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 shared ideals and the diversity of American society and political culture.
Indicator 1
The student describes the principles embodied in the Declaration of Independence and the Constitution of the U.S., including the Bill of Rights.
KS SS 05.1.2.1
Post copies of foundational documents in the classroom so students learn to identify the documents by sight. Summarize the purpose of each document. Using charades act out some of the freedoms secured by the Bill of Rights. Discuss the Preamble and use the list of goals to describe the Constitution. Consider using School House Rock to become familiar with the Preamble.
Indicator 2
The student explains the principles and ideals of the American republican system (i.e., liberty, justice, equality of opportunity, human dignity).
KS SS 05.1.2.4
Play School House Rock songs that describe democracy and the great American melting pot. Write a short story that is developed around the idea of equal opportunity.
Benchmark 2
The student understands how the U.S. Constitution allocates and restricts power and responsibility in the government.
Indicator 1
The student defines federalism.
KS SS 05.1.3.1
Make word/definition puzzles for new terms.
Indicator 2
The student defines democracy and republic.
KS SS 05.1.3.2
Make word/definition puzzles for new terms. Make a Venn Diagram to compare/contrast democracy and republic.
Indicator 3
The student explains the functions of the three branches of government.
KS SS 05.1.3.5
Design mobiles that depict the three branches of government and illustrate their functions.
Benchmark 3
The student understands various systems of governments and how nations and international organizations interact.
Indicator 1
The student understands that the type of government and its functions influence the treatment of its citizens (i.e., republic, democracy, monarchy, dictatorship).
KS SS 05.1.5.1
Make a graphic organizer, chart, or diagram to illustrate various types of government.
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 understands how scarcity of resources requires choices.
Indicator 1
The student determines how unlimited wants and limited resources lead to choices that involve opportunity cost.
KS SS 05.2.1.2
Plan how to divide your time on Saturday afternoon when the possibilities are raking leaves to earn money, going roller skating with friends, and shopping at the mall with your aunt. Explain how you would use your time and explain what happens if you devote more time to one activity over another. Among choices available to students (buying items, spending free time) have students rank alternatives, identify their choice and their opportunity costs, their second most-desired choice. Have students write about their decision and their opportunity cost, explaining their decision.
Indicator 2
The student gives examples of economic interdependence of at least two of the following levels: local, state, regional, national, and international.
KS SS 05.2.1.4
Chart government services shared by at least two levels of government (local, state, regional, national, and international).
Benchmark 2
The student understands how the market economy works in the United States.
Indicator 1
The student identifies the entrepreneur as the one who organizes other economic resources to produce goods and services.
KS SS 05.2.2.3
Invite a local business person to explain why some goods are marked up while other goods are marked down.
Benchmark 3
The student analyzes how different economic systems, institutions, and incentives affect people.
Indicator 1
The student gives examples of positive and negative incentives.
KS SS 05.2.3.2
Identify competitors in their community using the yellow pages of the telephone. Explain how the opening of a second pizza shop in a small community affects prices, profits, service, and quality.
Indicator 2
The student recognizes the economic conditions under which trade takes place between nations.
KS SS 05.2.3.3
Examine brand labels of products at home and compile a list of imported products and the countries from which they are imported. Why would a given product come from a particular country? Examine key trade routes in World History. What types of goods were imported and exported between countries?
Indicator 3
The student predicts how competition affects price.
KS SS 05.2.3.4
Identify competitors in their community using the yellow pages of the telephone. Explain how the opening of a second pizza shop in a small community affects prices, profits, service, and quality.
Benchmark 4
The student analyzes the role of the government in the economy.
Indicator 1
The student describes revenue sources for different levels of government (i.e., personal income taxes, property taxes, sales taxes, interest, borrowing).
KS SS 05.2.4.1
Apply knowledge of the role of government in the economy in responding to the following question: Your community needs a new fire station. Who will pay for this building and how will they get the money?
Indicator 2
The student describes goods and services provided by the different levels of government.
KS SS 05.2.4.2
Apply knowledge of the role of government in the economy in responding to the following question: Your community needs a new fire station. Who will pay for this building and how will they get the money?
Indicator 3
The student gives an example of a decision made by the U.S. government that affected the economy of another nation (e.g., embargo on Cuba, opening of trade with China, NAFTA agreement).
KS SS 05.2.4.3
Benchmark 5
The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
Indicator 1
The student determines the costs and benefits of a spending, saving, or borrowing decision.
KS SS 05.2.5.1
Explain the value of currency today. Consult a bank official about the reasons why the value of currency changes. Describe what you can do to protect your savings against negative changes in the value of the money you save. Plan a budget for an allowance. The budget will include spending for goods and services, charitable donations, sales taxes, and saving.
Indicator 2
The student compares the opportunity cost of consumer spending decisions.
KS SS 05.2.5.3
Given the choice between going to the movie, getting a pizza, or going shopping, choose the most favored alternative and explain the opportunity cost of the choice.
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, graphics representations, tools, and technologies to locate, use, and present information about people, places, and environments.
Indicator 1
The student explains and uses map essentials (i.e., scale, directional indicators, symbols, legend, latitude, longitude).
KS SS 05.3.1.1
Use data and a variety of symbols and colors to create thematic maps and graphs of various aspects of the student's local community, state, country, and the world.
Indicator 2
The student locates major physical and political features of Earth from memory.
KS SS 05.3.1.2Students practice learning locations related to their area of study through games such as "Baseball" or a "Location Bee" using a map with numbers in place of names for the assigned locations. The incentive of competition could be added by keeping track of team scores the last day of each week, reshuffling teams after several weeks and tracking scores again.
Indicator 3
The student explains the past and present spatial patterns and densities of places and features on Earth's surface (i.e., mountain ranges, river systems, agricultural land, urban areas, transportation routes).
KS SS 05.3.1.4
Use data and a variety of symbols and colors to create thematic maps and graphs of various aspects of the student's local community, state, country, and the world.
Benchmark 2
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 the forces and processes of conflict and cooperation that divide or unite people across Earth's surface (i.e., land disputes between settlers and indigenous people, movements for independence or rights).
KS SS 05.3.4.5
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 your views on a conflict occurring during that time. Include your ideas on how the conflict should be resolved.
Standard 4 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 exploration, colonization, and settlement of the United States (to 1763).
Indicator 1
The student explains the experience and importance of early settlements (e.g., Jamestown, Plymouth, Williamsburg, New Amsterdam, St. Augustine, Quebec).
KS SS 05.4.1.2
Create a class timeline that identifies the significant events that led to the American Revolution.
Indicator 2
The student compares and contrasts features of life in the New England, Middle, and Southern colonies (e.g., economic, social, political, geographic).
KS SS 05.4.1.3
Create a class timeline that identifies the significant events that led to the American Revolution. Create a chart that compares the economic, social, political, and geographic influences on life in the New England, Middle, and Southern colonies.
Indicator 3
The student compares and contrasts the impact of European settlement from an American Indian and European point of view.
KS SS 05.4.1.4
Compare accounts of the discovery of the new World written by American, European, and American Indian historians to analyze perspective.
Indicator 4
The student explains the experience and significance of indentured servants and slaves.
KS SS 05.4.1.5
Indicator 5
The student explains key conflicts during the early settlement of the United States (e.g., colonists versus American Indians, French and Indian War, class conflict, rural versus settled, home rule versus colonial rule).
KS SS 05.4.1.6
Create a class timeline that identifies the significant events that led to the American Revolution.
Benchmark 2
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).
Indicator 1
The student describes the importance of George Washington, Thomas Jefferson Alexander Hamilton, Benjamin Franklin, Patrick Henry, John Hancock, Paul Revere, George III, and Lafayette on events of this era.
KS SS 05.4.2.1
Indicator 2
The student describes the causes of the American Revolution using colonial grievances and British policies.
KS SS 05.4.2.2
Make a list of colonial grievances and British policies during this period. Create a timeline showing key events in the relationship between Great Britain and the American colonies. Identify as many cause-and-effect relationships as you can.
Indicator 3
The student identifies the ideas included in The Declaration of Independence.
KS SS 05.4.2.4
Indicator 4
The student lists the weaknesses of the Articles of Confederation.
KS SS 05.4.2.5
Use a textbook or other reference to read about the Articles of Confederation, and make a list of problems with the Articles of Confederation.
Indicator 5
The student explains that the U.S. Constitution is fundamental law.
KS SS 05.4.2.7
Indicator 6
The student explains the structure of government (the three branches) outlined in the U.S. Constitution.
KS SS 05.4.2.8
Indicator 7
The student explains the key ideas in the Preamble.
KS SS 05.4.2.9
Indicator 8
The student explains the importance of the Bill of Rights.
KS SS 05.4.2.10
Indicator 9
The student understands the importance of the presidency of George Washington.
KS SS 05.4.2.11Write an illustrated booklet for primary students explaining the importance of George Washington's presidency.
Benchmark 3
The student engages in historical thinking skills.
Indicator 1
The student studies historical events and persons in United States history from Colonial period 1585 to 1800 to create a chronology and identify related cause-and-effect factors.
KS SS 05.4.3.1
Indicator 2
The student uses primary and secondary sources of historical data to construct historical accounts.
KS SS 05.4.3.2
Indicator 3
The student examines historical materials relating to a theme in United States history from Colonial period 1585 to 1800, chronologically arranges them and analyzes change over time.
KS SS 05.4.3.3
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