Standard 1 Civics-Government Standard:

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

Benchmark 1

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

Indicator 1

The student distinguishes between state and federal law as it applies to individual citizens.

KS SS 08.1.1.1

Indicator 2

The student distinguishes between criminal and civil law as it applies to individual citizens.

KS SS 08.1.1.2

Use current events to evaluate criminal activity in a community and determine the need of law to protect the individuals of the community and the individual accused. Find an example of a civil suit such as a product safety issue, public health issue, or a local issue and discuss the point of view of both sides.

Indicator 3

The student explains how juveniles and adults are treated differently under the law.
KS SS 08.1.1.3

Indicator 4

The student evaluates the importance of the rule of law in establishing limits on both state and federal government and the governed, protecting individual rights, and promoting the common good.

KS SS 08.1.1.4

Develop a proposal that could be introduced into any level of government example at the community level: the need for a stop sign at a dangerous intersection).

Benchmark 2

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

Indicator 1

The student defines the rights guaranteed, granted and protected by the state and federal constitution and the amendments including the Bill of Rights.

KS SS 08.1.2.1

Incorporate videos to help explain difficult concepts of the Constitution and create posters to illustrate the Bill of Rights. Create an amendment that could be added to the Bill of Rights.

Indicator 2

The student explains the recurring issues and solutions involving the rights and responsibilities of the individual (i.e., affirmative action, gender equity).

KS SS 08.1.2.2

Incorporate videos to help explain difficult concepts of the Constitution and create posters to illustrate the Bill of Rights.

Indicator 3

The student explains the importance of respect for the law, a good education, work ethic, equal opportunity, and volunteerism.

KS SS 08.1.2.3

What is work ethic? Does the community have a list of work ethics? Check with the Chamber of Commerce. How can the community use help? Make a list of opportunities to serve as a volunteer in your community. Consider using one of these ideas for an opportunity of community service by the class.

Benchmark 3

The student understands how the U.S. Constitution allocates and restricts power and responsibility in the government.

Indicator 1

The student explains how powers are distributed among the legislative, executive, and judicial branches at the state and national levels (i.e., checks and balances, separate of powers).

KS SS 08.1.3.2

Use a graphic organizer to depict the branches of government, checks and balances, and separation of powers.

Indicator 2

The student compares the steps of how a bill becomes a law at state and national levels.

KS SS 08.1.3.3

Indicator 3

The student describes the amendment procedure.

KS SS 08.1.3.4

Indicator 4

The student analyzes the Declaration of Independence, the U.S. Constitution, including the Preamble, the Kansas Constitution and other writings to identify the essential ideas of American Constitutional governments.

KS SS 08.1.3.6

Benchmark 4

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

Indicator 1

The student acquires and records relevant information about issues involving rights, privileges, and responsibilities.

KS SS 08.1.4.2

List situations that would qualify as clear and present danger.

Indicator 2

The student researches to develop understanding of public issues (e.g., designs and carries out projects).

KS SS 08.1.4.3

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Standard 2 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 in an interdependent world.

Benchmark 1

The student analyzes how different economic systems, institutions, and incentives affect people.

Indicator 1

The student explains how positive and negative incentives affect the way people behave (i.e., taking a driver's education class to reduce insurance costs; seeking a job with higher wages; paying a fine for library books returned late; losing pay on the job for an unexcused absence).

KS SS 08.2.3.1

Discuss the positive and negative incentives to which students may respond grades, praise, winning trophies, money, privileges, as well as penalties, fees, detention). Discuss similarities, differences, and changes in responses to incentives.

Benchmark 2

The student analyzes the role of the government in the economy.

Indicator 1

The student gives examples of how tariffs and quotas affect consumers and the prices of domestic goods.

KS SS 08.2.4.4

Research the importance of taxes to government and determine how citizens have reacted to the collection of taxes throughout U.S. history.

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Standard 3 Geography Standard:

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.

Benchmark 1

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

Indicator 1

The student evaluates the relative merits of maps, graphic representations, tools and technologies in terms of their value in solving geographic problems (e.g., map projections, aerial photographs, satellite images, geographic information systems).
KS SS 08.3.1.4

Use maps, graphs, and databases to help answer questions concerning migration and diffusion during a particular time period. Decide which types of maps, graphs, and databases would be most helpful in answering the question and in presenting findings.

Benchmark 2

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

Indicator 1

The student identifies and explains the changing criteria that can be used to define a region (e.g., physical characteristics, cultural elements, human constructs).
KS SS 08.3.2.3

Prepare a TV interview to look at the differences in perception about a place before and after the introduction of technology-land use on the Great Plains before and after the introduction of barbed wire or the windmill; settlement in the Southwestern U.S. before and after the availability of air conditioning; agriculture along the Nile River before and after building the Aswan High Dam.

Indicator 2

The student identifies ways technology and culture have influenced regions (e.g. perceptions of resource availability, predominance of specific religions, economic development).

KS SS 08.3.2.4

Use the yellow pages in the local phone book or advertisements in the local newspaper to find and list regional descriptors for your local area. As a class, combine the lists and organize them to determine what criteria are used to define your local region. To what larger regions does your local community belong? What do the labels indicate about the local perception of this area? If you have access to earlier advertisements, how has the perception of your region changed?

Indicator 3

The student explains the effects of a label on the image of a region (i.e., Rust Belt, Tornado Alley, Sun Belt, "The Great American Desert").

KS SS 08.3.2.5

Benchmark 3

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

Indicator 1

The student describes and analyzes the characteristics, structure, and patterns of different populations through the use of demographic concepts (i.e., population pyramids, birth/death rates, population growth rates, migration patterns).
KS SS 08.3.4.1

Make population pyramids for the countries of a particular region or from a variety of regions. Compare the proportion of the population in the various age groups and discuss the implications for government and business in those countries. Also conclude what the patterns mean in terms of whether they are developing or developed nations.

Indicator 2

The student analyzes the economic, political, and social factors that contribute to human migration (e.g., mobility, push-pull factors, conflict, laws, regional integration).

KS SS 08.3.4.2

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 pie graph showing the reasons for immigrating and a map showing each immigrant's place of origin.

Indicator 3

The student describes the patterns of cultural diffusion and the resulting distinctive cultural landscapes (e.g., religion, language, technology, customs, crops, foreign language newspapers and signs, ethnic neighborhoods, surnames foods, dress, religious symbols and buildings, housing types, agricultural methods, settlement patterns).

KS SS 08.3.4.3

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 pie graph showing the reasons for immigrating and a map showing each immigrant's place of origin.

Indicator 4

The student describes the consequences of industrialization and urbanization patterns (illustration: factors effecting location of industry, impact of rise or decline of a manufacturing area, changing spatial patterns of major industries, changes and effects of settlement patterns, links between industrial development and rural-urban migration).

KS SS 08.3.4.5

Your community is looking for a new industry to provide employment that will keep the young people from leaving the community. Develop a brochure advertising the benefits of your community, which the Economic Development Committee can send to prospective industries.

Benchmark 4

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

Indicator 1

The student explains and analyzes the role of technology in past, present, and future human modifications of the physical environment (e.g., dams, irrigation, cloud seeding, movement of water, water-quality alterations, fossil fuels, steel plow).

KS SS 08.3.5.1

Research the costs and benefits of the introduction of a particular technology either to a specific time and place or to society in general. Make a poster presenting your findings.

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Standard 4 Kansas 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 individuals, groups, ideas, events, and developments during the period of exploration in Kansas (1541 - 1820).

Indicator 1

The student explains how Long's classification of Kansas as the "Great American Desert" influenced later U.S. government policy on American Indian relocation.
KS SS 08.4.1.2

Indicator 2

The student describes the changes brought about by the interaction of American Indians and the early explorers to the region.

KS SS 08.4.1.3

Benchmark 2

The student understands individuals, groups, ideas, events, and developments during the era of migration.

Indicator 1

The student explains the effect on the way of life for at least one American Indian nation relocated to Kansas (e.g., Kickapoo, Sac and Fox, Delaware, Potawatomi, Shawnee).

KS SS 08.4.2.1

Indicator 2

The student uses diaries and journals to analyze why families migrated.

KS SS 08.4.2.3

Research and excerpt diaries or journals of families traveling through Kansas to the west. Develop a story for younger students about these migrants' experiences.

Indicator 3

The student discusses the U.S. military's impact on American Indians on the Kansas plains.

KS SS 08.4.2.5

Adopting an American Indian perspective, develop a presentation to the U.S. Congress about American Indians' experiences with the military on the frontier. Include a list of proposals, and illustrate your presentation with maps and diagrams.

Benchmark 3

The student understands individuals, groups, ideas, events, and developments of the territorial period and the Civil War in Kansas.

Indicator 1

The student explains the concept of popular sovereignty under the Kansas-Nebraska Act.

KS SS 08.4.3.1

Write an editorial supporting or attacking the concept of "popular sovereignty" as a solution to the slavery question prior to the Civil War.

Indicator 2

The student explains why control of the Kansas territorial government was affected by the fight over slavery.

KS SS 08.4.3.2

Indicator 3

The student describes the influence of pro- and anti-slavery ideas on territorial Kansas (e.g., Bleeding Kansas, border ruffians, bushwhackers, jayhawkers, the Underground Railroad, free state, abolitionist).

KS SS 08.4.3.3

Indicator 4

The student analyzes how the debate between Northern and Southern states on the issue of slavery affected Kansas becoming a state.

KS SS 08.4.3.6

Benchmark 4

The student understands individuals, groups, ideas, events, and developments during the period of expansion and development in Kansas (1860s - 1890s).

Indicator 1

The student describes the reasons for the Exoduster movement out of the South to Kansas (i.e., free land, lynching, the rise of Jim Crow laws in the South).

KS SS 08.4.4.3

Use a variety of sources to learn about African-American life in the south during the late 19th century. Write a first person letter describing conditions in the south and what you hope to find if you moved to Kansas.

Indicator 2

The student describes the development of Populism in Kansas (i.e., disillusionment with big Eastern business, railroads, government corruption, the plight of the farmer).

KS SS 08.4.4.6

Develop a chart listing Kansans' concerns in the late 19th century and how Populists proposed to address these issues.

Indicator 3

The student describes the impact of railroad expansion in Kansas to or upon town development, the cattle industry, and agricultural settlement.

KS SS 08.4.4.7

In groups, construct an argument on the question "Was the extension of the railroad beneficial or harmful to the lives of Kansans?"

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Standard 5 U.S. 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 beginnings of the Republic 1800-1850).

Indicator 1

The student explains the territorial expansion of the United States between 1801 and 1861, and how it affected relations with external powers and American Indians (i.e., Louisiana Purchase, Manifest Destiny).

KS SS 08.5.1.1

Indicator 2

The student analyzes the changes in American lives due to the industrial revolution and the expansion of slavery.

KS SS 08.5.1.2

Indicator 3

The student lists how technological developments impacted different parts of American society between 1801 and 1860 (i.e., interchangeable parts, inventions, cotton gin, railroads, steamboats).

KS SS 08.5.1.3

Prepare a skit that shows the impact of a technological development, like the cotton gin or the railroad, on one family. (3)_

Indicator 4

The student describes the experiences of immigrants and how communities changed due to immigration (e.g., Irish, German).

KS SS 08.5.1.4

Indicator 5

The student explains differences over policies and political philosophies which gave rise to political parties (e.g., Alien and Sedition Act, Federalism, foreign policy).

KS SS 08.5.1.5

Create a series of political cartoons that illustrate the two sides in a controversy, such as the Bank of the U.S. or the Alien and Sedition Act. (5, 6, 7)

Indicator 6

The student defines and gives examples of Jacksonian Democracy (i.e., expansion of suffrage, appeal to the common man, justification of spoils system, opposition to elitism, opposition to Bank of the U.S.).

KS SS 08.5.1.6

Create a series of political cartoons that illustrate the two sides in a controversy, such as the Bank of the U.S. or the Alien and Sedition Act. (5, 6, 7)

Indicator 7

The student explains the issues of nationalism and sectionalism (e.g., Bank of the U.S., expansion of slavery).

KS SS 08.5.1.7

Create a series of political cartoons that illustrate the two sides in a controversy, such as the Bank of the U.S. or the Alien and Sedition Act. (5, 6, 7)

Indicator 8

The student analyzes causes and long-term results of the War of 1812 and the Mexican War.

KS SS 08.5.1.8

Indicator 9

The student explains the impact on American society of religious, social, and philosophical reform movements of the early 19th century (e.g., abolitionism, transcendentalism, woman's suffrage).

KS SS 08.5.1.9

Design a poster that shows support for the women's suffrage movement. (9)

Benchmark 2

The student uses a working knowledge and understanding of individuals, groups ideas, developments, and turning points in the Civil War through the Industrial era of American history (1850-1900).

Indicator 1

The student retraces events that led to sectionalism and eventually secession prior to the Civil War (i.e., Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, Dred Scott v. Sanford).

KS SS 08.5.2.1

Indicator 2

The student explains the circumstances that shaped the Civil War and its outcome (i.e., economic, technological, human resources of the North and the South).

KS SS 08.5.2.2

Indicator 3

The student describes the contributions of individuals and groups in the Civil War.

KS SS 08.5.2.3

Research and write a story about one person's contribution in the Civil War. (3)

Indicator 4

The student compares and contrasts different plans for Reconstruction (i.e., plans advocated by President Lincoln, congressional leaders, President Johnson.

KS SS 08.5.2.4

Divide into groups and assign an identity: Northern politicians, Southern Confederates, or former slaves. Have each group prepare a list of needs and wants for a reconstruction program. Compare with the plans of Lincoln, Congress, and Johnson. (4)

Indicator 5

The student describes the impeachment and trial as it applied to President Johnson.

KS SS 08.5.2.5

Indicator 6

The student describes changes in different regions during Reconstruction (e.g., economic, political, social structure).

KS SS 08.5.2.6

Indicator 7

The student describes changes in political and economics positions of African Americans in the North and South, including challenges to freedmen (i.e., Black Codes, sharecropping, Jim Crow, Amendments 13, 14, and 15, Plessy v. Ferguson).

KS SS 08.5.2.7

Indicator 8

The student explains how the rise of big business, heavy industry, and mechanized farming transformed American society.

KS SS 08.5.2.8

Indicator 9

The student explains the concept of the "American Dream" from different perspectives and the influences of new inventions and advances in transportation.
KS SS 08.5.2.9

Indicator 10

The student summarizes from different perspectives the influences of limited competition, business organizations, and the leadership of industrialists on business and industry in the 19th century.

KS SS 08.5.2.10

Indicator 11

The student interprets data from written and non-written sources to describe the experiences of immigrants of the late 19th century and how cultural groups affected American society.

KS SS 08.5.2.11

Indicator 12

The student uses data from written and non-written sources to explain the rise of the American labor movement and relevant political, social, and economic issues.

KS SS 08.5.2.12

Indicator 13

The student describes Federal American Indian policy after the Civil War.

KS SS 08.5.2.13

Using newspaper articles from the time, report on what most Americans were hearing about conflicts with the American Indians in the west. Compare this information with today's understanding of the events; how do they differ? (13, 14, 15)

Indicator 14

The student describes the attitudes and actions of government officials, the Army, missionaries, settlers, and the general public toward American Indians.

KS SS 08.5.2.14

Using newspaper articles from the time, report on what most Americans were hearing about conflicts with the American Indians in the west. Compare this information with today's understanding of the events; how do they differ? (13, 14, 15)

Indicator 15

The student explains American Indians' responses to increased white settlement mining activities, and railroad construction.

KS SS 08.5.2.15

Using newspaper articles from the time, report on what most Americans were hearing about conflicts with the American Indians in the west. Compare this information with today's understanding of the events; how do they differ? (13, 14, 15)

Indicator 16

The student explains geographic, economic and social factors that influenced an expansionist U.S. foreign policy in the late 19th century.

KS SS 08.5.2.16

Indicator 17

The student lists arguments used to justify expansion and those used to oppose expansion.

KS SS 08.5.2.17

Indicator 18

The student describes the causes and consequences of the Spanish American War.

KS SS 08.5.2.18

Benchmark 3

The student engages in historical thinking skills.

Indicator 1

The student examines historical materials relating to United States history during the 1800s to analyze change over time and make logical inferences concerning cause and effect.

KS SS 08.5.3.1

Indicator 2

The student uses basic research skills to conduct an investigation of a historical event.

KS SS 08.5.3.2

Indicator 3

The student examines historical documents, artifacts, and other materials, and analyzes them in terms of credibility, as well as the purpose, perspective, and point of view for which they were constructed.

KS SS 08.5.3.3

Indicator 4

The student compares different historians' description of the same event in United States history during the 1800s in order to examine how the choice of questions and the use of sources may affect their conclusions.

KS SS 08.5.3.4

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