the ability to win the game, based on the performance of the other. The coach has a responsibility to balance and monitor the performance of both teams in order to make winning plays. Have students draw a picture using another metaphor and label the picture with explanations of separation of power and checks and balances. (1, 2)

Write a letter as a citizen to a state legislator proposing a new law or in support of an existing law. Resource: Kansas Lawmaker cd. (3)

Teacher Notes:Citizen - a native or naturalized member of a political community.Government - institutions and procedures through which a territory and its people are ruled.Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (A) designs, researches and completes a civic project related to a

public issue at the state or local level (e.g., designs and carries out a civic-oriented project).

2. (K) knows various procedures for contacting appropriate representatives for the purpose of expressing ideas or asking for help at the state or local level (e.g., public hearing, open meeting, phone, email, letter, personal interview).

Give a written or oral presentation describing the purpose and result of the civic project. (1, 2)

Write a letter or email to a local official expressing a concern or a need for change. (1, 2)

Teacher Notes:


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (K) recognizes that cities are formed through a process of

incorporation, establishing boundaries, creating a government, levying taxes.

2. (K) identifies the types of local government (e.g., cities, townships, counties)

3.▲(K) identifies the goods and services provided by local government in the community (e.g., education, health agency, fire department, police, care for local community property, parks and recreation).

4. (A) researches the roles of people who make up local government (e.g., police, mayor/city manager, county commissioner, city council members, school board members).

5. (K) understands the role of school boards.

Research the founding and development of a Kansas city and provide a rationale for location, type of local governance structure, etc. (1, 2)

Use a Venn diagram to organize information concerning the roles of each local government entity. (2)

Invite a school board member to class to share the role of the school board in relationship to their everyday educational lives. (4, 5)

Teacher Notes:Community - any group living in the same area or having interests, work, etc. in common.Goods - something that you can touch or hold.Government - institutions and procedures through which a territory and its people are ruled.Incorporation - cities are formed through a process of incorporation, establishing boundaries, creating a government, levying taxes.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Services - something that one person does for someone else.


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EconomicsSeventh Grade

Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.


Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (K) identifies substitutes and complements for selected goods and

services (e.g., substitutes: sod houses vs. wood houses, wagons vs. railroads; complements: trains and rails, wagons and wheels).

2. (K) explains that how people choose to use resources has both present and future consequences.

Make flash cards with substitute goods (Pepsi – Coke, Designer clothes – brand name clothes, car – bike) and complementary goods (hotdog-mustard, shirt- pants, paper- pencil). In groups of two or three, have the students match up the complementary goods and the substitute goods. (1)

Discuss how using the human resource (slavery) to produce labor intense crops had immediate and long-term consequences in the Southern colonies. On a sheet of paper have students write a short paragraph telling why slavery was used in the production of certain goods. Under the paragraph have the students make a T-chart and label it Present Consequences and Future Consequences. The students should then list the immediate consequence: created an increase in the slave trade, plantation owners were able to plant and harvest more crops. Future consequences: Civil War, discrimination, etc. (2)

Teacher Notes:Goods - something that you can touch or hold.Human resource - people who work in jobs to produce goods and services.Production - the creation of value or wealth by producing goods or services.Resource - an aspect of the physical environment that people value and use.Services - something that one person does for someone else.Trade - the exchange of goods or services for other goods and services or money.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (A) - ($) analyzes the impact of inflation or deflation on the value of

money and people’s purchasing power (e.g., cattle towns, mining towns, time of “boom”, time of depression).

Draw a political cartoon illustrating the price of a new car for the year the students were born comparing that price to the cost of a new car today.

Teacher Notes:Cost - something that is given up to satisfy your wants.Deflation - the sustained decrease in the general price level of the entire economy, resulting in an increase in the purchasing power of money.Depression - a period of drastic decline in a national or international economy, characterized by decreasing business activity, falling prices, and unemployment.Inflation - sustained increase in the general price level of the entire economy, resulting in a reduction in the purchasing power of money.Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1.▲(A) describes examples of factors that might influence

international trade (e.g., United States economic sanctions, weather, exchange rates, war, boycotts, embargos).

2. (K) explains the costs and benefits of trade between people across nations (e.g., job loss vs. cheaper prices, environmental costs vs. wider selection of goods and services).

3. (A) gives examples of factors that might influence international trade (e.g., United States economic sanctions, weather, exchange rate, war, boycotts, embargos).

4. (A) gives examples of how tariffs, quotas, and other trade barriers affect consumers and the prices of goods (e.g., a country fearful of purchasing Kansas beef for fear of disease, tariffs on Kansas wheat).

Give examples of imported and exported goods. Explain how importing and exporting has both benefits and costs.(2)

Use newspapers, magazines and the internet to research examples of factors that influence international trade. (3)

Invite a business representative into the classroom to discuss tariffs and quotas on products and their effects on prices. (4)

Teacher Notes:Benefit - something that satisfies one’s wants.Consumer - a person who buys goods or services to satisfy wants.Cost - something that is given up to satisfy your wants.Economic sanction - the withholding, usually by several nations, of loans or trade relations with a nation violating international law, to force it to comply.Embargo - government restriction placed on trade.Exchange rate - the price of one currency in relation to another currency.Goods - something that you can touch or hold.International trade - the exchange of goods and services between countries.Quota - a proportional share, as of goods, assigned to a group or to each member of a group; an allotment or a production assignment. Services - something that one person does for someone else.Tariff - a tax imposed on imported goods.Trade - the exchange of goods or services for other goods and services or money.Trade barriers - something that prohibits trade.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (K) identifies goods and services provided by local, state, and

national governments (e.g., transportation, education, defense).2. (A) examines relationship between local and state revenues and

expenditures (e.g., school bonds, sales tax, property tax, teacher salaries, curbs and gutters, police force).

Make a list of items your local, state, and national governments are spending money on. Separate those expenditures into goods and services. Identify sources of revenue that pay for these expenditures and each level. (1)

Bring in a guest speaker from the local treasurer's office to discuss revenues and expenditures for your city, county, and state. (2)

Teacher Notes:Expenditures - spending on goods and services.Goods - something that you can touch or hold.Government - institutions and procedures through which a territory and its people are ruled.Revenue - receipts from sales of goods and services.Services - something that one person does for someone else.Spending - the use of money to buy goods and services.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1.▲(A) - ($) compares the benefits and costs of spending, saving, or

borrowing decisions based on information about products and services.

2. (K) explains how an individual’s income will differ in the labor market depending on supply of and demand for his/her human capital (e.g., skills, abilities, and/or education level).

Compare store advertisements of similar items to determine the best over all buy using criteria such as price, warranty, location of store, refund policy, etc. (1)

Use an education/average income chart to compute lifetime earning averages based on education attained. (2)

Have the students look through the want adds of a major newspaper to select different occupations, the students should make a chart showing the occupation, human capital, wage of each occupation. Using the students information discuss how the supply and demand of specific human capital can affect the income level of workers. (2)

Teacher Notes:Benefit - something that satisfies one’s wants.Borrowing - promising to repay a given amount of money, often with added interest.Cost - something that is given up to satisfy your wants.Demand - the number of consumers willing and able to purchase a good or service at a given price.Human capital, human resource - people who work in jobs to produce goods and services.Income - financial gain received as wages/salaries, rent, interest, and/or profit.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Market - exists whenever buyers and sellers exchange goods and services.Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.Services - something that one person does for someone else.Spending - the use of money to buy goods and services.Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.


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GeographySeventh Grade



Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (K) locates major political and physical features of Earth from

memory and describes the relative location of those features (e.g., see Appendix 2 for list of items).

2. (A) develops and uses different kinds of maps, globes, graphs, charts, databases, and models.

3. (A) uses mental maps of Kansas to answer questions about the location of physical and human features (e.g., drier in the West; major rivers; population centers; major cities: Topeka, Wichita, Hays, Dodge City, Kansas City; major interstates and highways: I-70, US 56).

4. (A) selects and explains reasons for using different geographic tools, graphic representation, and/or technologies to analyze selected geographic problems (e.g., map projections, aerial photographs, satellite images, geographic information systems).

5. (A) uses geographic tools, graphic representation, and/or technologies to pose and answer questions about past and present spatial distributions and patterns (e.g., mountain ranges, river systems, field patterns, settlements, transportation routes).

Create mnemonic jingles to aid in the memorization of major political and physical features of the area they are studying. (1)

Create climatographs from climatic data and interpret the results. (2, 4, 5) web resource: http://www.gc.maricopa.edu/biology/biomes/act_main.htm

Use maps of Kansas to analyze population distribution in Kansas in relation to physical regions, rivers, and precipitation. (3)

Use geographic information system (GIS) technology to create maps showing concentrations of agriculture in specified states and/or countries. Start with counties in Kansas, then the other states in the U.S., Canadian provinces and Mexican states. First, students will predict where they expect to find the highest concentration of farms, the highest total number of acres farmed, and the highest average farm size. Access the data on-line and add information to the base map. Analyze the maps created to note any spatial patterns in farm concentrations, changes over the last few decades, and hypothesize possible reasons. Overlay the maps with additional GIS data showing precipitation, land topography, and any other factors that students include in the hypothesis. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas Geological Survey at the University of Kansas: http://gisdasc.kgs.ukans.edu . (1, 2, 3, 4, 5)

Teacher Notes:Database - a compilation, structuring, and categorization of information for analysis and interpretation.


http://gisdasc.kgs.ukans.edu/

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Geographic Information System (GIS) - a computerized geographic database that contains information about the spatial distribution of physical and human characteristics of Earth’s surface.Geographic tools - reference resources such as almanacs, gazetteers, geographic dictionaries, statistical abstracts and other data compilations used to provide information about the earth’s surface.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Map projections - the transfer of the shape of land and water bodies, along with a global grid, from a globe to a flat map.Mental Maps - the mental image a person has of an area.Physical feature - a natural characteristic of a place (elevation, landforms, vegetation).Population distribution - location patterns of various populations.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Relative location - the location of a place or region in relation to other places or regions (northwest or downstream).Satellite image - images taken by manmade orbiting bodies.Spatial distribution - the location(s) shown on a map of a set of human or physical features.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (A) identifies and compares the physical characteristics of world

regions (e.g., locations, landscape, climate, vegetation, resources).2. (A) identifies and compares the human characteristics of world

regions (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).

3. (K) identifies and explains how Kansas, United States, and world regions are interdependent (e.g., through trade, diffusion of ideas, human migration, international conflicts and cooperation).

4.▲(K) identifies the various physical and human criteria that can be used to define a region (e.g., physical: mountain, coastal, climate; human: religion, ethnicity, language, economic, government).

5. (K) identifies ways technology or culture has influenced regions (e.g., perceptions of resource availability, dominance of specific regions, economic development).

6. (A) explains the effects of a label on the image of a region (e.g., Tornado Alley, Sun Belt, The Great “American” Desert).

Analyze photographs to identify different world regions. (1,2,4, 6) Inventory items in different rooms of homes, listing items and where

they came from. Identify the places of origin on a world map. (3) Compare the Middle East before and after the discovery of oil in the

region. (4) Research the impact on Kansas and India of the outsourcing of

computer jobs to Asia. (3, 5) Investigate how a label came to be associated with a given area.

Draw an editorial cartoon illustrating the label; add a caption and a small outline map of the United States. Shade in the region. (6)

Teacher Notes:Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Diffusion - the spread of people, goods, and ideas from one place to another.Government - institutions and procedures through which a territory and its people are ruled.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Migration - the movement of people or other organisms from one region to another.Outsourcing - paying another company to provide services which a company might otherwise have employed its own staff to perform.Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.Region - an area with one or more common characteristics or features which make it different from surrounding areas.


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Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.Resource - an aspect of the physical environment that people value and use.Technology - science applied to achieve practical purposes.Trade - the exchange of goods or services for other goods and services or money.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (K) explains how earth-sun relationships affect earth’s physical

processes and create physical patterns (e.g., latitude regions, climate regions, distribution of solar energy, ocean currents).

2. (K) explains patterns in the physical environment in terms of physical processes (e.g., tectonic plates, glaciation, erosion and deposition, hydrologic cycle, ocean and atmospheric circulation).

3. (K) describes the characteristics of ecosystems in terms of their biodiversity (e.g., biodiversity: food chains, plant and animal communities; ecosystems: grasslands, temperate forests, tropical rainforests, deserts, tundra, wetlands, and marine environments).

4. (K) explains the challenges faced by ecosystems (e.g., effects of shifting cultivation, contamination of coastal waters, rainforest destruction, desertification, deforestation, overpopulation, natural disasters).

Plot weather phenomena onto a world map (e.g., hurricanes in the fall in subtropical areas) (1)

Use a model of the earth and sun to demonstrate seasons, time zones, ocean currents, prevailing winds, etc. (1)

Use models to demonstrate earth-sun relationships. (1) Gather earthquake data for a two week period (USGS website. Plot

locations and compare the results with a map showing tectonic plates. (2)

Identify and explain major ecological communities and the differences between them, using photographs and other media as illustrations. (3)

Scan the media for stories of ecological problems or disasters. Identify the contributing factors, hypothesize potential solutions and suggest prevention strategies for the future. (3,4)

Teacher Notes:Biodiversity - the number and variety of plant and animal life in a defined area; a measure of biological differences.Glaciation - the formation of glaciers; the condition of being covered by glaciers; the effects produced by the action of glaciers.Hydrologic Cycle - the continuous circulation of water from the oceans, through the air, to the land, and back to the sea; evaporation, condensation, and precipitation.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Physical process - a course or method of operation that produces, maintains, or alters Earth’s physical systems (e.g., glaciation, erosion, deposition).Region - an area with one or more common characteristics or features which make it different from surrounding areas.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (A) describes and analyzes population characteristics through the

use of demographic concepts (e.g., population pyramids, birth/death rates, population growth rates, migration patterns).

2. K) explains how the spread of cultural elements results in distinctive cultural landscapes (e.g., religion, language, customs, ethnic neighborhoods, foods).

3.▲(K) identifies the geographic factors that influence world trade and interdependence (e.g., location advantage, resource distribution, labor cost, technology, trade networks and organizations).

Create population pyramids for different countries and organize them into groups based on similarities. (1)

Investigate the impact of United States clothing customs on the rest of the world (e.g., blue jeans and tennis shoes). (2)

Create a collage of pictures from at least four countries that illustrate a pattern of cultural diffusion. (2)

Identify and map international trade flows (e.g., automobiles from South Korea, coffee from Columbia). (3)

Teacher Notes:Cost - something that is given up to satisfy your wants.Cultural diffusion -the spread of cultural elements from one culture to another.Cultural landscape -the surface of the earth as modified by human action, including housing types, settlement patterns, and agricultural use.Distribution - the arrangement of items over a specified area.Interdependence - people relying on each other in different places or in the same place for ideas, goods, and services.International trade - the exchange of goods and services between countries.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Population pyramid - a bar graph showing the distribution by gender and age of the population of a country or other political entity.Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.Resource - an aspect of the physical environment that people value and use.Technology - science applied to achieve practical purposes.Trade - the exchange of goods or services for other goods and services or money.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1.▲(K) identifies ways in which technologies have modified the physical

environment of various world cultures (e.g., dams, levees, aqueducts, irrigation, roads, bridges, plow).

2. (K) describes the consequences of having or not having particular resources (e.g., resource movement and consumption, relationship between access to resources and living standards, relationship between competition for resources and world conflicts).

Study the ecological impact of building the Aswan High Dam on the Nile. Then predict the effects of the Three Gorges Dam on the Yangtze River. (1)

Teacher Notes:Consumption - the using up of goods and services by consumer purchasing or in the production of other goods. Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Resource - an aspect of the physical environment that people value and use.


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Kansas, United States, and World HistorySeventh Grade


Benchmark 1: The student understands individuals, groups, ideas, events, and developments during the period before settlement in pre-territorial Kansas (pre 1854).

Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (A) compares and contrasts nomadic and sedentary tribes in

Kansas (e.g., food, housing, art, customs). 2. (A) describes the social and economic impact of Spanish, French

and American explorers and traders on the Indian tribes in Kansas.3. (K) explains how Stephen H. Long’s classification of Kansas as the

“Great American Desert” influenced later United States government policy on American Indian relocation.

4.▲(A) analyzes the impact of the Indian Removal Act of 1830 on the way of life for emigrant Indian tribes relocated to Kansas (e.g., loss of land and customary resources, disease and starvation, assimilation, inter-tribal conflict).

5. (K) describes the role of early Kansas forts in carrying out the United States government’s policies in regards to relocated Indian tribes and travel on the Santa Fe and Oregon-California trails (e.g., Fort Leavenworth, Fort Scott, Fort Larned, and Fort Riley).

Discuss the difference between a nomadic and sedentary life. Divide the class into small groups and have each research the food, housing, art, and customs of one of the following tribes –nomadic: Cheyenne, Arapaho, Kiowa, Apache, Comanche, and sedentary: Wichita, Pawnee, Kansa, Osage. Have each group determine if their tribe was nomadic or sedentary and support their conclusion through the information gathered. As a class discuss which tribes share cultural similarities. (1) See also: GB4I2.

Locate the original homelands of the Kickapoo, Sac and Fox, Iowa, Delaware, Potawatomi, and Shawnee on a United States map. Locate the land they were removed to in Kansas. Create a chart that compares resources available in the homeland vs. resources in Kansas. Discuss the impact of the removal. (4) See also: GB5I2.

Teacher Notes:Emigrant - a person (migrating away from) leaving a country or area to settle in another.Government - institutions and procedures through which a territory and its people are ruled.Resource - an aspect of the physical environment that people value and use.


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Benchmark 2: The student understands individuals, groups, ideas, events, and developments during Kansas territory and the Civil War (1854-1865).

Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (A) describes the concept of popular sovereignty under the Kansas-

Nebraska Act and its impact on developing a state constitution.2.▲(K) describes how the dispute over slavery shaped life in Kansas

Territory (e.g., border ruffians, bushwhackers, jayhawkers, the Underground Railroad, free-staters, abolitionists).

3. (A) analyzes the importance of “Bleeding Kansas” to the rest of the United States in the years leading up to the Civil War (e.g., national media attention, caning of Senator Charles Sumner, Emigrant Aid Societies, Beecher Bible and Rifle Colony, poems of John Greenleaf Whittier, John Brown).

4. (K) describes the role of important individuals during the territorial period (e.g., Charles Robinson, James Lane, John Brown, Clarina Nichols, Samuel Jones, David Atchison, Andrew H. Reeder).

5. (A) analyzes the Wyandotte Constitution with respect to the civil rights of women and African Americans.

6. (K) describes important events in Kansas during the Civil War (e.g., Quantrill’s Raid on Lawrence, the Battle of Mine Creek, recruitment of volunteer regiments).

Review the speeches of Stephen Douglas and Abraham Lincoln to determine the arguments for and against popular sovereignty. Use census data to illustrate where settlers to Kansas Territory came from. Would people from the north and south bring different ideas about slavery to the territory? Review proposed state constitutions for their position on slavery. (1) See also CGB2I1.

Review pro-slavery and anti-slavery newspapers from the Territory to determine points-of-view about events during the period. (2)

Act as national correspondent living in the East during the territorial period. Use articles and political cartoons published in Harper’s Weekly during the territorial period for research. Report the news from Kansas Territory. (3)

Read the Wyandotte Constitution (which becomes the state constitution), identifying voting rights, property right, and militia eligibility. Develop a chart comparing the rights of African American men, white men over the age of 21, and women. (5) See also CGB2I1.

Read the reminiscence of Katie Riggs (or a similar first-hand account). Discuss the impact of Quantrill’s Raid on the citizens of Lawrence. (6)

Teacher Notes:Citizen - a native or naturalized member of a political community.Constitution - a document containing the system of fundamental laws of a nation, state, or society.Rights - those individual liberties granted to all persons through the U. S. Constitution.Sovereignty - ultimate, supreme power in a state; in the United States, sovereignty rests with the people.


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Benchmark 3: The student understands individuals, groups, ideas, events, and developments during the period of expansion and development in Kansas (1860s - 1870s).

Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1.▲(K) describes the reasons for tension between the American

Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the Sand Creek massacre, broken promises).

2. (K) describes the United States government’s purpose for establishing frontier military forts in Kansas (e.g., protection of people, land, resources).

3. (A) determines the significance of the cattle drives in post-Civil War Kansas and their impact on the American identity (e.g., Chisholm Trail, cowboys, cattle towns).

4. (A) traces the migration patterns of at least one European ethnic group to Kansas (e.g., English, French, Germans, German-Russians, Swedes).

5.▲(K) describes the reasons for the Exoduster movement from the South to Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise of Jim Crow laws in the South, promotions of Benjamin “Pap” Singleton).

6. (K) explains the impact of government policies and the expansion of the railroad on settlement and town development (e.g., preemption, Homestead Act, Timber Claim Act, railroad lands).

7. (A) uses primary source documents to determine the challenges faced by settlers and their means of adaptations (e.g., drought, depression, grasshoppers, lack of some natural resources, isolation).

Divide the class into two teams. Ask one team to represent the American Indian tribes and the other the U.S. government, during the time of the Medicine Lodge Peace Treaties. Using the speeches of Satanta and Senator Henderson as primary resources, have each group prepare a brief citing their client’s perspective and point of view. Present the material in a class debate. (1)

Use reminiscences and diaries to research life on the Texas to Kansas cattle drives. View a western-themed movie or television show that uses the time period as a setting. Compare and contrast the portrayals of the cowboy. (3)

Review economic conditions for African Americans in the South after the Civil War. How did the supply and demand for human capital in southern agriculture change? How did social and cultural conditions affect the ability for African Americans to have a decent standard of living? What made Kansas look like the “promised land” to African Americans? Make a chart showing the push-pull factors that brought the Exodusters to Kansas. (5) See also: EB5I2 and GB2I6

Make a chart showing the positive and negative incentives inherent in the Homestead Act, Preemption Act, Timber Claim Act, and Railroad Land Grants. See also: EB3I1. (6)

Teacher Notes:▲ Assessed Indicator Page 213 of 298 Foundation for Assessed Indicators($) Personal Finance Literacy(K) Knowledge Indicator(A) Application Indicator

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Depletion - the lessening or exhaustion of a supply.Depression - a period of drastic decline in a national or international economy, characterized by decreasing business activity, falling prices, and unemployment.Ethnic group - people of the same race or nationality who share a distinctive culture.Government - institutions and procedures through which a territory and its people are ruled.Human capital, human resource - people who work in jobs to produce goods and services.Migration - the movement of people or other organisms from one region to another.Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Push-pull factors - in migration theory, the social, political, economic, and environmental factors that drive or draw people away from their previous location, often simultaneously.Resource - an aspect of the physical environment that people value and use.


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Benchmark 4: The student understands individuals, groups, ideas, events, and developments during the period of reform in Kansas (1880s - 1920s).

Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (A) describes the movement for women’s suffrage and its effect on

Kansas politics (e.g., the fight for universal suffrage, impact of women on local elections).

2.▲(K) describes the development of Populism in Kansas (e.g., disillusionment with big Eastern business, railroads, government corruption, high debts and low prices for farmers).

3. (K) explains the accomplishments of the Progressive movement in Kansas (e.g. election and government reforms, labor reforms, public health campaigns, regulation of some businesses).

4. (K) analyzes the impact of Kansas reformers on the nation (e.g., Populists: Mary E. Lease, Annie Diggs, William Peffer, “Sockless” Jerry Simpson; Progressives: Carry A. Nation, Samuel Crumbine, William Allen White, Socialists: J.A. Wayland, Kate Richards O’Hare, Emanuel and Marcet Haldeman-Julius).

5. (K) describes the significance of farm mechanization in Kansas (e.g., increased farm size and production, specialized crops, population redistribution).

6. (A) explains the significance of the work of entrepreneurial Kansans in the aviation industry (e.g., Alvin Longren, Clyde Cessna, Walter and Olive Beech, Lloyd Stearman).

7. (A) describes the contributions made by Mexican immigrants to agriculture and the railroad industry.

Review the environmental conditions for farmers in the late 1880s and early 1890s. What were the economic conditions of the same time period? How might these conditions affect a farmer’s income? How might these factors lead to political discontent among farmers? Develop a graphic that shows the correlation between the economic and environmental conditions, the farmer’s discontent, and the platform of the People’s Party. (2) See also: GB5I1 and EB2I1.

Study the public health literature and political cartoons produced by Samuel Crumbine’s office. Create posters in the spirit of a Crumbine campaign that deal with a public health issue faced by teenagers today. (3)

Write a biography of a Kansas reformer who lived during the 1880s – 1920s. Turn the biographies into trading cards by summarizing the important accomplishments of each reformer on a small card. (4)

Create a time line that shows the invention and development of farm machinery as it relates to grain production. Discuss the effect of each invention on a farmer’s productivity. (5)

Teacher Notes:Debt - the accumulated negative balance.Government - institutions and procedures through which a territory and its people are ruled.Immigration - to enter and settle in a country to which one is not native.


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Production - the creation of value or wealth by producing goods or services.


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Benchmark 5: The student understands individuals, groups, ideas, events, and developments in Kansas during the Great Depression and World War II. (1930s - 1940s).

Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1.▲(A) compares agricultural practices before and after the dust storms

of the 1930s (e.g., rotation of crops, shelter belts, irrigation, terracing, stubble mulch).

2. (A) uses local resources to describe conditions in his/her community during the Great Depression.

3. (A) researches the contributions of Kansans during the 1930s & 1940s (e.g., Amelia Earhart, Osa and Martin Johnson, Glenn Cunningham, Walter Chrysler, Langston Hughes, John Steuart Curry, Dwight Eisenhower, Alf Landon, Arthur Capper, Birger Sandzen).

4. (K) summarizes the effects of New Deal programs on Kansas life.5. (K) explains how World War II acted as a catalyst for change in

Kansas (e.g., women entering work force, increased mobility, changing manufacturing practices).

Develop a chart with three columns. In column one place the causes of the Dust Bowl, in column two place the results, and in column three place the solutions. Using letters, diaries, reminiscences, and newspapers develop a class drama that depicts the human and environmental cost of the Dust Bowl, or read a literary depiction of the time period. (1) See also: GB3I4.

Study the programs of the WPA in Kansas. Using newspapers from the time period, research WPA projects in the community or in the surrounding area. Take a fieldtrip to photograph WPA buildings, parks, and public art completed under the WPA. Create a community scrapbook containing photographs, and short essays about the effects of the WPA in the community. (4)

Interview a member of the community that can remember life before, during, and after World War II. Conduct oral interviews focusing on the changes that took place after the war. Discuss if these changes were brought on by factors during the war. (5)

Teacher Notes:Community - any group living in the same area or having interests, work, etc. in common.Depression - a period of drastic decline in a national or international economy, characterized by decreasing business activity, falling prices, and unemployment.Resource - an aspect of the physical environment that people value and use.


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Benchmark 6: The student understands individuals, groups, ideas, events, and developments in contemporary Kansas (since 1950).

Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (K) analyzes the concept of “separate but equal is inherently

unequal” in regards to the Supreme Court case Brown vs. Topeka Board of Education and how it continues to impact the nation.

2. (K) describes major flood control projects in the 1950s.3. (A) describes the role of Kansas culture in the dramas of Pulitzer

prize-winning playwright William Inge and the writings, photos, and films of Gordon Parks.

4. (A) analyzes the effect of rural depopulation and increased urbanization and suburbanization on Kansas.

5. (K) explains the reasons Southeast Asians immigrated to Kansas after 1975 (e.g., church, community, organizations, jobs, the fall of Southeast Asian governments).

6. (K) identifies issues facing Kansas state government in the 2000s (e.g., economic diversity, global economy, water issues, school funding).

Study the conditions in both a white and black school in Topeka after World War II. Compare the facilities, materials, and human resources available in both schools. Develop a Venn diagram that shows how they were alike and how they were different. Discuss that even though the schools had most things in common going to school in separate facilities creates an unequal society and feelings of inferiority. Have the students write an essay explaining the concept “separate but equal is inherently unequal.” (1)

Read aloud a scene from one of the dramas of William Inge (e.g. “Picnic,” “Dark at the Top of the Stairs”). Discuss life in Kansas during the post-war years according to Inge. Read aloud and discuss a chapter from Gordon Park’s “The Learning Tree.” Create a visual collage that depicts the emotional response to Kansas in one or both of the writers work. (3)

Research the state legislative districts in Kansas in 1900 and 2000. Based on this data discuss how the population of Kansas has shifted. Using newspapers from the time periods compare the political issues that are important during each era. Do these political issues reflect a shifting population? (4)

Invite a member of the local school board to class to discuss how schools in Kansas are funded. Have the students write editorials about the school finance law and its effect of their school. (6) See also: C-GB4I2

Teacher Notes:Community - any group living in the same area or having interests, work, etc. in common.Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).


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Economy - the production and distribution of goods and services within an economic system.Era - a period of history marked by some distinctive characteristic.Government - institutions and procedures through which a territory and its people are ruled.Human capital, human resource - people who work in jobs to produce goods and services.


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Seventh Grade Knowledge and/or Application Indicators Seventh Grade Instructional SuggestionsThe student:1. (A) analyzes changes over time to make logical inferences

concerning cause and effect by examining a topic in Kansas history.

2.▲(A) examines different types of primary sources in Kansas history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).

3. (A) uses at least three primary sources to interpret the impact of a person or event from Kansas history to develop an historical narrative.

4. (A) compares contrasting descriptions of the same event in Kansas history to understand how people differ in their interpretations of historical events.

In groups, pick a topic in Kansas territorial history and locate three primary sources about that topic. Give an oral presentation answering the following questions: Is the source reliable and why? Why was the source created? What is the point of view of the source? Present a supported conclusion of what the primary sources tell us about the topic. Numerous primary sources from the Kansas territorial period can be found online at www.territorialkansasonline.org. (2)

Teacher Notes:Government - institutions and procedures through which a territory and its people are ruled.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).


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Civics-GovernmentEighth Grade



Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThis benchmark will be taught at another grade level. Teacher Notes:


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (K) explains the recurring problems and solutions involving minority

rights (e.g., Title IX, job discrimination, affirmative action).

Create a timeline of social changes, such as voting rights for women and minorities. Discuss why these rights were first denied, and then explain the circumstance that brought about change. (1)

Teacher Notes:Affirmative action - any of a wide range of programs aimed at expanding opportunities for women and minorities.


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (K) understands that the United States Constitution is written by

and for the people and it defines the authority and power given to the government as well as recognizes the rights retained by the state governments and the people (e.g., separation of power, limited government, state’s rights, the concept “by and for the people”)

2. (A) researches historical examples of how legislative, executive, and judicial powers have been challenged at the national level (e.g., secession, appointment of officials, Marbury v Madison).

3.▲(K) explains how the United States Constitution can be changed through amendments.

4.▲(A) analyzes the Declaration of Independence and the United States Constitution to identify essential ideas of American constitutional government.

Create a timeline of select historical events and the amendments resulting from those events. (1, 3)

Assume the role of Abraham Lincoln. Write a persuasive essay supporting the maintenance of the Union. Trade essays with another classmate who has written from the perspective of Jefferson Davis. Write a response to Davis. (2)

Create a flow chart of how amendments are added to the United States Constitution. (3)

Use a Venn diagram comparing The Declaration of Independence to the Preamble of the Constitution. Identify the essential ideas inherent in both documents. (4)

Resource: Center for Civic/We the People/Project Citizen http://www.civiced.org. (1, 2, 3, 4)

Teacher Notes:Constitution - a document containing the system of fundamental laws of a nation, state, or society.Government - institutions and procedures through which a territory and its people are ruled.


http://www.civiced.org/

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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (K) compares the popular vote with the Electoral College as a

means to elect government officials.2. (A) researches and analyzes a current issue involving rights from

an historical perspective (e.g., civil rights, native Americans, organized labor).

Simulate the popular vote and Electoral College to vote for student council officers. (1)

Discuss the election results of 1824 (Jackson vs. Adams); 1876 (Tilden vs. Hays); 1888 (Harrison vs. Cleveland). What do these elections results have in common? (1)

Teacher Notes:Government - institutions and procedures through which a territory and its people are ruled.Rights - those individual liberties granted to all persons through the U. S. Constitution.


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (A) examines government responses to international affairs from an

historical perspective (e.g., immigration, Spanish-American war,).

Take opposing viewpoints and discuss a foreign-related topic: Should the United States participate in foreign wars? Should we limit immigration? When is it appropriate to do so? Who should make such rules? (1)

Teacher Notes:Immigration - to enter and settle in a country to which one is not native.


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EconomicsEighth Grade



Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1.▲(A) analyzes the effect of scarcity on the price, production,

consumption and distribution of goods and services (e.g., price goes up and production goes down, consumption goes down and distribution is limited).

Write newspaper articles on the scarcity of manufactured goods in the South during and after the Civil War. (1) See also: GB1I2, GB5I1, HB1I5, HB4I1, HB4I2

Write diary entries telling about the availability and price of food items along the Oregon Trail. (1) See also: GB1I2, GB2I1, GB2I2, GB5I1

Using current events discuss with the class how scarcity affects the prices of certain items (seasonal produce supply in stores—tomatoes, oranges, grapes; seasonal clothing – sales at the end of the season; war – labor force, disasters – building supplies, etc) (1) See also: GB5I1

Teacher Notes:Consumption - the using up of goods and services by consumer purchasing or in the production of other goods. Distribution - the arrangement of items over a specified area.Goods - something that you can touch or hold.Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.Production - the creation of value or wealth by producing goods or services.Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand.Services - something that one person does for someone else.Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1.▲(K) explains how relative price, people’s economic decisions, and

innovations influence the market system (e.g., cotton gin led to increased productivity, more cotton produced, higher profits, and lower prices; steamboat led to increased distribution of goods, which brought down prices of goods and allowed goods to be more affordable to people across the United States; development of railroad led to transportation of cattle to eastern markets, price was decreased and profit was increased, timely access to beef).

2. (K) - ($) describes the four basic types of earned income (e.g., wages and salaries, rent, interests, and profit).

3. (K) - ($) explains the factors that cause unemployment (e.g., seasonal demand for jobs, changes in skills needed by employers, other economic influences, downsizing, outsourcing).

4.▲(K) - ($) describes the positive and negative incentives to which employees respond (e.g., wage levels, benefits, work hours, working conditions).

Using either the cotton gin, steamboat, or railroad industry, create a three-column chart labeled: “Impact on Society,” “Impact on Prices,” and “Impact on Other Industries.” Fill in chart after researching areas. (1)

Research an 1800’s invention and report on the effect of that invention on productivity, prices, etc. (1) See also: GB5I1

Write a letter to the editor, or to a congressperson identifying factors of unemployment in the area. Suggest possible solutions to one of these areas. (3)

Make a cause and effect chart showing factors affecting unemployment. (3) See also: C-GB3I3

Interview an adult to find out positive and negative incentives of their jobs. (4)

Research unemployment data for the state. Develop rationale for the periods of low employment. (3)

Teacher Notes:Benefit - something that satisfies one’s wants.Distribution - the arrangement of items over a specified area.Goods - something that you can touch or hold.Incentives - something, such as the fear of punishment or the expectation of reward, which induces action or motivates effort. Income - financial gain received as wages/salaries, rent, interest, and/or profit.Interest - a charge for a loan, usually a percentage of the amount loaned.Market - exists whenever buyers and sellers exchange goods and services.Outsourcing - paying another company to provide services which a company might otherwise have employed its own staff to perform.Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.Productivity - a measure of goods and services produced over a period of time with a given set of resources.


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Profit - after producing and selling a good or service, profit is the difference between revenue and cost of production. If costs are greater than revenue, profit is negative (there is a loss).Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece.


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (K) describes examples of specialized economic institutions found in

market economies (e.g., corporations, partnerships, proprietorships, labor unions, banks, and non-profit organizations).

Collect and categorize newspapers, magazines or Internet articles of various economic institutions. Use articles to summarize and define the characteristics and trends of each institution. (1)

Teacher Notes:Market economy - a system in which buyers and sellers make major decisions about production and distribution, based on supply and demand.


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student::1. (K) gives examples of how monopolies affect consumers, the prices

of goods, laborers, and their wages (e.g., monopolistic employers and development of labor unions; oil, steel, and railroad monopolies; anti-trust laws).

Research tycoons Andrew Carnegie and John D. Rockefeller. Write a paragraph comparing and contrasting them. Discuss why they were called “Robber Barons”. (1)

Analyze political cartoons to examine public sentiment on monopolies, unions, and anti-trust laws. (1) See also: HB1I6, HB3I5

Participate in two mock markets: one with a monopoly and one with competition. Describe positive and negative incentives in each market. (1)

Teacher Notes:Consumer - a person who buys goods or services to satisfy wants.Goods - something that you can touch or hold.Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece.


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (K) - ($) explains how saving accumulation is influenced by the

amount saved, the rate of return and time. 2. (A) - ($) determines the opportunity cost of decisions related to a

personal finance plan or budget.

Create a table or chart comparing the features of different types of savings instruments: savings account, certificate of deposit, money market accounts, and savings bonds. (1, 2)

Assume that ten dollars is deposited into two different savings accounts each month for a period of one year. Calculate the amount of interest received for each account assuming that one account earns simple interest and the other earns compound interest. (1, 2)

Choose an item to buy, such as a $200 stereo. Determine the length of payment time under each of the following scenario: Paying a set amount each month (such as $40) how long does it take to pay off if the interest rate on a credit card is 9 percent? (3, 4)

Keep track of personal expenses for one week. Use expenses to plan a budget for future weeks. (3, 4)

Teacher Notes:Budget - a sum of money allocated for a particular use; a plan for saving and spending money.Credit - an arrangement for deferred payment for goods and services; money available for someone to borrow.Interest - a charge for a loan, usually a percentage of the amount loaned.Interest rate - the price of money that is borrowed or saved, determined by the forces of supply and demand.Opportunity cost - in making a decision, the most valuable alternative not chosen.Savings - income that is not spent, setting aside income or money for future use.


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GeographyEighth Grade



Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (K) locates major political and physical features of Earth from

memory and describes the relative location of those features (e.g., Atlanta, New Orleans, Salt Lake City, San Antonio, Columbia River, St. Louis, Rio Grande, Black Hills, Continental Divide).

2. (A) creates maps, graphs, charts, databases and/or models to support historical research.

Write descriptions for the physical and political features studied in history on index cards. Pair up with a peer and trade cards. Try to determine the political and physical features being described. Use the descriptions as clues. (1)

Use data and a variety of symbols and colors to create thematic maps and graphs of various aspects related to their historical research. (2) See also: HB1I5, HB2I3

Use Geographic Information System (GIS) technology to create maps showing cities with access to railroads during a certain era. Access the data on-line. Add the information to the on-line base map. Analyze the maps created to note any patterns. Overlay the maps with additional GIS data showing railroad service during a later era and during the present. Add information about the growth or shrinkage of specified cities in each of the eras. Overlay each map with highway access, and compare. Write conclusions resulting from the analysis. Sources for GIS data include the Kansas Data Access and Support Center, in conjunction with the Kansas Geological Survey at the University of Kansas: http://gisdasc.kgs.ukans.edu. (1, 2) See also: HB1I5

Teacher Notes:Database - a compilation, structuring, and categorization of information for analysis and interpretation.Era - a period of history marked by some distinctive characteristic.Geographic Information System (GIS) - a computerized geographic database that contains information about the spatial distribution of physical and human characteristics of Earth’s surface.Physical feature - a natural characteristic of a place (elevation, landforms, vegetation).


http://gisdasc.kgs.ukans.edu/

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Relative location - the location of a place or region in relation to other places or regions (northwest or downstream).Technology - science applied to achieve practical purposes.Thematic map - a map representing a specific theme, topic, or spatial distribution (cattle production, climates).




Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (K) identifies and explain the changing criteria that can be used

to define a region (e.g., North, South, Border States, Northwest Territory).

2. (A) explain why labels are put on regions to create an identity (e.g., Coal/Iron/Rust Belt, North-Yankee/ South-Dixie).

Use a phone directory to identify businesses that have applied regional labels to their names: Midwest Energy, Kaw Valley Nurseries. (1, 2)

Identify and explain the origin of local regional labels. (2)

Teacher Notes:Region - an area with one or more common characteristics or features which make it different from surrounding areas.


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThis benchmark will be taught at another grade level. Teacher Notes:


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1.▲(A) evaluates demographic data to analyze population

characteristics in the United States over time (e.g., birth/death rates, population growth rates, migration patterns: rural, urban).

2.▲(A) analyzes push-pull factors including economic, political, and social factors that contribute to human migration and settlement in United States (e.g., economic: availability of natural resources, job opportunities created by technology; political: Jim Crow laws, free-staters; social factors: religious, ethnic discrimination).

3. (K) compares cultural elements that created the distinctive cultural landscapes during the Civil War (e.g., technology, crops, housing types, agricultural methods, settlement patterns).

4. (K) identifies the geographic factors that influenced United States- world interdependence in the 19th century (e.g., location advantage, resource distribution, labor cost, technology, trade networks).

Make population pyramids for different periods in the United States. Compare the proportion of the population in various age groups and discuss implications for government and business. (1) See also: HB3I2, CGB5I1

Interview immigrants or descendants of immigrants in the community to find out where they or their ancestors came from and why. Prepare a bar or circle graph showing the reasons for immigrating and a map showing each immigrant’s place of origin. (2) See also: HB3I2, CGB5I1

Create murals depicting the cultural landscapes of the Northern and Southern States during the Civil War. (3)

Compare and contrast the major centers of manufacturing in the North and the South during the Civil War. Provide rationale for comparative advantages the South had for producing cotton. (4)

Teacher Notes:Community - any group living in the same area or having interests, work, etc. in common.Comparative advantage - when one individual or nation has an efficiency advantage over another individual or nation with two separate products but has a greater advantage in one product than in the other. The efficient producer has a comparative advantage for the product in which he or it has greater relative efficiency.Cost - something that is given up to satisfy your wants.Cultural landscape -the surface of the earth as modified by human action, including housing types, settlement patterns, and agricultural use.Distribution - the arrangement of items over a specified area.Government - institutions and procedures through which a territory and its people are ruled.Interdependence - people relying on each other in different places or in the same place for ideas, goods, and services.Migration - the movement of people or other organisms from one region to another.Immigrant - a person (migrating into) coming to a particular country or area to live.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative


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location).Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Population pyramid - a bar graph showing the distribution by gender and age of the population of a country or other political entity.Push-pull factors - in migration theory, the social, political, economic, and environmental factors that drive or draw people away from their previous location, often simultaneously.Resource - an aspect of the physical environment that people value and use.Technology - science applied to achieve practical purposes.Trade - the exchange of goods or services for other goods and services or money.


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (A) examines how human beings removed barriers to settlement by

moving needed resources across the United States

Research the relationship of railroads to the development of the Great Plains. (1) See also: HB3I2, EB1I1, EB2I1

Teacher Notes:Resource - an aspect of the physical environment that people value and use.


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Kansas, United States, and World HistoryEighth Grade


Benchmark 1: The student uses a working knowledge and understanding of individuals, group, ideas, developments, and turning points in the early years of the United States.

Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (K) explains the major compromises made to create the

Constitution (e.g., Three-Fifth’s Compromise, Great Compromise, Bill of Rights).

2. (K) describes how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., Alien and Sedition Act, National Bank, view on foreign policy).

3. (A) describes the impact of the War of 1812 (e.g., nationalism, political parties, foreign relations).

4.▲(A) explains the impact of constitutional interpretation during the era (e.g., Alien and Sedition Act, Louisiana Purchase, Marshall Court -Marbury vs. Madison, McCullough vs. Maryland (1819)).

5. ▲(A) analyzes how territorial expansion of the United States affected relations with external powers and American Indians (e.g., Louisiana Purchase, concept of Manifest Destiny, previous land policies-Northwest Ordinance, Mexican-American War, Gold Rush).

6.▲(A) explains how the Industrial Revolution and technological developments impacted different parts of American society (e.g., interchangeable parts, cotton gin, railroads, steamboats, canals).

7. (K) defines and gives examples of issues during Andrew Jackson’s presidency (e.g., expansion of suffrage, appeal to the common man, justification of spoils system, opposition to elitism, opposition to Bank of the U.S., Indian Removal of 1830).

8. (K) analyzes the development of nativism as a reaction to waves of Irish and German immigrants.

9. (A) explains the impact on American society of religious, social, and

Write a newspaper editorial for constituents from the perspective of their delegate that evaluates whether or not the compromises in the constitution resolved the issues they addressed (for example, Henry Clay). (1)

Write a persuasive paper explaining whether or not the development of political parties was good for the United States. Include both the positive and negative results of the political parties, alternatives to political parties and the party platforms.

Use a graphic organizer showing the impact of the War of 1812 on nationalism, political parties and foreign relations. (3)

Write a script for a debate that explains the impact of constitutional interpretation of the following: Alien and Sedition Act, Louisiana Purchase, Marshall Court: Marbury vs. Madison (1810), McCulloch vs. Maryland (1819). Determine if these decisions strengthened the role of the Court. (4)

Compare and contrast the perspective of an American Indian leader in the early 1800’s and a government official regarding territorial expansion including the following events: Louisiana Purchase, Manifest Destiny, Northwest Ordinance, Gold Rush. Include how these events impacted relations between the two groups—the Court’s/government’s response to American Indian rights and American Indian response to government removal. (5)

Compare and contrast the impact of the Industrial Revolution on different parts of the country (North, South, and Midwest) from various perspectives of workers, families, urban, rural, etc. (6)

Debate the following: “Technological changes have always had a positive impact on society.” Use the innovations of the time period as


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philosophical reform movements of the early 19th century (e.g., abolition, education, mental health, women’s rights, temperance).

basis of debate. (6)

Teacher Notes:Constitution - a document containing the system of fundamental laws of a nation, state, or society.Era - a period of history marked by some distinctive characteristic.Government - institutions and procedures through which a territory and its people are ruled.Movement - the interaction of people, goods, ideas, or natural phenomena from different places.Nationalism - intense loyalty and devotion to one’s country; desire for national independence.Rights - those individual liberties granted to all persons through the U. S. Constitution.Society - a group of people bound together by the same culture.


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Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and the causes and effects of the Civil War.

Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (K) explains the issues of nationalism and sectionalism (e.g.,

expansion of slavery, tariffs, westward expansion, internal improvements, nullification).

2. (A) discusses the impact of constitutional interpretation during the era (e.g., Dred Scott vs. Sanford, Plessy vs. Ferguson, Lincoln’s suspension of Habeas Corpus).

3.▲(K) retraces events that led to sectionalism and secession prior to the Civil War (e.g., Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act-Popular Sovereignty, Uncle Tom’s Cabin).

4. (A) explains the issues that led to the Civil War (e.g., slavery, economics, and state’s rights).

5.▲(K) describes the turning points of the Civil War (e.g., Antietam, Gettysburg, Emancipation Proclamation, and Sherman’s March to the Sea).

6. (A) compares and contrasts various points of views during the Civil War era (e.g., abolitionists vs. slaveholders, Robert E. Lee vs. Ulysses S. Grant, Abraham Lincoln vs. Jefferson Davis, and Harriett Beecher Stowe vs. Mary Chestnut).

7. (A) compares and contrasts different plans for Reconstruction (e.g., plans advocated by President Lincoln, congressional leaders, President Johnson).

8. (K) discusses the impeachment and trial of President Andrew Johnson (e.g., constitutional powers and Edmund G. Ross).

9.▲(A) analyzes the impact of the end of slavery on African Americans (e.g., Black Codes; sharecropping; Jim Crow; Amendments 13, 14, and 15; Frederick Douglass; Ku Klux Klan; Exodusters).

Use a compare and contrast chart to explain the difference in viewpoints of Northerners and Southerners regarding the Compromise of 1850 and/or any other event that led to sectionalism and eventually secession prior to the Civil War. (1, 3)

Find evidence to support or negate the following statement:“If the North had not wanted to abolish slavery, then the Civil War would not have occurred.” (1, 3)

Create a timeline listing the following events: Antietam, Gettysburg, Emancipation Proclamation, and Sherman’s March to the Sea. Include a description of why each event was a turning point in the Civil War. (5)

Use a graphic organizer comparing each reconstruction plan. Include the goals of each, the events and issues that lead to each plan, and the African-American response to each plan. Determine if the goals were met for the plan undertaken. (7)

Take on a role as a senator during the impeachment of President Johnson. How would you vote and why? (8)

Compare the antebellum South to the New South regarding economics, racial attitudes, and political power. Conclude if each category changed or stayed the same. (9)


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Teacher Notes:Constitutional powers - (See expressed powers)Era - a period of history marked by some distinctive characteristic.Nationalism - intense loyalty and devotion to one’s country; desire for national independence.Rights - those individual liberties granted to all persons through the U. S. Constitution.Sovereignty - ultimate, supreme power in a state; in the United States, sovereignty rests with the people.Tariff - a tax imposed on imported goods.


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Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and turning points in the era of the Industrial era.

Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (A) interprets the impact of the romance of the west on American

culture (e.g., Frederick Jackson Turner, western literature, Buffalo Bill Cody’s Wild West Show, Frederick Remington, the cowboy).

2.▲(K) explains the impact of the railroad on the settlement and development of the West (e.g., transcontinental railroad, cattle towns, Fred Harvey, town speculation, railroad land, immigrant agents).

3. (K) describes federal American Indian policy after the Civil War (e.g., Dawes Act, boarding schools, forced assimilation).

4. (K) explains American Indians’ reactions to encroachment on their lands and the government response (e.g., Chief Joseph, Helen Hunt Jackson, Crazy Horse, Sitting Bull, Geronimo, Sand Creek, Washita, Little Big Horn, and Wounded Knee).

5. (K) explains how the rise of big business, heavy industry, and mechanized farming transformed American society.

6. (A) interprets data from primary sources to describe the experiences of immigrants and native-born Americans of the late 19th century.

7. (A) compares and contrasts the experiences of immigrants in urban versus rural settings.

Use primary source information to contrast the realities of the west to popular stereotypes about the west. (1)

Write a newspaper editorial explaining the benefits of the railroad in helping to settle and develop the west. Use specific evidence from history to support the argument for the railroad. Respond to negative views regarding the growth of the railroad by maintaining support for your position. (2)

Use primary or secondary resources from the era to defend a position on what mistakes both sides made in dealing with each other: Federal Government and American Indians. (3, 4)

Use photographs of immigrants to support or disprove the statement: “Americans welcomed immigrants with open arms when they arrived”. (6)

Teacher Notes:Benefit - something that satisfies one’s wants.Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Era - a period of history marked by some distinctive characteristic.


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Government - institutions and procedures through which a territory and its people are ruled.Immigrant - a person (migrating into) coming to a particular country or area to live.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Society - a group of people bound together by the same culture.


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Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional SuggestionsThe student:1. (A) examines a topic in United States history to analyze changes

over time and makes logical inferences concerning cause and effect.

2. (A) examines a variety of different types of primary sources in United States history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).

3. (A) uses at least three primary sources to interpret a person or event from United States history to develop a historical narrative.

4.▲(A) compares contrasting descriptions of the same event in United States history to understand how people differ in their interpretations of historical events.

Develop a timeline showing innovations in technology related to transportation, communication, or industry in the late 1800’s. Include above the timeline details about the innovations and below the timeline write a brief statement regarding the impact of the innovation on American society. (1)

Use photographs or letters from the Civil War era to determine the point of view of various groups toward the war. (2, 3)

Use primary source documents to develop a historical narrative of one of the Native American leaders that examines their viewpoint regarding expansion. (1, 2, 3, 4) Resource: http://www.archives.gov/central-plains/kansas-city/index.html.

Teacher Notes:Era - a period of history marked by some distinctive characteristic.Government - institutions and procedures through which a territory and its people are ruled.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Society - a group of people bound together by the same culture.Technology - science applied to achieve practical purposes.


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Civics-GovernmentHigh School



High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) evaluates the purposes and function of law.2.▲(A) analyzes how the rule of law can be used to protect the rights of

individuals and to promote the common good (e.g., eminent domain, martial law during disasters, health and safety issues).

3. (K) defines civic life, politics, and governments.4. (K) recognizes contracts may be verbal or legal agreements

and are binding.5. (A) defines and illustrates examples of torts (e.g., wrongful

death, medical malpractice, defamation, personal injury, dignitary harms against a person, such as bodily injury or civil rights violations).

6. (A) defines and illustrates examples of misdemeanors and felonies (e.g. misdemeanors: traffic violation, small theft, trespassing; felonies: murder, sexual assault, large theft).

7. (K) explains Kansas court structure (e.g., Municipal Courts, District Courts, Court of Appeals, Supreme Court).

Research current laws that impact students, such as: driving restrictions, liquor laws, drug laws, seat belt mandates. (1) See also: EB1I4 Resource: www.kscourts.org

Research court cases that overrule government action to protect individual rights. (Example: Research court cases that interpret the Bill of Rights through the 14th amendment. Any 4th Amendment search and seizure case or a “Miranda” case would work well.) (2) See also: US B3I7

Research rules that protect the public health and safety always produce trade-offs, such as: regulations concerning OSHA or the EPA, or eminent domain to widen a city street. (1, 2) See also: EB1I4

You and the Courts of Kansas. Research cases that have been tried in various levels of court. (7) See also: US B3I7 web resource: You and the Courts of Kansas (also available in Spanish)

Read On Your Own. Explain basic legal duties upon graduation from high school. (1, 6) web resource: On Your Own (also available in Spanish)

Teacher Notes:Common good - for the benefit or interest of a politically organized society as a whole.Eminent domain - (1) the right of a sovereign state to appropriate all or part of any property for necessary public use, making reasonable compensation. (2) The right in international law for one nation to appropriate the territory or property of another for self protection.Government - institutions and procedures through which a territory and its people are ruled.Rights - those individual liberties granted to all persons through the U. S. Constitution.


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Rule of law - principle that every member of a society, even a ruler, must follow the law.Trade-off - getting less of one thing in order to get a little more of another.


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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (K) recognizes that a nation’s values are embodied in the

Constitution, statutes, and important court cases (e.g., Dred Scott vs. Sanford, Plessy vs. Ferguson, Brown vs. Board of Education of Topeka).

2.▲(K) understands core civic values inherent in the United States Constitution, Bill of Rights, and Declaration of Independence that have been the foundation for unity in American society (e.g., right to free speech, religion, press, assembly; equality; human dignity; civic responsibility, sovereignty of the people).

3. (A) examines the fundamental values and principles of the American political tradition as expressed in historic documents, speeches and events, and ways in which these values and principles conflict (e.g., equal opportunity and fairness vs. affirmative action).

Brainstorm a list of fundamental values held by people in the United States. Identify specific values and research the conflicts that inherently develop between people by reading a variety of documents from legal cases. Possible cases to examine might include issues related to civil liberties and the relocation of Japanese-Americans: the case of Korematsu vs. United States; the conflict between a fair trial and freedom of the press: Sheppard vs. Maxwell. (1, 2, 3) web resource: http://www.civilrightsproject.harvard.edu/policy/legal_docs/legal_briefs.php http://www.civilrightsproject.harvard.edu/policy/court_decisions.php

Website for Korematsu vs. United States: http://usinfo.state.gov/usa/infousa/facts/democrac/65.htmWebsite for Sheppard vs. Maxwell: http://www.bc.edu/bc_org/avp/cas/comm/free_speech/sheppard.html

Resource: We the People: http://www.civiced.org/index.php (1, 2, 3)

Teacher Notes:Affirmative action - any of a wide range of programs aimed at expanding opportunities for women and minorities.Constitution - a document containing the system of fundamental laws of a nation, state, or society.Equal opportunity - the idea that each person is guaranteed the same chance to succeed in life.Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.Society - a group of people bound together by the same culture.Sovereignty of the People - ultimate authority are held by people of the United States


http://www.civiced.org/index.php

http://www.bc.edu/bc_org/avp/cas/comm/free_speech/sheppard.html

http://usinfo.state.gov/usa/infousa/facts/democrac/65.htm

http://www.civilrightsproject.harvard.edu/policy/court_decisions.php

http://www.civilrightsproject.harvard.edu/policy/legal_docs/legal_briefs.php

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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (K) describes the purposes, organization, and functions of the three

branches of government and independent regulatory agencies in relation to the United States Constitution.

2.▲(K) explains Constitutional powers (e.g., ▲expressed/enumerated, ▲implied, inherent, ▲reserved, concurrent).

3. (K) discusses that the United States Constitution has been able to sustain American government over time by the ability of the people to amend the document.

Review the basic purposes and functions of the three branches of government. Research one of the ten independent regulatory agencies to determine its roles and functions. List and label each of the roles or functions as to whether it is primarily executive, judicial, or legislative in nature. (1) See also: EB2I7, B4I4

As the students read the Constitution, define “checks and balances” and identify those provisions in the document. (1)

Read the Constitution to identify the Constitutional powers of the national government. Create a four-column chart for each Constitutional power and responsibility. Develop definitions and frame under each. (2) See also: US History B1I8, B1I10, B3I7

Resource: We the People: http://www.civiced.org/index.php (1, 2, 3)

Teacher Notes:Concurrent powers- powers shared by both the federal and state government (for example, levying taxes, borrowing money, and spending for the general welfare).Constitution - a document containing the system of fundamental laws of a nation, state, or society.Constitutional powers - (See expressed powers)Expressed powers - the powers explicitly granted to Congress by the Constitution (enumerated powers are the same as constitutional powers or expressed powers).Government - institutions and procedures through which a territory and its people are ruled.Implied powers - powers assumed by government that are not specifically listed in the Constitution.Inherent powers - those delegated powers of the constitution that are assumed to belong to the national government because it is a sovereign state.Reserved powers - powers that are not specifically granted or denied to the federal government are reserved to the states.



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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1.▲(A) examines the role of political parties in channeling public

opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders.

2. (K) explains how public policy is formed and carried out at local, state, and national levels and what roles individuals and groups can play in the process.

3. (A) analyzes policies, actions, and issues regarding the rights of individuals to equal protection under the law.

4. (A) examines issues regarding political rights (e.g., to be an informed voter, participate in the political process, assume leadership roles).

5. (K) understands that civil disobedience is a form of protest and if taken to extreme, punishable by law.

6. (A) analyzes issues regarding economic freedoms within the United States (e.g., free enterprise, rights of individual choice, government regulation).

7. (K) explores issues regarding civic responsibilities of American citizens (e.g., obeying the law, paying taxes, voting, jury duty, serving our country, providing leadership, involvement in the political process).

8. (A) examines the role of interest groups and their impact on governmental policy.

Using local, state, or national examples, discuss the differences between a political party and an interest group. (1, 2, 8) See also: US History B3I9

Participate in election simulation involving two politic parties and a Political Action Committee (PAC). Develop a platform created around three major issues, one of them being a personal rights issue. Debate the issues. Students in the PAC will formulate their own agenda on one issue and attempt to influence parties. Hold a mock election. (1-4, 7, 8) See also: KS History B1I1

Identify the types of third parties: single-issue, ideological, economic protest, and splinter parties. Discuss the important role played by third parties, as spoiler, innovator, and critic. Review the platform of the Populist Party of the 1890’s in Kansas. They were considered “extreme”, but most of their proposals have been adopted – child labor laws, minimum wage, maximum work week, regulation of the railroads and banks, old age pensions, direct election of senators, etc.) (1, 2, 7, 8) See also: KS History B1I1, B1I3, US History B1I3, B1I5

Research an interest group with local ties (farming, education, elderly, etc) and determine what political action would benefit them and what the trade-offs might be. (1, 2, 8) See also: KS History B3I4, EB1I3, EB1I4

Read “Letter from Birmingham City Jail” by Dr. Martin Luther King, Jr., and discuss civil disobedience. (3, 5) web resource: http://almaz.com/nobel/peace/MLK-jail.html


http://almaz.com/nobel/peace/MLK-jail.html

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Read Juror—Your Rights and Duties. (7) web resource: Juror—Your Right and Duties

Teacher Notes:Citizen - a native or naturalized member of a political community.Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.Rights - those individual liberties granted to all persons through the U. S. Constitution.Trade-off - getting less of one thing in order to get a little more of another.Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece.


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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) compares various governmental systems with that of the United

States government in terms of sovereignty, structure, function, decision-making processes, citizenship roles, and political culture and ideology (e.g., systems: constitutional monarchy, parliamentary democracy, dictatorship, totalitarianism; ideology: fascism, socialism, communism).

2. (K) discusses the structure of international relations both regional and world-wide (e.g., trade, economic and defense alliances, regional security).

3.▲(A) examines the purpose and functions of multi-national organizations (e.g., United Nations, NATO, International Red Cross).

4. explains the changing roles of the United States Government in the international community (e.g., treaties, NATO, UN, exploitative, altruistic, benign).

5. (A) examines a position concerning the use of various tools in carrying out United States foreign policy (e.g., trade sanctions, extension of the “most favored nation” status, military interventions).

6. (A) examines the issues of social justice and human rights as expressed in the United Nations Declaration of Human Rights.

Make a three-column chart comparing capitalism, socialism, and communism. (1) See also: US History B3I1, B3I2; EB3I2

Compare and contrast the “United Nations Declaration of Human Rights” with our Bill of Rights and analyze our assumptions about individual liberty. (6) See also: US History B3I7, US History B4I3, B4I4, B4I5, EB4I1

Brainstorm what might be needed by a community that has been devastated by a natural disaster. Research the reactions of various multi-national organizations to the tsunami in the Indian Ocean in 2004. Create a flow chart that demonstrates how each organization met the various needs created by that disaster. Discuss how the organizations’ efforts support and/or duplicate each other. (3) See also: US History B4I1, B4I3; EB1I1, EB1I2, EB1I3, EB1I4, EB4I1 web resource: http://www.pbs.org/wnet/savageearth/tsunami/index.html and http://www.katw.org/pages/sitepage.cfm?id=103

Define imperialism and discuss its many forms, with particular emphasis on military, political, and economic imperialism. Research United States policies in “hot spots” around the world. (4) See also: US History B1I4, B3I1, B3I2, B3I3, B3I4, B3I8, B4I1; EB1I4, EB2I1, EB2I2, EB3I3, EB3I4, EB3I5

Analyze the effects of the Tsunami in Southeast Asia. Evaluate the roles of various multi-national organizations in response. (3)

Teacher Notes:Capitalism - an economic system based on the private ownership of the means of production and distribution (land, factories, mines, railroads) and their operation


http://www.katw.org/pages/sitepage.cfm?id=103

http://www.pbs.org/wnet/savageearth/tsunami/index.html

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for profit, under competitive conditions.Citizenship - conduct as a citizen; the status of a citizen with rights and duties.Communism - a political and economic system based on the writings of Karl Marx in which the state controls the production and distribution of goods, and social classes and private ownership are discouraged.Community - any group living in the same area or having interests, work, etc. in common.Constitutional monarchy - monarchy in which the powers of the monarch are restricted by a constitution.Democracy - form of government in which political control is exercised by all the people, either directly or through their elected representative.Dictatorship - a government system controlled by one ruler who has absolute power and usually controlled by force.Fascism - a system of government characterized by strong nationalist, racist, and military policies, ruled by a dictator, with a centralized control of the basic means of production.Government - institutions and procedures through which a territory and its people are ruled.Imperialism - the policy of increasing a nation’s authority by acquiring or controlling other nations.Parliamentary - a system of government in which the chief executive is the leader whose party holds the most seats in the legislature after an election or whose party forms a major part of the ruling coalition.Rights - those individual liberties granted to all persons through the U. S. Constitution.Socialism - a political and economic system in which government controls resources and industries.Sovereignty - ultimate, supreme power in a state; in the United States, sovereignty rests with the people.Totalitarianism- a form of government in which the political authority exercises absolute and centralized control over all aspects of lifeTrade - the exchange of goods or services for other goods and services or money.United Nations Declaration of Human Rights- an organization of independent states formed in 1945 to promote international peace and security


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EconomicsHigh School



High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) explains how economic systems affect the allocation of scarce

resources (e.g., monarchies, financing explorers, mercantilism, rise of capitalism).

2.▲(K) explains how economic choices made by societies have intended and unintended consequences. (e.g., mercantilism, “planned economy” under Soviet Union, Adam Smith-Invisible hand/Laissez Faire).

3. (K) explains how people respond to incentives in order to allocate scarce resources (e.g., government subsidies/farm production, rationing coupons/WWII, emission regulations, profits/war production, women/WWII workforce).

4. (K) explains how economic choices made by individuals, businesses, or governments often have intended and unintended consequences (e.g., individual: build a house in a flood plain; business: car, need for roads, railroads, ecosystems; government: isolationism at beginning of WWI, Prohibition Act, Space Race, building of atomic bomb).

On a Venn diagram compare the allocation of resources between the countries in Europe and Japan during the Global Age of Exploration. (1) See also: WHB1I3, WHB1I7

Chart the consequences of the Five-Year Plan (planned economy) under the Soviet Union. (2) See also: WHB3I3

Role play a merchant during either the Age of Mercantilism (1500-1800), in industrial era Great Britain, or the Soviet Union in the 1950s. Write a journal entry that describes the day, including how decisions were made about what was to be sold in a store, the role of government in business, your plans for the future of the business, and the results of a day at work, both for owner and customers. (2) See also: WHB1I3, WHB2I4, WHB2I7, WHB3I3

Discuss tax break incentives for people purchasing the new hybrid cars. Are the incentives worth the higher prices for the vehicles? Discuss other incentives, past and present. (3) See also: USB3I9, USB4I2, USB4I3, WHB4I5, GB5I1, GB5I3

Examine the invention of the automobile and its effects on the environment (e.g. roads, pollution, junk yards, etc.). (4) See also: USB3I9, USB4I2, USB4I3, WHB4I5, GB5I1, GB5I3

Teacher Notes:Allocation - the distribution of resources, goods, or services.Capitalism - an economic system based on the private ownership of the means of production and distribution (land, factories, mines, railroads) and their operation for profit, under competitive conditions.Economic system - establishes how a country produces and distributes goods and services.Era - a period of history marked by some distinctive characteristic.Government - institutions and procedures through which a territory and its people are ruled.Incentives - something, such as the fear of punishment or the expectation of reward, which induces action or motivates effort. Isolationism - a national policy by which a country does not become involved with other nations in agreements and/or alliances.Mercantilism - an economic system developed in Europe as feudalism died out, intended to unify and increase the power and monetary wealth of a nation by strict


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governmental regulation of the entire economy, designed to secure bullion, a favorable balance of trade, the development of agriculture and manufacturing, and foreign trading monopolies.Monarchy - governed by a monarch (king, queen, emperor, empress).Production - the creation of value or wealth by producing goods or services.Profit - after producing and selling a good or service, profit is the difference between revenue and cost of production. If costs are greater than revenue, profit is negative (there is a loss).Resource - an aspect of the physical environment that people value and use.Society - a group of people bound together by the same culture.


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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (K) defines Gross Domestic Product (GDP) and indicates the

components that make up our nation’s GDP (e.g., consumption, investment, government, and net exports).

2. (K) explains the factors that have contributed to United States economic growth (e.g., increasing education and literacy, health care advances, technology developments).

3. (K) explains the principles of demand and supply (e.g., laws, equilibrium, change in quantity vs. change in demand and supply).

4.▲(K) explains the factors that could change supply of or demand for a product (e.g., societal values: prohibition of alcohol; scarcity of resources: war; technology: assembly line production).

5. (A) analyzes how changes in prices affect consumer behavior and sometimes result in government actions (e.g., WWII-rationing, fuel, metals, nylon; Arab oil embargo of 1974; droughts (Ag products), changes in consumer preferences—fads, health information).

6. (K) describes what happens to the product price and output of businesses when the degree of competition changes in an industry (e.g., oil, steel, automobiles (1970s), railroads in late 1800’s and early 1900’s, AT&T, Microsoft, Trusts of 1920’s & 1930’s).

7. (A) analyzes the role of central banks and the Federal Reserve System in the economy of the United States (e.g., interest rates, monetary policy, government bonds).

Use the Internet to research technology developments that have helped the economy grow. Design a flow chart showing how that technology affected the economy.(2) See also: GB5I1; USB1I1, USB1I9, USB4I2, USB5I1, WHB2I4, WHB2I5, WHB2I6, WHB4I6, WHB5I1

Analyze primary source documents to determine the effects of various factors on the supply or demand for a product. (4) See also: USB1I9, USB1I10, USB2I6 Societal values: prohibition of alcohol: web resource: http://www.archives.gov/digital_classroom/lessons/volstead_act/volstead_act.htmlScarcity of resources: war web resource: http://www.archives.gov/facilities/ca/laguna_niguel/workbook/ww2_opa_records.html Technology: assembly line production web resource: http://www.pbs.org/wgbh/peoplescentury/teachers/tgontheline.html

Use a bar graph to represent the falling price of computers with many competing companies. Compare it to a bar graph of the price for software (e.g. Microsoft Windows XP). What is the difference and why? (6) See also: CB4I6; USB4I2, USB4I4

Go to www.federalreserve.gov. Find answers to questions about Federal Reserve. What does the Fed do? Then discuss how Fed sets monetary policy and why they change interest rates.

Discuss why the Federal Reserve sets interest rates and sets monetary policy. (7) web resource: www.federalreserve.gov.

Teacher Notes:Consumer - a person who buys goods or services to satisfy wants.Consumption - the using up of goods and services by consumer purchasing or in the production of other goods. Demand - the number of consumers willing and able to purchase a good or service at a given price.


http://www.federalreserve.gov/

http://www.federalreserve.gov/

http://www.pbs.org/wgbh/peoplescentury/teachers/tgontheline.html

http://www.archives.gov/facilities/ca/laguna_niguel/workbook/ww2_opa_records.html

http://www.archives.gov/facilities/ca/laguna_niguel/workbook/ww2_opa_records.html

http://www.archives.gov/digital_classroom/lessons/volstead_act/volstead_act.html

http://www.archives.gov/digital_classroom/lessons/volstead_act/volstead_act.html

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Economy - the production and distribution of goods and services within an economic system.Embargo - government restriction placed on trade.Equilibrium point (Equilibrium Price) - the price at which quantity supplied equals quantity demanded.Exports - goods and services produced in one nation and sold to buyers in another nation.Federal Reserve System - the independent central bank of the United States that controls the money supply.Government - institutions and procedures through which a territory and its people are ruled.Gross Domestic Product (GDP) - the total market value of all final goods and services produced in the economy in a given year.Interest rate - the price of money that is borrowed or saved, determined by the forces of supply and demand.Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Resource - an aspect of the physical environment that people value and use.Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand.Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.Technology - science applied to achieve practical purposes.


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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) compares the benefits and costs of different allocation methods

(e.g., first come, first serve; prices, contests, lottery, majority rule).2.▲(A) compares characteristics of traditional command, market, and

mixed economies on the basis of property rights, factors of production and locus of economic decision making (e.g., what, how, for whom).

3. (A) uses comparative advantage to explain the benefits of trade among nations (e.g., nations can benefit from free trade while reducing or eliminating production of a good in which it is technologically superior at producing; to benefit from specialization and free trade, one nation should specialize and trade the good in which it is “most best” at producing, while the other nation should specialize and trade the good in which it is “least best” at producing; benefits include more product selection, lower prices, higher wages in both nations).

4. (A) outlines the cost and benefits of free trade or restricted trade policies in world history (e.g., restrictions of trade under mercantilism, regional trade agreements, Smoot-Hawley Tariff Act of 1930, General Agreement on Tariffs & Trade (GATT), World Trade Organization (WTO)).

5. (K) explains how a change in exchange rates affects the flow of trade between nations and a nation’s domestic economy (e.g., using historical examples such as development of the Euro, devaluation of the United States dollar in the early 1970s, & currency boards in the transitional economies of Eastern Europe).

Brainstorm possible allocation methods for seats at a top movie or concert. Conduct a survey of preferred methods. Make a bar graph of survey results. (1)

Create a chart that answers the questions what, how and for whom for each of the four economics. Include who makes the choices for the allocation of resources. (2) See also: USB2I2, USB2I3, WHB2I7

Use a Venn diagram to compare any aspect of trade, comparing past to present. (3) See also: WHB1I3, WHB1I6, WHB1I7, WHB2I4, WHB2I6, WHB2I9, WHB4I3, WHB4I4, WHB4I5; GB1I2, GB4I3, GB4I5; CB5I2

List the costs and benefits of free trade and restricted trade on charts. (4) See also: USB4I4; WHB1I3, WHB1I7, WHB2I6, WHB3I5, WHB4I4, WHB4I5; GB2I1, GB2I4, GB4I5

Compare the affordability of a trip to a foreign country by researching the exchange rate for two countries. Using a set amount of United States dollars for the trip, determine which trip would be more affordable. (5) See also: GB1I1, GB1I3, GB2I5


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Allocation - the distribution of resources, goods, or services.Benefit - something that satisfies one’s wants.Comparative advantage - when one individual or nation has an efficiency advantage over another individual or nation with two separate products but has a greater advantage in one product than in the other. The efficient producer has a comparative advantage for the product in which he or it has greater relative efficiency.Cost - something that is given up to satisfy your wants.Economy - the production and distribution of goods and services within an economic system.Exchange rate - the price of one currency in relation to another currency.Mercantilism - an economic system developed in Europe as feudalism died out, intended to unify and increase the power and monetary wealth of a nation by strict governmental regulation of the entire economy, designed to secure bullion, a favorable balance of trade, the development of agriculture and manufacturing, and foreign trading monopolies.Production - the creation of value or wealth by producing goods or services.Resource - an aspect of the physical environment that people value and use.Specialization - people who work in jobs where they produce a few special goods and services.Tariff - a tax imposed on imported goods.Trade - the exchange of goods or services for other goods and services or money.Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece.


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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) explains why certain goods and services are provided by the

government (e.g., infrastructure, schools, waste management, national defense, parks, environmental protection).

2. (A) explains the advantages and disadvantages of the use of fiscal policy by the Federal Government to influence the United States economy (e.g., change in taxes & spending to expand or contract the economy, such as Franklin D. Roosevelt’s New Deal, George W. Bush’s tax cuts, Gerald Ford’s WIN program).

3. (K) distinguishes between government debt and government budget deficit.

4.▲(A) evaluates the costs and benefits of governmental economic and social policies on society (e.g., minimum wage laws, anti-trust laws, EPA Regulations, Social Security, farm subsidies, international sanctions on agriculture, Medicare, unemployment insurance, corporate tax credits, public work projects).

Research goods and services provided by the government, choose one and report on why the government is involved. (1) See also: CB5I1

Brainstorm and make a class chart listing advantages and disadvantages of fiscal policy. (2) See also: KB2I2, KB2I3, KB3I4, USB2I2, USB2I3, USB3I5, USB4I4

Define government debt and government budget deficit and explain the difference. (3)

Discuss the intentions of the Social Security System and the costs and benefits of such a program. (4) See also: USB2I2, USB4I3

Teacher Notes:Benefit - something that satisfies one’s wants.Budget - a sum of money allocated for a particular use; a plan for saving and spending money.Cost - something that is given up to satisfy your wants.Debt - the accumulated negative balance.Deficit - a negative balance after expenditures are subtracted from revenues for a specific time period.Economy - the production and distribution of goods and services within an economic system.Fiscal policy - the use of federal government spending, taxing, and debt management to influence general economic activity.Goods - something that you can touch or hold.Government - institutions and procedures through which a territory and its people are ruled.Infrastructure - the skeletal framework of a nation (highways, roads, water systems, parks) provided by the public sector.Services - something that one person does for someone else.Society - a group of people bound together by the same culture.


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Spending - the use of money to buy goods and services.Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece.


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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (K) - ($) describes how various jobs and employment are impacted

by changes in the economy.2. (K) - ($) illustrates how the demand for labor is influenced by

productivity of labor and explains the factors that influence labor productivity (e.g., education, experience, health, nutrition, technology).

3.▲(A) - ($) explains how the demand for and supply of labor are influenced by productivity, education, skills, retraining, and wage rates (e.g., spinning mills and the beginning of the modern factory system, the increased use of machinery throughout the Industrial Revolution, assembly lines).

4. (A) - ($) develops a personal budget that identifies sources of income and expenditures (e.g., wages, rent payments, savings, taxes, insurance).

5. (K) - ($) determines the costs and benefits of using credit. 6.▲(A) - ($) analyzes the costs and benefits of investment alternatives

(e.g., stock market, bonds, real estate).

Examine the influence of various factors on supply and demand through Lowell Workers and Producers Respond to Incentives. (2) web resource: http://www.econedlink.org/lessons/index.cfm?lesson=EM562&page=teacher

Keep track of income and expenses for one week. Create a personal budget using data.

Simulate purchasing an item both with cash and on credit at current average interest rates. Discuss the results and then chart the costs and benefits of credit.

Have different groups in class research types of investments. The groups should identify the costs and benefits of each type of investment and present the findings to the class.

Teacher Notes:Benefit - something that satisfies one’s wants.Budget - a sum of money allocated for a particular use; a plan for saving and spending money.Cost - something that is given up to satisfy your wants.Credit - an arrangement for deferred payment for goods and services; money available for someone to borrow.Economy - the production and distribution of goods and services within an economic system.Expenditures - spending on goods and services.Income - financial gain received as wages/salaries, rent, interest, and/or profit.Interest rate - the price of money that is borrowed or saved, determined by the forces of supply and demand.Productivity - a measure of goods and services produced over a period of time with a given set of resources.


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Savings - income that is not spent, setting aside income or money for future use.Technology - science applied to achieve practical purposes.Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece.Geography

High School



High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1.▲(K) locates major political and physical features of Earth from

memory and compares the relative locations of those features. Locations will be included in indicator at each grade level (e.g., ▲Beijing, ▲English Channel, ▲India, ▲Iraq, ▲Moscow, ▲Sahara Desert, ▲South Africa, ▲Venezuela, Balkan Peninsula, Berlin, Black Sea, Bosporus Strait, Euphrates River, Geneva, Hong Kong, Israel, Libya, North Korea, Pakistan, Saudi Arabia, Singapore, South Korea, Suez Canal, Tigris River, Tokyo, Yangtze River).

2. (A) interprets maps and other graphic representations to analyze United States and world issues (e.g., urban vs. urban areas, development vs. conservation, land use in the world vs. local community, nuclear waste disposal, relocation of refugees).

3. (A) analyzes ways in which mental maps influence past, present, and future decisions about location, settlement, and public policy (e.g., building sites, planned communities, settlement sites).

4. (A) produces maps and other geographic representations, using data from a variety of sources to answer questions and solve problems (e.g., census data, interviews, geographic information system (GIS) and other databases, questionnaires).

Construct comparative maps to illustrate the impact of relative and absolute location on: the outcomes of international conflicts, the successes and failures of major trade routes and market economies, the distribution of natural resources and international power, and the development of urban centers (1) See also: EB1I1, EB1I4, EB3I3, KB3I2, USB1I1, USB1I4, USB3I5, USB4I2, WHB1I3, WHB1I6, WHB2I5, WHB2I6, WHB2I8, WHB3I1, WHB3I2, WHB3I4, WHB4I1, WHB4I4

Cooperative groups will construct a series of population dot maps (1945, 1950, 1955) to show the pattern of movement of people to suburbs in the period of post WWII posterity. (2) See also: USB3I5

Construct an argument for or against the development of government-protected lands for settlement, economic activity, or development. (2) See also: EB1I1, EB1I4, EB4I1, EB4I4; USB3I9, USB4I3

Use several different types of maps to account for consequences of human environment interactions (2) See also: EB1I1, EB1I4, EB4I1, EB4I4; USB3I9, USB4I3; WHB4I5

Choose and give reasons to use specific technologies to analyze selected geographic problems (e.g., aerial photographs, geographic information systems (GIS), geographic positioning system (GPS), to determine the extent of water pollution in harbors, or the


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range of deforestation in several locations).(2) See also: EB1I1, EB1I4, EB4I1, EB4I4; USB3I9, USB4I3; WHB4I5

Through the Eyes of a Refugee: a study of Afghanistan’s refugee crisis and the decision making process for locating refugee camps. The lesson is available on the National Geographic website. (2) See also: WHB4I2, WHB4I4

Teacher Notes:Absolute location - the location of a point expressed by a grid reference (latitude and longitude).Community - any group living in the same area or having interests, work, etc. in common.Conservation - the careful use and protection of natural resources, such as soil, forests, and water.Database - a compilation, structuring, and categorization of information for analysis and interpretation.Distribution - the arrangement of items over a specified area.Geographic Information System (GIS) - a computerized geographic database that contains information about the spatial distribution of physical and human characteristics of Earth’s surface.Geographic representation - maps, globes, graphs, diagrams, photographs, and satellite-produced images used to depict selected aspects of the earth’s surface.Graphic representations - maps and graphs used to portray geographic information (thematic and choropleth maps, cartograms, graphs [pie, bar, line, population pyramids]).Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Market economy - a system in which buyers and sellers make major decisions about production and distribution, based on supply and demand.Mental Maps - the mental image a person has of an area.Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Physical feature - a natural characteristic of a place (elevation, landforms, vegetation).Political features - spatial expressions of political behavior; boundaries on land, water, and air space; cities, towns, counties, countries.Relative location - the location of a place or region in relation to other places or regions (northwest or downstream).


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GeographyHigh School



High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) demonstrates how various regional frameworks are used to

interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

2.▲(A) analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes in cultural characteristics, political factors).

3. (K) recognizes how regional identity both unifies and delineates groups of people (e.g., being from the Midwest both connects a person to others from that region and defines them to others as Midwesterners with particular characteristics and values).

4. (A) uses regions to analyze past and present issues to answer questions (e.g., conflicts caused by overlapping regional identities, causes and impacts of regional alliances, changing regional identities).

5. (A) analyzes the ways in which people’s perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities).

Prepare a cause and effect chart to illustrate the changes in modes of transportation from canals to steam engines and how transportation the impacted the movement of people in Europe (2) See also: EB1I2, EB1I3, EB1I4, EB2I6; WHB2I4

Develop a project integrating place, human characteristics, and physical environments (effects of climate and tectonic processes, settlement and migration processes at the borders) (2) See also: WHB4I2, WHB4I4, WHB5I4

Generate lists of characteristics and relative location of regions in the United States: Sun Belt, Rust Belt, Wheat Belt, etc. (3) See also: USB4I2, USB4I3, USB4I4

Use maps to interpret patterns of movement of African Americans in the 1950s and 60s in search of job opportunities (5) See also: USB3I5, USB3I7

Evaluate the effects of population growth and urbanization on places: air pollution in Mexico City, Los Angeles, and Milan, Italy; the loss of farmlands to rapidly growing urban areas. (2, 5) See also: EB1I4; USB3I9, USB4I3; WHB4I5

Interpret how people express attachment to places and regions in essays, songs, films, novels, and poems. (5) See also: KB1I6, KB2I2; USB1I12; WHB1I1, WHB2I9, WHB3I6

Teacher Notes:Cultural characteristics - (See culture; human feature)Economic system - establishes how a country produces and distributes goods and services.Migration - the movement of people or other organisms from one region to another.Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.Region - an area with one or more common characteristics or features which make it different from surrounding areas.


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Relative location - the location of a place or region in relation to other places or regions (northwest or downstream).Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.Resource - an aspect of the physical environment that people value and use.Technology - science applied to achieve practical purposes.


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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) analyzes the patterns of physical processes and their effect on

humans (e.g., weather patterns, earthquakes, drought, desertification).

2. (A) analyzes the distribution of ecosystems by examining relationships between soil, climate, plant, and animal life.

3. (K) describes the ways in which Earth’s physical processes are dynamic and interactive (e.g., rising ocean levels, sea floor spreading, wind and water deposition, climatic changes).

4. (A) analyzes an ecosystem to understand and solve problems regarding environmental issues (e.g., carrying capacity, biological magnification, reduction of species diversity, acid rain, ozone depletion, contamination).

Chart the economic impact of hurricanes on Florida’s economy and on insurance rates in the southeastern region of the United States. (1) See also: EB1I4, EB4I1, EB4I4, EB5I4

Define relationships between changes in landforms and the effects of climate: erosion of hill slopes, deposits of sediments by floods, shaping of the land by wind. (1) See also: WHB4I5

Use maps and aerial photographs to illustrate how natural disasters as floods, hurricanes, tsunamis can alter landscapes: e.g., changes of the Florida coast after Hurricane Andrew in 1992, Mississippi River floods of 1993, tsunami in southeast Asia in 2005. (1) See also: USB4I3

Analyzes the changes in the distribution of animal life in the Midwest from the 1950’s to today: turkeys, armadillos, mountain lions. (2) See also: USB3I9

Construct a simple model of tectonic plates to demonstrate how continental drift is a dynamic physical process. (3)

Use the “O, SAE can you see?” model (C.L. Salter) for reading landscapes to study patterns in geography as a definition of place. O – Observation, S – Speculation, A – Analysis, E – Evaluation. (1) web resource: NCGE

Teacher Notes:Recommendation: the graduation requirements included in the revised Quality Performance Accreditation regulations will go into effect with the senior class of 2009, or the freshmen of 2005-06. Included in the requirements is a third credit in science. The science program 9-12 must include concepts (not courses) in


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biological, physical, and earth science. Please consider the indicators from Benchmark 3 above to create a well-rounded study of the earth’s physical systems.Biological magnification - the way chemicals build up in organisms, as each consumes other organisms lower in the food chain.Carrying capacity - the maximum number of animals and/or people a given area can support at a given time.Depletion - the lessening or exhaustion of a supply.Distribution - the arrangement of items over a specified area.Economy - the production and distribution of goods and services within an economic system.Plate tectonics - the theory that the uppermost part of the earth is divided into plates that slide or drift very slowly, causing the formation of physical features, such as mountains.Physical process - a course or method of operation that produces, maintains, or alters Earth’s physical systems (e.g., glaciation, erosion, deposition).


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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) identifies trends of population growth and migration in response

to environmental, social, economic, political, or technological factors (e.g., stress on infrastructure, impact on environment, cultural diffusion, socio-economic changes and pressures).

2. (A) analyzes how communication and transportation facilitate cultural interchange (e.g., nationalism, ethnic pride, cross-cultural adaptation, popularity of ethnic foods).

3. (A) evaluates market areas to determine reasons for success or failure (e.g., advantages of location, trade partnerships, land value, wars, labor supply and cost, resource availability, transportation access, government structure, political cooperation).

4. (A) analyzes the purpose and characteristics of settlements (e.g., village vs. town vs. city, cities in development vs. developed countries, rise of megalopolis edge cities and metropolitan corridors, regional characteristics of cities, impact of transportation technology, increasing number of ethnic enclaves).

5.▲(K) gives examples of how cultural cooperation and conflict are involved in shaping the distribution of and connections between cultural, political, and economic spaces on Earth (e.g., cultural: Hindu vs. Muslims in India; political: International Court of Justice and Hong Kong; economic: World Trade Organization).

Use population graphs to compare and contrast environmental change – rural to urban and rural to urban in the post WWI U.S.A. Use population density graphs and data on air quality to determine the impact of increased population to the environment (1) See also: EB1I4, USB3I5, USB3I9, USB4I2

Examine the ethnic regions within Chicago, New York City, and Los Angeles to determine patterns of movement and settlement as well as the stresses on regional infrastructures. (1) See also: USB4I2, USB4I3, USB4I4, USB4I5

Evaluate examples of the spread of culture traits that contribute to cultural convergence (U.S. based fast food franchises in Russia and Eastern Europe, the use of the English language worldwide in science and business). (2) See also: EB3I3, EB3I4, EB3I5; CB5I2; USB4I1; WHB4I6

Use the construct of the city as a place from 9 a.m. – 5 p.m. to create a discussion about the difference between inner cities, edge cities, the megalopolis, and metropolitan corridor. (4) See also: KB3I2; USB3I5, USB3I9, USB4I2

Urban Daydreams –identify the 10 most significant cities of the world and then offer support for those choices. The lesson is available on the National Geographic website. (4) web resource: http://www.nationalgeographic.com/xpeditions/lessons/02/g912/urban.html.

Teacher Notes:Cultural diffusion -the spread of cultural elements from one culture to another.Distribution - the arrangement of items over a specified area.Ethnic enclaves - areas or neighborhoods within cities that are homogeneous in their ethnic make-up, and are usually surrounded by different ethnic


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groups (Chinatown).Government - institutions and procedures through which a territory and its people are ruled.Infrastructure - the skeletal framework of a nation (highways, roads, water systems, parks) provided by the public sector.Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).Market - exists whenever buyers and sellers exchange goods and services.Megalopolis - a large, sprawled urban complex, created through the spread and joining of separate metropolitan areas.Migration - the movement of people or other organisms from one region to another.Nationalism - intense loyalty and devotion to one’s country; desire for national independence.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Technology - science applied to achieve practical purposes.Trade - the exchange of goods or services for other goods and services or money.


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High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1.▲(A) examines the impact that technology has on human

modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion engine, toxic waste).

2.▲(A) examines alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural disaster-resistant construction).

3. (A) discusses the pros and cons of specific policies and programs for resource use and management (e.g., EPA, building restrictions, mandated recycling, grazing).

Use graphs and charts regarding world agricultural production in the 19th and 20th century to show the increase of people fed per acre and the decrease in the number of farmers engaged in food production. (1) See also: EB1I3, EB2I1, EB2I2, EB2I3, EB2I5, EB2I6; KB3I2, KB3I4; USB4I4; WHB5I1

Explain the spatial consequences, deliberate and inadvertent of human activities that have global implications (dispersal of animal and plant species world, increases in runoff and sediment; alterations in the hydrologic cycle). (1) See also: EB1I4; USB3I9, USB4I2; WHB4I5

Evaluate the carrying capacity of selected regions to predict the likely consequences of exceeding the environmental limitations (Siberia). (1) See also: EB1I4; USB3I9, USB4I2; WHB4I5

Map the waterways of western Europe to illustrate and interpret the changes in the rivers over time to create routes of trade, transport and travel through the 15th, 16th and 17th centuries. (2) See also: WHB1I3, WHB2I4

Assign a selected EPA policy to each cooperative group. Analyze the policy – define purpose, list pros and cons, and draw conclusions regarding the effectiveness of the policy to protect the environment. (3) See also: CB4I6; EB1I4, EB4I4; USB3I9, USB4I3

Evaluate the geographic consequences of the development and use of various forms of energy (renewable, non-renewable, and flow resources). (3) See also: CB4I6; EB1I4, EB4I4; USB3I9, USB4I3; WHB4I5


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Teacher Notes:Carrying capacity - the maximum number of animals and/or people a given area can support at a given time.Human system - human entities that are interrelated, (a city, an airport, and a transportation network).Hydrologic Cycle - the continuous circulation of water from the oceans, through the air, to the land, and back to the sea; evaporation, condensation, and precipitation.Region - an area with one or more common characteristics or features which make it different from surrounding areas.Resource - an aspect of the physical environment that people value and use.Technology - science applied to achieve practical purposes.


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HistoryHigh School

(Kansas embedded with United States History Course)

History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890 -1930).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) analyzes the ways the People’s Party Platform of 1892

addressed the social and economic issues facing Kansas and the nation.

2. (A) analyzes the text of William Allen White’s essay “What’s the Matter with Kansas” to understand his opposition to Populism.

3. (A) explains the significance of the Girard newspaper Appeal to Reason to the Socialist movement in the United States.

4. (K) discusses the child labor laws enacted by the Kansas legislature during the Progressive period (e.g., 1905, 1909, 1917).

5. (K) understands the role of the Court of Industrial Relations in solving labor disputes in the 1920s.

6. (K) explains the influence of Kansas writers and artists on the Harlem Renaissance (e.g., Langston Hughes, Frank Marshall Davis, Aaron Douglas, Coleman Hawkins).

7. (K) explains the challenges German Americans faced in Kansas during World War I (e.g., discrimination, movement against German languages).

Read the People’s Party Platform of 1892, as well as the Republican and Democratic platforms. Compare and contrast the platforms. Write an editorial, with supporting arguments, endorsing one of the platforms. (1) See also: CGB4I1, EB1I3, EB3I4; USB1I1, USB1I3

Review editorials or political cartoons from the Appeal to Reason to determine the Socialist point of view. Give a speech from the Socialist perspective. (3) See also: CB4I1, CB4I2, CB4I6; USB1I2

Study one of the following: 1) the writings of Langston Hughes, 2) the poetry of Frank Marshall Davis, 3) the art of Aaron Douglas, and, 4) the jazz music of Coleman “Hawk” Hawkins. Develop a performance piece about the influence of each artist and their art form on the emerging African American identity. Discuss how art, literature, and music can help create a racial identity and the ways in which this identity helps move forward the struggle for racial equality. (6) See also: USB1I12

Teacher Notes:


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HistoryHigh School



Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1.▲(A) uses primary source materials to explore individual experiences

in the Dust Bowl in Kansas (e.g., diaries, oral histories, letters). 2. (A) researches how the WPA altered the Kansas landscape. (e.g.,

public art, bridges, parks, swimming pools, libraries).3. (A) analyzes Alf Landon’s 1936 speech accepting the Republican

nomination for President in terms of the debate over the role of government in the United States recovery.

4. (K) understands the role of Kansas aviation companies in World War II.

5. (K) understands how conscientious objectors in Kansas participated in alternative service to the country during World War II.

Watch the film or read the book Grapes of Wrath. Compare and contrast the film (or the book) to actual accounts of the Dust Bowl found in diaries, letters, or oral histories. Review each source for its credibility, purpose, and point of view. How does the film (or book) capture the era? (1) See also: EB1I4, GB2I2

Read Alf Landon’s 1936 speech accepting the Republican nomination for President. Compare and contrast his views with Franklin Roosevelt on unemployment, government spending, the U.S. Constitution, and state’s rights. Research current events and find examples of ways the debate over the U.S. government’s role in recoveries continues. (3) See also: CGB2I4, EB4I1&2&4Alf Landon’s acceptance speech web resource: http://www.kshs.org/portraits/landon_alfred_m.html

Read selections from William Stafford’s Down in My Heart: Peace Witness in Wartime, about this Kansan’s experience as a conscientious objector in World War II and the alternative service he performed. (5) See also USB2I6

Teacher Notes:Constitution - a document containing the system of fundamental laws of a nation, state, or society.Era - a period of history marked by some distinctive characteristic.Government - institutions and procedures through which a territory and its people are ruled.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Spending - the use of money to buy goods and services.


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HistoryHigh School



Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) analyzes Brown vs.Board of Education of Topeka as it relates to

Kansas segregation laws and why it takes the lead in the Supreme Court case.

2. (K) explains how Kansans have responded to increasing urbanization and industrialization.

3. (A) traces the history of women in political life in Kansas from Susanna Salter to Nancy Landon Kassebaum to understand issues and accomplishments.

4. (A) debates the ways state government has tried to balance the needs of farmers, industries, environmentalists, and consumers in regards to water protection and regulation.

Create a timeline of Kansas laws pertaining to segregation in Kansas. Look at some of the earlier legal challenges to segregated schools in Kansas. Discuss the cases in terms of the equality or inequality of the segregated schools. (1) See also: CGB2I1, CGB4I3

During the legislative session locate a pending bill that addresses water issues in Kansas. Write a position paper on the bill, citing its cost and benefit to various interest groups. (4) See also: GB5I3

Teacher Notes:Benefit - something that satisfies one’s wants.Consumer - a person who buys goods or services to satisfy wants.Cost - something that is given up to satisfy your wants.Industrialization - the growth of machine production and the factory system.Government - institutions and procedures through which a territory and its people are ruled.


8/9/2005

HistoryHigh School



Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) researches a contemporary issue in Kansas and constructs a

well developed argument in support or opposition of position.2. (A) examines the history of racial and ethnic relations in Kansas

and applies this knowledge to current events.

Using newspaper accounts examine issues concerning race relations in Kansas in the 20th century. Determine the cause and effect of the issues. (2) See also USB2I7, USB3I7

Teacher Notes:


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HistoryHigh School




High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) analyzes a theme in Kansas history to explain patterns of

continuity and change over time.2. (A) develops historical questions on a specific topic in Kansas

history and analyzes the evidence in primary source documents to speculate on the answers.

3. (A) investigates an event in Kansas history using primary and secondary sources and develops a credible interpretation of the event, speculating on its meaning.

4. (A) compares competing historical narratives in Kansas history by contrasting different historians’ choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

Compare how historians have written about Brown vs. Board of Education. Compare and contrast various interpretations and determine what historical questions were the basis of the work. (4) See also: CGB2I1

Primary source resources:www.kshs.orghttp://www.archives.gov/central-plains/kansas-city/index.html

Teacher Notes:Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


http://www.archives.gov/central-plains/kansas-city/index.html


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HistoryHigh School

(United States)


Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890 - 1930).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) examines topics in the transformation of American society in the

rise of big business, heavy industry, and mechanized farming in the late 19th century (e.g., Social Darwinism, Gospel of Wealth, “Robber Barons” or “Captains of Industry”, Sherman Antitrust Act, muckrakers).

2. (A) explains the rise of the American labor movement (e.g., Samuel Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes).

3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform).

4.▲(A) examines the emergence of the United States in international affairs at the turn of the 20th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy).

5. (K) explains the spread of Progressive ideas (e.g., political influence on elections, desire to have government regulation of private business and industries, child labor laws, muckrakers, Theodore Roosevelt, Woodrow Wilson).

6. (A) analyzes the reasons for and impact of the United States’ entrance into World War I.

7. (A) analyzes how the home front was influenced by United States involvement in World War I (e.g., Food Administration, Espionage

Compare the Robber Barons to business people of today. Discuss: What characteristics still hold true in today’s society about socio-economics which also existed at the turn of the century? What inequalities exist based on unequal distributions of wealth? (1) See also: CB4I6; EB1I1, EB1I3, EB2I1, EB2I2, EB2I5, EB2I6, EB4I4

Create a graphic organizer comparing each movement. List the benefits to each movement and what groups of people were included and which groups of people were excluded from participation. (2) See also: CB4I2, CB4I5, CB4I6, CB4I8; EB1I2, EB1I4, EB3I2, EB5I1, EB5I2

Select two primary source documents, one being pro-imperialism and the other being anti-imperialism. Read both documents. Debate the issues presented in the primary sources. (4) See also: CB5I2, CB5I6; EB1I1, EB1I2, EB1I4, EB4I4; GB4I5 web resource: www.boondocksnet.com//ai/index.html

Create a cause and effect chart for the start of WWI. Include how imperialism, militarism, alliances, and nationalism played a role in the war’s development. (6) See also: GB4I5; WHB3I1

Create a timeline of Susan B. Anthony’s life that shows her life in ten year increments above the timeline and changes in society below. (8) See also: USB5I1

Read The Great Gatsby. Keep a reading response journal. Keep this question in mind as journal is completed: How was F. Scott Fitzgerald responding to his country in the 1920’s through this


http://www.boondocksnet.com//ai/index.html

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Act, Red Scare, influenza, Creel Committee).8. (K) retraces the progress of the women’s suffrage movement from

the state to the national arena (e.g., Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, states granting voting rights in the 19th Amendment).

9. (A) analyzes factors that contributed to changes in work, production and the rise of a consumer culture during the 1920’s (e.g., leisure time, technology, communication, travel, assembly line, credit buying).

10. (A) evaluates various social conflicts in the early 1920’s (e.g., rural vs. urban, fundamentalism vs. modernism, prohibition, nativism, flapper vs. traditional woman’s role).

11. (A) analyzes significant developments in race relations (e.g., rise of Ku Klux Klan, the Great Migration, race riots, NAACP, Tuskegee).

12. (A) interprets how the arts, music, and literature reflected social change during the Jazz Age (e.g., Harlem Renaissance, F. Scott Fitzgerald, development of blues and jazz culture).

novel? One side of the journal should reflect historical significance and the other side of the journal should be the response to the novel. (12)

Listen to music, read African American poetry (Langston Hughes), view the movies from the 1920’s. Compare current music to music from the 1890’s thru WWI. Discuss: Why did jazz break into the mainstream American culture at this moment in history? (12) See also: USB5I3

Teacher Notes:Benefit - something that satisfies one’s wants.Credit - an arrangement for deferred payment for goods and services; money available for someone to borrow.Fundamentalism - a movement or attitude stressing strict and literal adherence to a set of basic principles.Government - institutions and procedures through which a territory and its people are ruled.Imperialism - the policy of increasing a nation’s authority by acquiring or controlling other nations.Migration - the movement of people or other organisms from one region to another.Militarism - a policy of aggressive military preparedness.Nationalism - intense loyalty and devotion to one’s country; desire for national independence.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Production - the creation of value or wealth by producing goods or services.Rights - those individual liberties granted to all persons through the U. S. Constitution.Social Darwinism - a theory in sociology that individuals or groups achieve advantage over others as the result of genetic or biological superioritySociety - a group of people bound together by the same culture.Technology - science applied to achieve practical purposes.


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HistoryHigh School

(United States History)


Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) analyzes the causes and impact of the Great Depression (e.g.,

overproduction, consumer debt, banking regulation, unequal distribution of wealth).

2.▲(A) analyzes the costs and benefits of New Deal programs. (e.g., budget deficits vs. creating employment, expanding government: CCC, WPA, Social Security, TVA, community infrastructure improved, dependence on subsides).

3. (A) analyzes the debate over expansion of federal government programs during the Depression (e.g., Herbert Hoover, Franklin Delano Roosevelt, Alf Landon, Huey Long, Father Charles Coughlin).

4. (A) analyzes the human cost of the Dust Bowl through art and literature (e.g., Dorothea Lange, Woody Guthrie, John Steinbeck).

5. (A) analyzes the debate over and reasons for United States entry into World War II (e.g., growth of totalitarianism, America First Committee, neutrality, isolationism, Pearl Harbor).

6.▲(K) discusses how World War II influenced the home front (e.g., women in the work place, rationing, role of the radio in communicating news from the war front, victory gardens, conscientious objectors).

7. (K) examines the complexity of race and ethnic relations (e.g., Zoot Suit Riots, Japanese internment camps, American reaction to atrocities of Holocaust and unwillingness to accept Jewish refugees).

Create a cause and effect chart on the Great Depression using information from Where Did all the Money Go: The Great Depression Mystery. (1) See also: EB1I4, EB2I1, EB2I2, EB2I3, EB2I4, EB2I5, EB2I6, EB2I7, EB4I2, EB4I4, EB5I2 Web resource: http://www.econedlink.org/lessons/index.cfm?lesson=EM558&page=teacher

Discuss the original intent for the New Deal social programs. Have the programs met needs of society as intended? Why or why not? (2) See also: EB1I4, EB2I2, EB4I4, EB5I1; KB2I2 Web resource: http://memory.loc.gov/learn/lessons/97/depress/overview.html

Role-play debates or hold a mock round-table discussion group as Hoover, Roosevelt, Landon, Long and Coughlin in front of the class. The rest of the class acts as an audience and poses questions to each character. (3) See also: EB1I4, EB2I2, EB4I4, EB5I1; KB2I2

Use WWII posters as primary sources and discuss how they were used to influence and promote behaviors at home regarding the war. (6) See also: KB5I2, KB5I3; USB5I2, USB5I3 Web resource: http://www.archives.gov/digital_classroom/lessons/powers_of_persuasion/powers_of_persuasion.html

Read excerpts of letters or diaries from internment camps. (7) See also: GB1I3, GB2I5, GB4I5Web resource: http://www.archives.gov/digital_classroom/lessons/japanese_relocation_wwii/


http://www.archives.gov/digital_classroom/lessons/japanese_relocation_wwii/japanese_relocation.html

http://www.archives.gov/digital_classroom/lessons/powers_of_persuasion/powers_of_persuasion.html

http://www.archives.gov/digital_classroom/lessons/powers_of_persuasion/powers_of_persuasion.html

http://memory.loc.gov/learn/lessons/97/depress/overview.html

http://www.econedlink.org/lessons/index.cfm?lesson=EM558&page=teacher

http://www.econedlink.org/lessons/index.cfm?lesson=EM558&page=teacher

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8. (A) examines the entry of the United States into the nuclear age (e.g., Manhattan Project, Truman’s decision to use the atomic bombs, opposition to nuclear weapons).

japanese_relocation.html

Teacher Notes:Benefit - something that satisfies one’s wants.Budget - a sum of money allocated for a particular use; a plan for saving and spending money.Community - any group living in the same area or having interests, work, etc. in common.Consumer - a person who buys goods or services to satisfy wants.Cost - something that is given up to satisfy your wants.Debt - the accumulated negative balance.Depression - a period of drastic decline in a national or international economy, characterized by decreasing business activity, falling prices, and unemployment.Distribution - the arrangement of items over a specified area.Government - institutions and procedures through which a territory and its people are ruled.Infrastructure - the skeletal framework of a nation (highways, roads, water systems, parks) provided by the public sector.Isolationism - a national policy by which a country does not become involved with other nations in agreements and/or alliances.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Totalitarianism- a form of government in which the political authority exercises absolute and centralized control over all aspects of life


http://www.archives.gov/digital_classroom/lessons/japanese_relocation_wwii/japanese_relocation.html

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HistoryHigh School



Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (K) explains why the United States emerged as a superpower as

the result of World War II.2.▲(A) analyzes the origins of the Cold War (e.g., establishment of the

Soviet Bloc, Mao’s victory in China, Marshall Plan, Berlin Blockade, Iron Curtain).

3. (A) evaluates the foreign policies of Truman and Eisenhower during the Cold War (e.g., establishment of the United Nations, containment, NATO, Truman Doctrine, Berlin Blockade, Korean War, Iron Curtain, U-2 incident).

4. (A) evaluates the foreign policies of Kennedy and Johnson during the Cold War (e.g., Cuban Missile Crisis, Berlin Wall, Vietnam War, Peace Corp).

5. (A) analyzes domestic life in the United States during the Cold War era (e.g., McCarthyism, federal aid to education, interstate highway system, space as the New Frontier, Johnson’s Great Society).

6. (A) analyzes the cause and effect of the counterculture in the United States (e.g., Sputnik, reaction to the Military Industrial Complex, assassinations of Kennedy and King, draft, Vietnam War, Watergate Scandal).

7.▲(K) examines the struggle for racial and gender equality and for the extension of civil rights (e.g., Brown vs. Board of Education of Topeka, Little Rock Nine, Martin Luther King, Jr., Montgomery Bus Boycott, Voting Rights Act of 1965, Betty Friedan, NOW, ERA, Title IX).

8. (K) discusses events that contributed to the end of the Cold War

Use a word web to associate terms, people, countries, and actions with the Cold War. (2) See also: GB4I5; WHB4I1

Create a graphic organizer with these headings: Truman, Eisenhower, Kennedy and Johnson. Under each leader, describe world events and hot topics, plans developed in reaction to those events, what resulted from those plans and if the plans failed or succeeded. (3, 4) See also: GB4I5; WHB4I1; CB5I2, CB5I4, CB5I5, EB1I4

Military Industrial Complex Speech resource: http://www.sourcewatch.org/wiki.phtml?title=Military-industrial_complex (6)

Read primary and secondary sources of groups and peoples involved with the struggle for civil rights. Discussion: What were the opposing viewpoints? What has changed socially as a result of those movements? What groups continue to struggle for civil rights today? (7) See also: KB4I2, KB5I4; USB5I4 Web resources: http://www.archives.gov/digital_classroom/lessons/davis_case/davis_case.html http://www.archives.gov/digital_classroom/lessons/jackie_robinson/jackie_robinson.html http://www.archives.gov/digital_classroom/lessons/memphis_v_mlk/memphis_v_mlk.html


http://www.archives.gov/digital_classroom/lessons/jackie_robinson/jackie_robinson.html

http://www.archives.gov/digital_classroom/lessons/jackie_robinson/jackie_robinson.html

http://www.archives.gov/digital_classroom/lessons/davis_case/davis_case.html

http://www.archives.gov/digital_classroom/lessons/davis_case/davis_case.html

http://www.sourcewatch.org/wiki.phtml?title=Military-industrial_complex

http://www.sourcewatch.org/wiki.phtml?title=Military-industrial_complex

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(e.g., Détente, Nixon’s visit to China, SALT talks, expansion of the military-arms race, relationship between Ronald Reagan and Mikhail Gorbachev).

9. (A) evaluates the causes and effects of the reform movements of the 1960s and 1970s (e.g., environmentalism – Rachel Carson, EPA; consumer protection – Ralph Nader; changes in the American labor movement – Cesar Chávez).

Teacher Notes:Era - a period of history marked by some distinctive characteristic.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Rights - those individual liberties granted to all persons through the U. S. Constitution.Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


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HistoryHigh School



Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (K) examines the relationship of the United States to the rest of the

world in the post Cold War era (e.g., domestic and international terrorism, United States as the single superpower, United States involvement in the Middle East conflict, spread and resistance to United States popular culture).

2. (A) describes the impact of developments in technology, global communication, and transportation.

3. (A) researches major contemporary social issues. 4. (A) describes how changes in the national and global economy

have influenced the work place.5. (A) examines United States immigration policy to understand the

affects of legal and illegal immigration (e.g., political, social, economic).

Using newspapers and news magazines, read articles about acts of terrorism in the United States and around the world. Identify commonalities and differences in these attacks in terms of who, what, why, where, and how of the events. (1) See also: GB4I5

Teacher Notes:Economy - the production and distribution of goods and services within an economic system.Era - a period of history marked by some distinctive characteristic.Immigration - to enter and settle in a country to which one is not native.Technology - science applied to achieve practical purposes.


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HistoryHigh School




High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) analyzes a theme in United States history to explain patterns of

continuity and change over time. 2. (A) develops historical questions on a specific topic in United States

history and analyzes the evidence in primary source documents to speculate on the answers.

3.▲(A) uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion).

4. (A) compares competing historical narratives in United States history by contrasting different historians’ choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

Analyze the Civil Rights Movement. Discuss: have minority groups (women, African Americans, Hispanic Americans, etc) achieved equality? Why or why not? (1) See also: USB1I8, USB1I10, USB3I7

Read excerpts from Brown vs. Board of Education of Topeka. What were the viewpoints of each side? How did the nation react? Do we live in a integrated society today? (2, 3, 4) See also: USB3I7Web resource: http://www.archives.gov/digital_classroom/lessons/brown_v_board_documents/brown_v_board.html

Teacher Notes:Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Rights - those individual liberties granted to all persons through the U. S. Constitution.Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


http://www.archives.gov/digital_classroom/lessons/brown_v_board_documents/brown_v_board.html

http://www.archives.gov/digital_classroom/lessons/brown_v_board_documents/brown_v_board.html

8/9/2005

HistoryHigh School

(World)


Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Global Age of Exploration (1400-1750).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1.▲(A) analyzes the changes in European thought and culture resulting

from the Renaissance (e.g., more secular worldview; Machiavelli, Shakespeare; humanism; innovations in art: Michelangelo, Da Vinci; architecture: St. Peters Dome).

2. (A) investigates the changes in European thought and culture resulting from the Reformation (e.g., establishment of Protestant faiths, Counter reformation, Gutenberg Press, Catholic vs. Protestant wars of religion).

3. (K) examines the economic and social consequences of European exploration and expansion (e.g., rise of European power, mercantilism, Columbian Exchange, impact on indigenous people in North and South America, trans-Atlantic slave trade).

4. (A) compares and contrasts the rise of constitutionalism in Britain with political structures in France. (e.g., changes resulting from the English Civil War and Glorious Revolution: English Bill of Rights, establishment of Parliament, French Absolutism).

5. (K) explores the growth of Russian Absolutism (e.g., Ivan the Terrible, Peter the Great, Catherine the Great).

6. (K) explains the significance of the Ottoman, Safavid, and Mogul Empires (e.g., the Fall of Constantinople and the establishment of Ottoman dominance in the Balkans and Southwest Asia; The spread of Shi’ism in Persia, the establishment of Islamic rule in India).

7.▲(K) describes why East Asia withdrew into isolationalism during a

Select two works of art with one being a work by Michelangelo and one being a work by Da Vinci. Identify key elements in each. Then compare and contrast their technique. Provide an opinion on each of the works of art. (1)

Discuss selections from the English Bill of Rights and records from Louis XIV’s court. Create a graphic organizer to compare and contrast Constitutionalism and Absolutism. (5) See also: CGB2I3Web resource: http://www.yale.edu/lawweb/avalon/avalon.htm

Use primary sources to identify causes of the Ming Isolationism and Tokugawa Shogunate Isolationism. Compare and contrast the differences and similarities between the two societies. Investigate the long-term impact of isolationism on each country. (7) See also: GB4I5Web resource: http://afe.easia.columbia.edu


http://afe.easia.columbia.edu/

http://www.yale.edu/lawweb/avalon/avalon.htm

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time of European expansion (e.g., Tokugawa Shogunate, end of Great Ming Naval Expeditions)

Teacher Notes:Absolutism - a form of government in which all power is vested in a single ruler or other authority.Columbian Exchange - the exchange of products, diseases, and ideas, some positive and others negative, between Europe, Africa and the Americas in the era of Christopher Columbus.Constitutionalism - an idea that the powers of government should be distributed according to a constitution and those powers should be restrained by constitutional provision.Counter Reformation - a reform movement within the Roman Catholic Church that arose in 16th-century Europe in response to the Protestant Reformation.Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Humanism - a cultural and intellectual movement of the Renaissance that emphasized secular concerns as a result of the rediscovery and study of the literature, art, and civilization of ancient Greece and RomeIsolationism - a national policy by which a country does not become involved with other nations in agreements and/or alliances.Mercantilism - an economic system developed in Europe as feudalism died out, intended to unify and increase the power and monetary wealth of a nation by strict governmental regulation of the entire economy, designed to secure bullion, a favorable balance of trade, the development of agriculture and manufacturing, and foreign trading monopolies.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Religion - a system of beliefs for satisfying peoples’ spiritual wants/needs.Renaissance - a revival or rebirth, usually referring to the revival of classical learning in Italy after the Middle Ages.Shi’ism - the branch of Islam that regards Ali as the legitimate successor to Mohammed and rejects the first three caliphsTrade - the exchange of goods or services for other goods and services or money.


8/9/2005

HistoryHigh School

(World)


Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Age of Revolutions (1650-1920).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (K) explains essential concepts from the Scientific Revolution (e.g.,

the Heliocentric Theory; Natural Law; scientific method). 2.▲(K) explains essential concepts from the Enlightenment that

represented a turning point in intellectual history (e.g., ideas of Thomas Hobbes, John Locke, Voltaire, Montesquieu, Mary Wollstonecraft, Jean Jacques Rousseau, Enlightened despotism, salons).

3. (A) analyzes outcomes of the American and French Revolutions(e.g., the establishment of republican government grounded in Enlightenment thought, the deterioration of the French Republic into the reign of terror; the spread of revolutionary ideas and nationalism with the growth of Napoleonic France).

4. (A) explores industrialization and its consequences in Britain (e.g., the rise of laissez-faire economics in Britain, Adam Smith, Chartists, development of the middle class).

5.▲(A) compares and contrasts German unification with the Meiji Restoration (e.g., nationalism, militarism, modernization, industrialization).

6. (K) describes the motives and impact of imperialism (e.g., motives: economic-natural resources and expansion of trade, the competition for colonies in Africa and Asia and the Berlin Conference; humanitarian- missionaries and the ideology of Social Darwinism, political- naval bases and expansion of political control; restriction of human rights in King Leopold’s Congo; development of infrastructure; roads, schools, hospitals, railroads; assimilation and

Research and role-play a philosopher from the Enlightenment. Simulate a round table discussion inviting each philosopher. Pose the question: What makes for a good government? What is the recipe for good government? Encourage interactive discussion among the philosophers. (2) See also: CGB2I2

Make a Venn diagram showing the strengths and weaknesses of German Unification and the Meiji Restoration. Discuss the points on which points both regimes intersect. (5) See also: GB4I5; EB1I4

Select one of the anti-colonial movements and research the two key issues of that anti-colonial movement. Participate in a panel discussion where members of each area and the colonizer of that area are represented on the panel. (8) See also: GB4I5; EB1I4


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loss of indigenous culture).

7. (A) analyzes the causes and impact of the Russian Revolution (e.g., the idea of communism as an economic alternative to capitalism; Vladimir Lenin, Karl Marx, Communist Manifesto, failure of tsarist regime, economic instability; beginnings of totalitarianism).

8.▲(A) examines causes of anti-colonial movements in Latin America, Asia, and Africa (e.g., ▲Haitian Revolution; Bolivar; San Martin; Hidalgo and Morelos; Taiping Rebellion; ▲Boxer Rebellion; ▲Sepoy Rebellion; ▲Zulu Wars).

9. (K) describes the impact of cross-cultural exchange on artistic developments of the late 19th century (e.g., romanticism; impressionism, impact of Asian culture on western culture).

Teacher Notes:Capitalism - an economic system based on the private ownership of the means of production and distribution (land, factories, mines, railroads) and their operation for profit, under competitive conditions.Communism - a political and economic system based on the writings of Karl Marx in which the state controls the production and distribution of goods, and social classes and private ownership are discouraged.Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).Government - institutions and procedures through which a territory and its people are ruled.Imperialism - the policy of increasing a nation’s authority by acquiring or controlling other nations.Impressionism - a theory or style of painting originating and developed in France during the 1870s, characterized by concentration on the immediate visual impression produced by a scene and by the use of unmixed primary colors and small strokes to simulate actual reflected light.Industrialization - the growth of machine production and the factory system.Infrastructure - the skeletal framework of a nation (highways, roads, water systems, parks) provided by the public sector.Laissez-faire economics - an economic doctrine that opposes governmental regulation of or interference in commerce beyond the minimum necessary for a free-enterprise system to operate according to its own economic laws. Militarism - a policy of aggressive military preparedness.Nationalism - intense loyalty and devotion to one’s country; desire for national independence.Republic - a government rooted in the consent of the governed, whose power is exercised by elected representatives responsible to the governed.Rights - those individual liberties granted to all persons through the U. S. Constitution.Romanticism - an artistic and intellectual movement originating in Europe in the late 18th century and characterized by a heightened interest in nature, emphasis on the individual's expression of emotion and imagination, departure from the attitudes and forms of classicism, and rebellion against established social rules and conventions.Social Darwinism - a theory in sociology that individuals or groups achieve advantage over others as the result of genetic or biological superiorityTrade - the exchange of goods or services for other goods and services or money.


8/9/2005

HistoryHigh School

(World)


Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Era of World War (1914-1945).

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) analyzes the causes and immediate consequences of WWI

(e.g., imperialism rivalries: Triple Entente, Triple Alliance, nationalism, arms race in England, France, and Germany; Treaty of Versailles, reparations, War Guilt Clause).

2. (K) describes the emergence of contemporary Middle East (e.g., petroleum society, Zionism, Arab nationalism, Balfour Declaration, dissolution of the Ottoman Empire, Armenian Genocide, Ataturk’s modernization of Turkey).

3.▲(A) examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, secret police, state supremacy over individual rights, role of private property, class structure).

4. (A) analyzes the causes and immediate consequences of WWII(e.g., German, Italian, and Japanese aggression; failure of the League of Nations; appeasement; development of American, British-Soviet alliance; Holocaust; Nanjing; introduction of nuclear weapons; war crime trials).

5. (A) analyzes the independence movement in India (e.g., Gandhi, non-violence, Salt March, boycotts, creation of Pakistan).

6. (K) describes major intellectual, social, and artistic developments (e.g., surrealism, mural art of Mexico, Bauhaus, emergence of film and radio, rise of psychology, antibiotics, cubism).

Create a cause and effect diagram after examining issues of totalitarianism in Fascist Germany and the USSR. Compare and contrast how totalitarianism functioned in the two countries. (3) See also: EB2I5

Teacher Notes:Bauhaus - a German style of architecture begun by Walter Gropius in 1918Cubism - a style of painting and sculpture developed in Paris in the early 20th century, characterized by the drawing of natural forms into abstract, often geometric


8/9/2005

shapes.Impressionism - a theory or style of painting originating and developed in France during the 1870s, characterized by concentration on the immediate visual impression produced by a scene and by the use of unmixed primary colors and small strokes to simulate actual reflected light.Nationalism - intense loyalty and devotion to one’s country; desire for national independence.Society - a group of people bound together by the same culture.Surrealism - a 20th-century literary and artistic movement that attempted to express the workings of the subconscious and is characterized by fantastic imagery and incongruous juxtaposition of subject matter. Totalitarianism- a form of government in which the political authority exercises absolute and centralized control over all aspects of life


8/9/2005

HistoryHigh School

(World)


Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the World Since 1945.

High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) analyzes the Cold War as the competition between two

competing ideologies or world views and its impact on various regions of the world. (e.g., roots in WWII, Mao’s China; the Cold War in Europe; NATO, Warsaw Pact, and the competition for non-aligned nations; collapse of Communism in Europe).

2. (A) examines issues of social justice and human rights as expressed in the United Nations Universal Declaration of Human Rights.

3.▲(K) describes the emergence of the Middle East as an influential region in world politics (e.g., creation of the state of Israel, emerging Middle Eastern post WWII nationalism: Suez Crisis, petroleum based interdependence).

4. (A) analyzes the impact of international organizations on global interaction (e.g., the United Nations; Organization of American States, NATO, non-governmental organizations such as the International Red Cross, European Union).

5. (A) examines the trade-offs made by societies between economic growth and environmental protection in a world of limited resources. (e.g., the Green Revolution, population pressure, water, pollution, natural resource degradation).

6. (K) describes major intellectual, social and artistic developments (e.g., decoding DNA, space technology, consumerism, post-modernism, responses to globalization, feminism, fundamentalism, telecommunications).

Debate the creation of the state of Israel. Assign sides: pro-Israeli and pro-Palestinian, neutral, or UN stance. Prior to debates, research positions using primary sources, finding at least three points to support point of view. Discuss how the creation of Israel impacts Middle East relations today. (2, 3, 4) See also: CGB5I3&4

Universal Declaration of Human Rights resource: http://www.un.org/Overview/rights.html (2)


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Communism - a political and economic system based on the writings of Karl Marx in which the state controls the production and distribution of goods, and social classes and private ownership are discouraged.Feminism - the movement advancing women’s rights and interests.Fundamentalism - a movement or attitude stressing strict and literal adherence to a set of basic principles.Interdependence - people relying on each other in different places or in the same place for ideas, goods, and services.Nationalism - intense loyalty and devotion to one’s country; desire for national independence.Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.Post-modernism - several artistic movements since the 1960s that have challenged the philosophy and practices of modern arts or literature.Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Region - an area with one or more common characteristics or features which make it different from surrounding areas.Technology - science applied to achieve practical purposes.Trade-off - getting less of one thing in order to get a little more of another.United Nations Declaration of Human Rights- an organization of independent states formed in 1945 to promote international peace and security


8/9/2005

HistoryHigh School

(World)



High School Knowledge and/or Application Indicators High School Instructional SuggestionsThe student:1. (A) analyzes a theme in world history to explain patterns of

continuity and change over time.2. (A) develops historical questions on a specific topic in world history

and analyzes the evidence in primary source documents to speculate on the answers.

3. (A) uses primary and secondary sources about an event in world history to develop a credible interpretation of the event, forming conclusions about its meaning (e.g., use provided primary and secondary sources to interpret a historical-based conclusion).

4. (A) compares competing historical narratives in world history by contrasting different historians’ choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

Investigate the Treaty of Versailles in relation to the Mandate System that emerges through that document and the League of Nations. Pose the question: Was the Mandate System beneficial for the Middle East countries that were created? Use primary and secondary sources as a part of research to write an essay.(1, 2, 3, 4) See also: WHB3I2, WHB4I3, GB4I5 web resource: http://www.fordham.edu/halsall/mod/modsbook.html

Teacher Notes:Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).


http://www.fordham.edu/halsall/mod/modsbook.html

8/9/2005GLOSSARY

A

Absolutism - a form of government in which all power is vested in a single ruler or other authority.

Absolute location - the location of a point expressed by a grid reference (latitude and longitude).

Acculturation - the process of adopting the traits of a cultural group.

Affirmative action - any of a wide range of programs aimed at expanding opportunities for women and minorities.

Allocation - the distribution of resources, goods, or services.

Animism - the belief in the existence of individual spirits can be found in natural objects and phenomena.

Aquaculture - controlling the cultivating marine or freshwater food fish or shellfish (clams, salmon, etc.).

Articles of Confederation - first constitution of the United States, 1781; created a weak national government, replaced in 1789 by the Constitution of the United States.

Artifacts - objects that were used by people long ago.

B

Barter - trading goods or services without the use of money.

Bauhaus - a German style of architecture begun by Walter Gropius in 1918

Benefit - something that satisfies one’s wants.

Biodiversity - the number and variety of plant and animal life in a defined area; a measure of biological differences.

Biological magnification - the way chemicals build up in organisms, as each consumes other organisms lower in the food chain.

Biome - a major regional or global biotic community, such as a grassland or desert, characterized chiefly by the dominant forms of plant life and climate.

Borrowing - promising to repay a given amount of money, often with added interest.

Budget - a sum of money allocated for a particular use; a plan for saving and spending money.

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8/9/2005C

Capital (economics) - wealth in the form of money or property, used or accumulated in a business by a person, partnership, or corporation.

Capital goods, capital resources - special goods such as tools, equipment, machines, and buildings which are used to produce other goods and services.

Capitalism - an economic system based on the private ownership of the means of production and distribution (land, factories, mines, railroads) and their operation for profit, under competitive conditions.

Carrying capacity - the maximum number of animals and/or people a given area can support at a given time.

Citizen - a native or naturalized member of a political community.

Citizenship - conduct as a citizen; the status of a citizen with rights and duties.

City-states - a sovereign state consisting of an independent city and its surrounding territory.

Civilization - a society that has achieved a high level of culture, including the development of systems of government, religion, and learning.

Clear and present danger - any situation where the public safety, health, or well-being is threatened.

Colonialism - a policy by which a nation obtains and controls foreign lands as colonies, usually for economic gain.

Colonization - the establishment of colonies.

Columbian Exchange - the exchange of products, diseases, and ideas, some positive and others negative, between Europe, Africa and the Americas in the era of Christopher Columbus.

Common good - for the benefit or interest of a politically organized society as a whole.

Communism - a political and economic system based on the writings of Karl Marx in which the state controls the production and distribution of goods, and social classes and private ownership are discouraged.

Community - any group living in the same area or having interests, work, etc. in common.

Compact - binding agreement made by two or more persons or parties; covenant.

Comparative advantage - when one individual or nation has an efficiency advantage over another individual or nation with two separate products but has a greater advantage in one product than in the other. The efficient producer has a comparative advantage for the product in which he or it has greater relative efficiency.

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8/9/2005Compass rose - a drawing that shows the orientation of north, south, east, and west on a map.

Concurrent powers- powers shared by both the federal and state government (for example, levying taxes, borrowing money, and spending for the general welfare).

Conservation - the careful use and protection of natural resources, such as soil, forests, and water.

Constitution - a document containing the system of fundamental laws of a nation, state, or society.

Constitutional monarchy - monarchy in which the powers of the monarch are restricted by a constitution.

Constitutional powers - (See expressed powers)

Constitutionalism - an idea that the powers of government should be distributed according to a constitution, and those powers should be restrained by constitutional provision.

Consumer - a person who buys goods or services to satisfy wants.

Consumption - the using up of goods and services by consumer purchasing or in the production of other goods.

Copyright - The exclusive legal rights to reproduce, publish, and sell the matter and form (as of a literary, musical, or artistic work).

Counter Reformation - a reform movement within the Roman Catholic Church that arose in 16th-century Europe in response to the Protestant Reformation.

Cost - something that is given up to satisfy your wants.

Credit - an arrangement for deferred payment for goods and services; money available for someone to borrow.

Cubism - a style of painting and sculpture developed in Paris in the early 20th century, characterized by the drawing of natural forms into abstract, often geometric shapes.

Cultural characteristics - (See culture; human feature)

Cultural diffusion -the spread of cultural elements from one culture to another.

Cultural diversity - the differences in the way groups of people live, including their customs, beliefs, and arts.

Cultural landscape -the surface of the earth as modified by human action, including housing types, settlement patterns, and agricultural use.

Culture - learned behavior of people which includes belief systems, languages, social relationships, institutions, organizations, and material goods (food, clothing, buildings, tools).

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8/9/2005D

Database - a compilation, structuring, and categorization of information for analysis and interpretation.

Debt - the accumulated negative balance.

Deficit - a negative balance after expenditures are subtracted from revenues for a specific time period.

Deflation - the sustained decrease in the general price level of the entire economy, resulting in an increase in the purchasing power of money.

Demand - the number of consumers willing and able to purchase a good or service at a given price.

Democracy - form of government in which political control is exercised by all the people, either directly or through their elected representative.

Depletion - the lessening or exhaustion of a supply.

Depression - a period of drastic decline in a national or international economy, characterized by decreasing business activity, falling prices, and unemployment.

Dictatorship - a government system controlled by one ruler who has absolute power and usually controlled by force.

Diffusion - the spread of people, goods, and ideas from one place to another.

Distribution - the arrangement of items over a specified area.

Diversion - in criminal procedure, a system for giving a chance for a first-time criminal defendant in lesser crimes to perform community service, make restitution, or obtain treatment and/or counseling.

Dynasty - a family or group that maintains power for several generations.

E

Eastern Mediterranean - includes the countries of Turkey, Syria, Lebanon, Israel, and Egypt; refers to the Byzantine and Muslim empires.

Economic interdependence - mutually dependent on each other financially.

Economic sanction - the withholding, usually by several nations, of loans or trade relations with a nation violating international law, to force it to comply.

Economic system - establishes how a country produces and distributes goods and services.

Economy - the production and distribution of goods and services within an economic system.

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8/9/2005Embargo - government restriction placed on trade.

Emigrant - a person (migrating away from) leaving a country or area to settle in another.

Eminent domain - (1) the right of a sovereign state to appropriate all or part of any property for necessary public use, making reasonable compensation. (2) The right in international law for one nation to appropriate the territory or property of another for self protection.

Entrepreneur - a person who organizes productive resources to take the risk to start a business.

Equal opportunity - the idea that each person is guaranteed the same chance to succeed in life.

Equilibrium point (Equilibrium Price) - the price at which quantity supplied equals quantity demanded.

Era - a period of history marked by some distinctive characteristic.

Ethnic enclaves - areas or neighborhoods within cities that are homogeneous in their ethnic make-up, and are usually surrounded by different ethnic groups (Chinatown).

Ethnic group - people of the same race or nationality who share a distinctive culture.

Exchange rate - the price of one currency in relation to another currency.

Expenditures - spending on goods and services.

Exports - goods and services produced in one nation and sold to buyers in another nation.

Expressed powers - the powers explicitly granted to Congress by the Constitution (enumerated powers are the same as constitutional powers or expressed powers).

F

Fascism - a system of government characterized by strong nationalist, racist, and military policies, ruled by a dictator, with a centralized control of the basic means of production.

Fauna - animal life.

Federal Reserve System - the independent central bank of the United States that controls the money supply.

Federalism - a policy favoring strong centralized federal (central government) power. Power of government is divided between national and state governments.

Feminism - the movement advancing women’s rights and interests.

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8/9/2005Feudalism - an economic and political system in which lords grant land to vassals in exchange for protection, allegiance, and other services.

Financial capital - the money to acquire the three factors of production (land, labor, and capital such as equipment or buildings).

Fiscal policy - the use of federal government spending, taxing, and debt management to influence general economic activity.

Flora - plant life.

Folklore - the traditional beliefs, myths, tales, and practices of a people, passed from person to person orally.

Fundamentalism - a movement or attitude stressing strict and literal adherence to a set of basic principles.

G

General welfare - good of society as a whole; common or public good.

Geographic Information System (GIS) - a computerized geographic database that contains information about the spatial distribution of physical and human characteristics of Earth’s surface.

Geographic representation - maps, globes, graphs, diagrams, photographs, and satellite-produced images used to depict selected aspects of the earth’s surface.

Geographic tools - reference resources such as almanacs, gazetteers, geographic dictionaries, statistical abstracts and other data compilations used to provide information about the earth’s surface.

Glaciation - the formation of glaciers; the condition of being covered by glaciers; the effects produced by the action of glaciers.

Goods - something that you can touch or hold.

Government - institutions and procedures through which a territory and its people are ruled.

Graphic representations - maps and graphs used to portray geographic information (thematic and choropleth maps, cartograms, graphs [pie, bar, line, population pyramids]).

Gross Domestic Product (GDP) - the total market value of all final goods and services produced in the economy in a given year.

H

Human capital, human resource - people who work in jobs to produce goods and services.

Human feature (human characteristics) - items built by people that modify the earth’s surface (towns, roads, dams, mines).

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8/9/2005Human process - a course or method of operation that produces, maintains, or alters human systems on earth, such as migration or diffusion.

Human system - human entities that are interrelated, (a city, an airport, and a transportation network).

Humanism - a cultural and intellectual movement of the Renaissance that emphasized secular concerns as a result of the rediscovery and study of the literature, art, and civilization of ancient Greece and Rome

Hydrologic Cycle - the continuous circulation of water from the oceans, through the air, to the land, and back to the sea; evaporation, condensation, and precipitation.

I

Immigrant - a person (migrating into) coming to a particular country or area to live.

Immigration - to enter and settle in a country to which one is not native.

Imperialism - the policy of increasing a nation’s authority by acquiring or controlling other nations.

Implied powers - powers assumed by government that are not specifically listed in the Constitution.

Impressionism - a theory or style of painting originating and developed in France during the 1870s, characterized by concentration on the immediate visual impression produced by a scene and by the use of unmixed primary colors and small strokes to simulate actual reflected light.

Incentives - something, such as the fear of punishment or the expectation of reward, which induces action or motivates effort.

Income - financial gain received as wages/salaries, rent, interest, and/or profit.

Incorporation - cities are formed through a process of incorporation, establishing boundaries, creating a government, levying taxes.

Industrialization - the growth of machine production and the factory system.

Inferred information - ability to analyze and interpret different historical perspectives to see how the events influenced people’s behavior.

Inflation - sustained increase in the general price level of the entire economy, resulting in a reduction in the purchasing power of money.

Infrastructure - the skeletal framework of a nation (highways, roads, water systems, parks) provided by the public sector.

Inherent powers - those delegated powers of the constitution that are assumed to belong to the national government because it is a sovereign state.

Interdependence - people relying on each other in different places or in the same place for ideas, goods, and services.

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8/9/2005Interest - a charge for a loan, usually a percentage of the amount loaned.

Interest rate - the price of money that is borrowed or saved, determined by the forces of supply and demand.

International trade - the exchange of goods and services between countries.

Investor - someone who commits money (capital) with hopes of making a profit.

Isolationism - a national policy by which a country does not become involved with other nations in agreements and/or alliances.

L

Laissez-faire economics - an economic doctrine that opposes governmental regulation of or interference in commerce beyond the minimum necessary for a free-enterprise system to operate according to its own economic laws.

Latitude - a measure of distance, north or south from the equator, expressed in degrees.

Legend - an explanatory description or key to features on a map or chart.

Lending - to give for temporary use on condition that the same or its equivalent will be returned.

Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).

Longitude - a measure of distance, east or west from the Prime Meridian, expressed in degrees.

M

Magna Carta - document signed by King John of England in 1215 A.D. that guaranteed certain basic rights; considered the beginning of constitutional government in England.

Manorialism - a medieval economic, social, and political system based on the manor (an estate ruled by a lord who enjoyed a variety of rights over land and tenants).

Map projections - the transfer of the shape of land and water bodies, along with a global grid, from a globe to a flat map.

Market - exists whenever buyers and sellers exchange goods and services.

Market economy - a system in which buyers and sellers make major decisions about production and distribution, based on supply and demand.

Martial law - temporary rule by military authorities over civilians, as during a war, occupation, or insurrection.

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8/9/2005Mayflower Compact - document drawn up by the Pilgrims in 1620 while on the Mayflower before landing at Plymouth Rock; the Compact provided a legal basis for self-government.

Megalopolis - a large, sprawled urban complex, created through the spread and joining of separate metropolitan areas.

Mental Maps - the mental image a person has of an area.

Mercantilism - an economic system developed in Europe as feudalism died out, intended to unify and increase the power and monetary wealth of a nation by strict governmental regulation of the entire economy, designed to secure bullion, a favorable balance of trade, the development of agriculture and manufacturing, and foreign trading monopolies.

Middle/South America - Mexico thru Central America, extending into South America; refers to the empires of Mayans, Aztecs, and Incas.

Migration - the movement of people or other organisms from one region to another.

Militarism - a policy of aggressive military preparedness.

Monarchy - governed by a monarch (king, queen, emperor, empress).

Monotheism - belief in a single God

Monotheistic - of, relating to, or characterized by the doctrine that there is but one God.

Movement - the interaction of people, goods, ideas, or natural phenomena from different places.

N

Nationalism - intense loyalty and devotion to one’s country; desire for national independence.

National security - defense and safety of a nation’s ability to safeguard citizens.

Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.

Needs- necessities (food, clothing, shelter)

O

Observed information - ability to understand historical narratives and describe historical experiences

Oligarchy - a form of government in which the supreme power is placed in the hands of a few persons.

Opportunity cost - in making a decision, the most valuable alternative not chosen.

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8/9/2005Outsourcing - paying another company to provide services which a company might otherwise have employed its own staff to perform.

P

Parliamentary - a system of government in which the chief executive is the leader whose party holds the most seats in the legislature after an election or whose party forms a major part of the ruling coalition.

Patent - a writing securing to an inventor for a term of years the exclusive right to make, use, or sell an invention.

Patriotism - loyalty and devotion to one’s country.

Philosophy - investigation of the nature, causes, or principles of reality, knowledge, or values, based on logical reasoning rather than empirical methods.

Physical feature - a natural characteristic of a place (elevation, landforms, vegetation).

Physical process - a course or method of operation that produces, maintains, or alters Earth’s physical systems (e.g., glaciation, erosion, deposition).

Physical systems - processes that create, maintain, and modify Earth’s physical features and environments, consisting of four categories: atmospheric (e.g., climate), lithospheric (plate tectonics, erosion), hydrospheric (water cycle, ocean currents), and biospheric (plant and animal communities).

Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.

Plate tectonics - the theory that the uppermost part of the earth is divided into plates that slide or drift very slowly, causing the formation of physical features, such as mountains.

Political features - spatial expressions of political behavior; boundaries on land, water, and air space; cities, towns, counties, countries.

Polytheism - the doctrine of, or belief in, a plurality of gods.

Population distribution - location patterns of various populations.

Population pyramid - a bar graph showing the distribution by gender and age of the population of a country or other political entity.

Post-modernism - several artistic movements since the 1960s that have challenged the philosophy and practices of modern arts or literature.

Price - amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.

Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).

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8/9/2005Privileges - a special advantage or benefit not enjoyed by all.

Producer - one that produces, especially a person or organization that produces goods or services for sale.

Production - the creation of value or wealth by producing goods or services.

Productivity - a measure of goods and services produced over a period of time with a given set of resources.

Profit - after producing and selling a good or service, profit is the difference between revenue and cost of production. If costs are greater than revenue, profit is negative (there is a loss).

Prohibited powers - powers denied within the Constitution.

Push-pull factors - in migration theory, the social, political, economic, and environmental factors that drive or draw people away from their previous location, often simultaneously.

Q

Quota - a proportional share, as of goods, assigned to a group or to each member of a group; an allotment or a production assignment.

R

Region - an area with one or more common characteristics or features which make it different from surrounding areas.

Relative location - the location of a place or region in relation to other places or regions (northwest or downstream).

Religion - a system of beliefs for satisfying a peoples’ spiritual wants/needs.

Renaissance - a revival or rebirth, usually referring to the revival of classical learning in Italy after the Middle Ages.

Renewable resource - a resource that can be regenerated.

Representative democracy - a system of government where citizens elect public officials to govern on their behalf.

Republic - a government rooted in the consent of the governed, whose power is exercised by elected representatives responsible to the governed.

Reserved powers - powers that are not specifically granted or denied to the federal government are reserved to the states.

Resource - an aspect of the physical environment that people value and use.

Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.

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Revenue - receipts from sales of goods and services.

Rights - those individual liberties granted to all persons through the U. S. Constitution.

Romanticism - an artistic and intellectual movement originating in Europe in the late 18th century and characterized by a heightened interest in nature, emphasis on the individual's expression of emotion and imagination, departure from the attitudes and forms of classicism, and rebellion against established social rules and conventions.

Rule of law - principle that every member of a society, even a ruler, must follow the law.

S

Satellite image - images taken by manmade orbiting bodies.

Saver - someone who sets aside items or money for future use.

Savings - income that is not spent, setting aside income or money for future use.

Scale - relative size as shown on a map (1 inch = 100 miles).

Scarcity - not being able to have everything wanted making choices necessary; when supply is less than demand.

Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).

Services - something that one person does for someone else.

Shi’ism - the branch of Islam that regards Ali as the legitimate successor to Mohammed and rejects the first three caliphs

Social Darwinism - a theory in sociology that individuals or groups achieve advantage over others as the result of genetic or biological superiority

Socialism - a political and economic system in which government controls resources and industries.

Society - a group of people bound together by the same culture.

Sovereignty - ultimate, supreme power in a state; in the United States, sovereignty rests with the people.

Sovereignty of the People - ultimate authority are held by people of the United States

Spatial - pertaining to space on the earth’s surface.

Spatial distribution - the location(s) shown on a map of a set of human or physical features.

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Specialization - people who work in jobs where they produce a few special goods and services.

Spending - the use of money to buy goods and services.

Substitute goods -

Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.

Surrealism - a 20th-century literary and artistic movement that attempted to express the workings of the subconscious and is characterized by fantastic imagery and incongruous juxtaposition of subject matter.

T

Tariff - a tax imposed on imported goods.

Technology - science applied to achieve practical purposes.

Thematic map - a map representing a specific theme, topic, or spatial distribution (cattle production, climates).

Theocracy - a government ruled by religious leaders.

Totalitarianism- a form of government in which the political authority exercises absolute and centralized control over all aspects of life

Trade - the exchange of goods or services for other goods and services or money.

Trade barriers - something that prohibits trade.

Trade-off - getting less of one thing in order to get a little more of another.

U

United Nations Declaration of Human Rights- an organization of independent states formed in 1945 to promote international peace and security

Urbanization - the growth of cities.

W

Wages - payment for labor or services to a worker, usually on an hourly, daily, or weekly basis, or by the piece.

Wants - desires that can be satisfied by consuming a good, service, or leisure activity.

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8/9/2005West Africa - the western coast and immediate hinterland of sub-Saharan Africa; to include Niger, Mali, Ghana, and Nigeria; refers to the Mali, Songhai, and Ghana empires.

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8/9/2005Kindergarten through Third Grade Geography Locations Found in the Standards

Kindergarten First Grade Second Grade Third GradeEquatorNorth PoleSouth PoleHis/her hometownKansas

Kindergarten Locations Plus:United StatesCanadaMexicoAtlantic OceanPacific Ocean

K-1 Locations Plus:Rocky MountainsMissouri RiverGulf of MexicoKansas CityWichitaTopekaWashington, D.C.

K-2 Locations Plus:Four oceans: Pacific, Atlantic, Artic, IndianSeven continents: North America, South America, Asia, Australia, Europe, Africa, AntarcticaLos Angeles New York CityDenver ChicagoHis/her county His/ her neighboring cities His/her county seat

Teacher Notes:

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8/9/2005Fourth through Sixth Grade Geography Locations Found in the Standards

Fourth Grade Fifth Grade Sixth GradeK-3 Locations Plus:Appalachian MountainsThe Great Lakes50 StatesKansas RiverArkansas RiverMississippi RiverAtlantaGrand CanyonGulf of CaliforniaMt. McKinleyPuerto RicoPrime MeridianInternational DatelineArctic CircleAntarctic CircleSan FranciscoDallasPhoenixSeattleEvergladesYellowstone National ParkNiagara Falls

K-4 Locations Plus:▲ Atlantic Ocean▲ Boston▲ England▲ France▲ Italy▲ North America▲ Pacific Ocean▲ Philadelphia▲ SpainCaribbean SeaYucatan PeninsulaGermanyAleutian IslandsBering StraitChesapeake BayHudson BayMexico CityMontreal NetherlandsNorwayOhio RiverPortugalQuebec CitySt. Lawrence River

K-5 Locations Plus:▲ China ▲ Egypt▲ GreeceCentral AmericaMediterranean SeaNile RiverPersian Gulf ▲ Rome▲ IndiaSahara DesertSaudi ArabiaAdriatic SeaAegean SeaConstantinople (Istanbul)Ganges RiverHimalaya MountainsHuan He (Yellow River)Indus River JerusalemMecca▲ Mesopotamia (modern Iraq)Persia (modern Iran)▲ Middle/South AmericaWestern EuropeWest Africa

Red SeaTigris RiverYangtze RiverChileBrazilPeruAmazon RiverAndes Mountains

Teacher Notes:

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8/9/2005Seventh and Eighth Grade Geography Locations Found in the Standards

Seventh Grade Kansas History (7 or 8)* Eighth GradeK-6 Locations Plus:AmsterdamArgentinaCairoCubaInternational DatelineJapanKenyaLondonParisRotterdamScandinavian PeninsulaSouth AfricaTropic of CancerTropic of CapricornBeijingBerlinBlack SeaBosporus StraitEnglish ChannelGenevaHong KongIranJordanMoscowPanama CanalSingaporeSuez CanalAlps MountainsArabian SeaAtlas MountainsBaghdadBaltic SeaBering SeaBuenos AiresCaspian Sea

Danube RiverDominican RepublicGobi DesertHaitiIberian PeninsulaJohannesburgLagosLake VictoriaLisbonMadridMoroccoMt. EverestNew DelhiNiger RiverNorth SeaOb RiverPhilippinesPo RiverPyrenees MountainsRhine RiverRio de JaneiroRussiaSea of JapanSeine RiverStrait of GibraltarSydneyThames RiverThe HagueUral MountainsVancouverVolga RiverYellow SeaZaire River (formerly Congo River)

AbileneArkansas RiverDodge CityFort HaysFort LarnedFort LeavenworthFort ScottGarden CityGoodlandHutchinsonKansas CityKaw River (Kansas River)LawrenceManhattanMissouri RiverSalinaTopekaWichitaOgallala Aquifer*Please add locations important to your community or region.

Locations K-7 Plus:AtlantaNew OrleansSalt Lake CitySan AntonioColumbia RiverSt. LouisRio GrandeBlack HillsContinental Divide

Teacher Notes:

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8/9/2005High School Geography Locations Found in the Standards

High School World History High School U.S. HistoryLocations K-8 Plus:Balkan Peninsula▲ BeijingBerlinBlack SeaBosporus Strait▲ English ChannelEuphrates RiverGenevaHong Kong▲ IndiaIraqIsraelLibya▲ MoscowNorth KoreaPakistan▲ Sahara DesertSaudi ArabiaSingapore▲ South AfricaSouth KoreaSuez CanalTigris RiverTokyo▲ VenezuelaYangtze River

Locations K-World History Plus:HarlemPearl HarborPhilippinesNagasakiHiroshimaCambodiaVietnamNormandyOmaha BeachWarsawPolandAustriaHungaryCzech RepublicSlovakiaLos Alamos, NMOak Ridge, TNBirmingham, ALSelma, ALMontgomery, ALLittle Rock, ARDetroit, MI

Teacher Notes:

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8/9/2005

State Historic Sites to Tour with Students

The Five National Historic Park Sites Located in Kansas

Brown vs. Board of Education National Historic Site: 1515 SE Monroe Street, Topeka, KS 66612-1143; 785-354-4273http://www.nps.gov/brvb/

Fort Scott National Historic Site: P.O. Box 918, Fort Scott, KS 66701-0918; Visitor Information 620-223-0310http://www.nps.gov/fosc/

Fort Larned National Historic Site: RR 3, Box 69, Larned, KS 67550-9321; Visitor Information 620-285-6911; Headquarters 620-285-6911http://www.nps.gov/fols/

Nicodemus National Historic Site: 304 Washington Ave., Bogue, KS 67625-3015 Visitor Information 785-839-4233; Superintendent 785-839-4321; Administration 620-285-2896 x228http://www.nps.gov/nico/

Tallgrass Prairie Preserve National Historic Site: P.O. Box 585, 226 Broadway,Cottonwood Falls, KS 66845 -or- Rt. 1 Box 14, Hwy 177, Strong City, 66869 Ranch Information Station 620-273-8494; Headquarters - Admin 620-273-6034; Park Superintendent 620-273-6034http://www.nps.gov/tapr/

Presidential Library Located in Kansas

The Dwight D. Eisenhower Library & Museum: 200 Southeast Fourth Street, Abilene, Kansas, 67410; 785-263-6700http://www.eisenhower.utexas.edu/

State History Museum

Kansas Museum of History: 6425 SW Sixth Avenue, Topeka, KS 66615-1099, 785-272-8681http://www.kshs.org

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http://www.eisenhower.utexas.edu/

http://www.nps.gov/tapr/

http://www.nps.gov/nico/

http://www.nps.gov/fols/

http://www.nps.gov/fosc/

http://www.nps.gov/brvb/

8/9/2005State and National Resources

Kansas Organizations and Resources

Kansas State Department of Education (KSDE) 120 SE 10th Ave., Topeka, KS 66612-1182 (785)296-3201.www.ksde.org

Kansas Education Resource Center (KERC) Lesson plans aligned by standard, benchmark and indicator.http://www.kerc-ks.org/

Kansas Courts/Kansas Bar Association (KBA) Kansas Civics-Government related news, Law Wise publication, lesson plans, teacher opportunitieswww.kscourts.orgFax: (785) 271-7341Kids Voting Kansas Topeka, Kansas 66601 (785) 271-2147www.kidsvotingkansas.org

Kansas Council for Economic Education (KCEE)- teacher workshops, lesson plans, resources, teacher awards and opportunitieshttp://www.kcee.wichita.edu/k12.htm

Centers for Economic Education. Emporia State University, Campus Box 4058, Emporia, Kansas 66801 (316) 341-5678; Fort Hays State University, Department of Teacher Education, Hays, Kansas 67601-4099 (785) 628-4204; University of Kansas, 9 Bailey Hall, Lawrence, Kansas 66045 (785) 864-9682, Kansas State University, 2323 Anderson

Avenue #229, Manhattan, Kansas 66502-2912 (785) 532-5597; Pittsburg State University, 207 Hughes Hall, Pittsburg, Kansas 66762 (316) 235-4499; Wichita State University, Campus Box 78, Wichita, Kansas 67260-0078 (316) 978-3452

Kansas State Historical Society (KSHS)- lesson plans, traveling trunks, resources, student and teacher eventswww.kshs.org

Territorial Kansas Online- online activities, resources, lesson planswww.territorialkansasonline.org

Lewis and Clark in Kansas – resources, lesson plans, list of contacts for Lewis and Clark in Kansas manual provided to each school district in Kansaswww.lewisandclarkinkansas.org

National Archives in Kansas City – collection of primary source documentswww.archives.gov/central-plains/kansas-city/index.html

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http://www.lewisandclarkinkansas.org/

http://www.territorialkansasonline.org/


http://www.kcee.wichita.edu/k12.htm

http://www.kidsvotingkansas.org/

http://www.kscourts.org/

http://www.kerc-ks.org/

http://www.ksde.org/

8/9/2005Kansas Council for the Social Studies (KCSS) - teacher resources, news and conferences, teacher awards and grant opportunitieshttp://www.kcss.info/pages/1/index.htm

Kansas Council for International Education in Schools (KCIES)- lesson plans, teacher courses, resources for teaching globallywww.kansasintheworld.org

Kansas Council for History Education- lesson plans, teacher resources, eventswww.ksche.org

Kansas History Teachers Association (KHTA)www.emporia.edu/socsci/khta/khta.htm

Kansas Heritage Center. 1000 North Second Avenue, P.O. Box 1207, Dodge City, Kansas 67801 (316) 227-1616 [email protected]

Kansas Geographic Alliance- maps, teacher grants, resources, lesson plans, workshops, conferenceswww.fhsu.edu/kga/

Kansas Textbooks

Peopling the Plains. James Shortridge, University Press of Kansas, 1995, ISBN 0700606971

Indians of Kansas. William Unrau, Kansas State Historical Society, 1991, ISBN 0877260419

Kansas History: An Annotated Bibliography. Homer Socolofsky and Virgil Dean, Greenwood Press, 1992, ISBN 0313282382

The Kansas Journey Jennie Chinn, Gibbs Smith Publishing, 2005, ISBN 158685-004-0

Kansas Revisited: Historical Images and Perspectives. Paul Stuewe, editor, Division of Continuing Education, University of Kansas, 1998, ISBN 0936352167

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http://www.fhsu.edu/kga/

mailto:[email protected]

http://www.emporia.edu/socsci/khta/khta.htm

http://www.ksche.org/

http://www.kansasintheworld.org/

http://www.kcss.info/pages/1/index.htm

8/9/2005National Organizations and Resources

Civics-Government

National StandardsNational Standards for Civics and Government, Center for Civic Education, 5146 Douglas Fir Road,Calabasas, California 91302-1467. (800) 350-4223. ISBN# 0-89818-155-0

National Resources and OrganizationsCenter for Civic Education/ We the People/ Project Citizen. 5146 Douglas Fir Road, Calabasas, California 91203-1467.(818) 591-9321. http://www.civiced.org/index.php

Constitutional Rights Foundation. http://www.crf-usa.org

National Law-Related Education Resource Center. American Bar Association, 705 N. Lake Shore Drive, Chicago, Illinois 60611. (312) 988-5000

National Student Parent Mock Election.http://www.nationalmockelection.com

Take a Stand. Daniel Weizmann, Price Stern Sloan, Los Angeles, 1996. ISBN 08431799X

Teaching Tolerance. Southern Poverty Law Center, 400 Washington Avenue, Montgomery, Alabama 36104. [email protected]

Words That Made America Great. Jerome B. Agel, Random House, New York, 1997.ISBN 0375706518

Economics

National StandardsVoluntary National Content Standards in Economics. National Council on Economic Education, 1140 Avenue of the Americas, New York, New York 10036. ISBN# 1-56183-433-5

National Organizations and ResourcesNational Council on Economic Education (NECC) -lesson plans, resources; links to EconedLink and ECONnectios, and ItAllAddsUp! as well as Councils and Centers for Economic Education nationwidewww.ncee.net/resources/

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http://www.ncee.net/resources/

mailto:[email protected]

http://www.nationalmockelection.com/

http://www.crf-usa.org/


8/9/2005Foundation for Teaching Economics. 260 Russell Boulevard, Suite B, Davis, California 95616-3839 (530) 757-4630 http://www.fte.org/

The Mint www.themint.org

National Council on Economic Education (NECC)www.ncee.net/resources/

Foundation for Teaching Economicshttp://www.fte.org/weblesson.html

Indiana Council for Economic Education- KidsEcon Posters, resources, songswww.kidseconposters.com

Wise Pockets- lesson plans, activities, resources and resources for young studentswww.wisepockets.com

Geography

National StandardsGeography for Life, National Geography Standards. National Geographic Society, P.O. Box 1640, Washington, D. C. 20013-1640 (800) 368-2728 ISBN 0-7922-2775-1

National Organizations and Resources

National Council for Geographic Education. 1600 M Street, N.W., Suite 2500, Washington, D.C. 20036 (202) 775-7832http://www.ncge.org/

National Geography Education Services. 1145 17th Street, N.W., Washington, D.C. 20036-4688 (800) 368-2728www.nationalgeographic.com

ARGUS (Activities and Readings in Geography of the United States). Association of American Geographers,1710 16th Street, N. W., Washington, D. C. 20009

CTIR (Center for Teaching International Relations). University of Denver, Denver, Colorado 80202, (303) 781-2164 Sample Titles: Exploring the Developing World, Geographic Perspectives, Global Issues in the Elementary Classroom, Teaching About Africa.

Population Reference Bureau. 1875 Connecticut Avenue, N.W., Suite 520, Washington, D.C. 20009 (202) 483-1100 Sample Title: Connections: Linking Population and the Environment

Page 322 of 298

http://www.nationalgeographic.com/

http://www.ncge.org/

http://www.wisepockets.com/

http://www.kidseconposters.com/

http://www.fte.org/weblesson.html

http://www.ncee.net/resources/

http://www.themint.org/

http://www.fte.org/

8/9/2005United States Census Bureau. Data User Services Division, United States Department of Commerce, Washington, D. C. 20233

The World Bank. 1818 H Street, N. W., Washington, D. C. 20433 Sample Titles: The Developmental Data Book: A Guide to Social and Economic Statistics, The Environmental Data Book: A Guide to Statistics on the Environment and Development

World Eagle, Inc. 64 Washburn Avenue, Wellesley, Massachusetts 02181 Sample Titles: Africa Today, The Middle East Today, The United States Today

Cities of Today, Cities of Tomorrow Unitshttp://www.un.org/cyberschoolbus/index.html

How Far Is It? http://www.indo.com/distance

National Geographic Society http://nationalgeographic.com/resources

History

National StandardsNational Standards for History. National Center for History in the Schools,University of California–Los Angeles, 10880 Wilshire Boulevard, Suite 761,Los Angeles, California 90024-4108 ISBN 0-9633218-4-6National Standards for History for Grades K-4. National Center for History inthe Schools, University of California–Los Angeles, 10880 Wilshire Boulevard,Suite 761, Los Angeles, California 90024-4108 ISBN 0-9633218-3-8National Standards for World History. National Center for History in theSchools, University of California–Los Angeles, 10880 Wilshire Boulevard,Suite 761, Los Angeles, California 90024-4108 ISBN 0-9633218-2X

National Organizations and ResourcesAmerican Association for State and local History. 1717 Church Street, Nashville, Tennessee 37203 (615) 320-3203 http://www.aaslh.org

National Center for History in the Schools, University of California–Los Angeles, 231 Noore Hall, Los Angeles, California 90024 (310) 825-4702

National Council for History Education, 26915 Westwood Road, Suite B2,Westlake, Ohio 44145 http://www.history.org/nche

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http://www.history.org/nche

http://www.aaslh.org/

http://nationalgeographic.com/resources

http://www.indo.com/distance

http://www.un.org/cyberschoolbus/index.html

8/9/2005Kansas

Indians of Kansas. William Unrau, Kansas State Historical Society, 1991,ISBN 0877260419

Kansas History: An Annotated Bibliography. Homer Socolofsky and Virgil Dean, Greenwood Press, 1992, ISBN 0313282382

The Kansas Journey Jennie Chinn, Gibbs Smith Publishing, 2005, ISBN 158685-004-0

Kansas Revisited: Historical Images and Perspectives. Paul Stuewe, editor, Division of Continuing Education, University of Kansas, 1998, ISBN 0936352167

Peopling the Plains. James Shortridge, University Press of Kansas,1995, ISBN 0700606971

United States

After the Fact: The Art of Historical Detection. James West Davidson and Mark Hamilton Lytle, Alfred Knopf, New York, 1986, ISBN 0394354753

The American History Reader…Words That Moved A Nation. Diane Ravitch, editor, Harper, New York, 1991, ISBN 0060164808

Bring History Alive! A Sourcebook for Teaching American History. David Vigiliante and Ross E. Dunn, National Center for History in the Schools, Los Angeles, California, 1996, ISBN 0-9633218-6-2

World

Africa: The History of the Continent. John Tliffe, Cambridge University Press, 1996, ISBN 0521484227

Bring History Alive! A Sourcebook for Teaching World History. David Vigiliante and Ross E. Dunn, National Center for History in the Schools, Los Angeles, California, 1996, ISBN 0-9633218-6-2

China: A New History. John King Fairbank and Merle Goldman, Harvard University Press, 1998, ISBN 0674116739

Europe: A History. Norman Davis, Harper Collins, 1998, ISBN 0060974680

The Greatest Benefit of Mankind: A Medical History of Humanity. Roy Porter, Norton and Company, 1998, ISBN 0393046346

History of the World. J. M. Roberts, Oxford University Press, 1993, ISBN 0195210433

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8/9/2005Web Resources for Social Studies

The American Civil War Pagehttp://www.civilwarhome.com/

History Channel Classroomhttp://www.historychannel.com/classroom/classroom.html

History Todayhttp://www.historytoday.com

National History Dayhttp://www.thehistorynet.com/NationalHistoryDay/

Truman Presidential Library/ White House Decision Centerhttp://www.trumanlibrary.org/

The Smithsonian Institutionhttp://www.si.edu

The United States Holocaust Museumhttp://www.ushmm.org/

Social Studies

National StandardsCurriculum Standards for Social Studies: Expectations for Excellence.National Council for the Social Studies, 3501 Newark Street, N. W., Washington, D. C. 20016 ISBN 0-87986-065-0

National Organizations and ResourcesNational Council for the Social Studies, 3501 Newark Street, N. W., Washington, D. C. 20016 (202) 966-7840 http://www.ncss.org

Annual Editions. Dushkin Publishing, Guilford Connecticut 06437. Sample Titles: Africa, American Government, American History, China, Global Issues, Macroeconomics, Money and Banking, Pre-Modern World History, Post-Civil War, Third World, World Politics.

“Assessing Discussion of Public Issues,” in Handbook on Teaching Social Issues. NCSS Bulletin 93, R. W. Evans and D. W. Szxe, editors, National Council for the Social studies, 1997

News Matters, Knowledge Unlimited, P. O. Box 52, Madison, Wisconsin 53701 (800) 356-2303

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http://www.ncss.org/

http://www.ushmm.org/

http://www.si.edu/

http://www.trumanlibrary.org/

http://www.thehistorynet.com/NationalHistoryDay/

http://www.historytoday.com/

http://www.historychannel.com/classroom/classroom.html

http://www.civilwarhome.com/

8/9/2005Renewing the Social Studies Curriculum. Walter Parker, Association for Supervision and Curriculum Development, Alexandria, Virginia, 1991

Strategic Teaching Reading Project, North Central Regional Educational Laboratory, Office of Educational Research and Improvement, Oak Brook, Illinois, 1995

The Teaching of Thinking and Problem Solving, R. S. Nickerson and R. J. Sternberg, editors. Academic Press, San Diego, California, 1994

TV News Game. Cass Street Publishers, 2424 E. Webster #102, Milwaukee, Wisconsin 53211 (414) 906-9500

Library of Congresshttp://www.loc.gov/

California State University at Northridge- Social Studies Lesson Plans and Resourceshttp://www.csun.edu

Teaching Strategieshttp://www.interactiveclassroom.com/

Southern Poverty Law Centerhttp://splc.org

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http://splc.org/

http://www.interactiveclassroom.com/

http://www.csun.edu/

http://www.loc.gov/

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