The student uses a working knowledge and understanding of majoreconomic 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 describes ways people respond to incentives in order to allocate scarce resources to provide the highest possible return.
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
Regions: The student analyzes the spatial organization of people, places, and environments that form regions on the Earth's surface.
Indicator 1
The student explains the factors that contribute to human and physical changes in regions (i.e., environmental changes expand or contract regions, technology alters perception and use of the place, migration changes cultural characteristics.
Indicator 2
The student uses regions to analyze past and present geographic issues to answer geographic questions (illustrations: conflicts caused by overlapping regional identities, causes and impacts of regional alliances, changing regional identities).
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 analyzes how communication and transportation contribute to both cultural divergence and cultural convergence (e.g., nationalism, ethnic elitism, cross-cultural adaptation, popularization of ethnic foods).
Benchmark 3
Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
Indicator 1
The student explains the relationship between resources and the exploration, colonization, and settlement patterns of different regions of the world (i.e., mercantilism, imperialism, colonialism, Gold Rush, Alaskan pipeline).
Make a world map showing territorial land claims by European countries in the 17th and 18th centuries. Add the resources for which the Europeans were searching and/or found that gave the claim value. Prepare a written summary agreeing or disagreeing with the statement: "European exploration and settlement was mainly driven by a quest for resources." (4).
Standard 3 Kansas History Standard:
The student demonstrates 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 describes the social and economic impact of the Spanish and French on the American Indians in Kansas before the Louisiana Purchase.
Research ways in which Europeans and American Indians developed economic interdependence. (1).
Benchmark 2
The student understands individuals, groups, ideas, events, and developments during the era of migration.
Indicator 1
The student analyzes the influence of Manifest Destiny on the settlement of Kansas.
Indicator 2
The student compares and contrasts the perspectives of European Americans and American Indians with regard to land usage on the Kansas frontier.
Benchmark 3
The student understands individuals, groups, ideas, events, and developments during the period of expansion and development in Kansas (1860s - 1890s).
Indicator 1
The student evaluates the social and economic factors that led to the Exoduster movement of African Americans form the South to Kansas.
Indicator 2
The student describes challenges faced by immigrants to Kansas during the 19th century.
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 American Revolution and the United States becoming a nation (1763 to 1850).
Indicator 1
The student describes the shifts in the U.S. government's policy toward American Indians in the first half of the 19th century.
Indicator 2
The student evaluates the religious, political, and social ideas that contributed to the 19th century belief in Manifest Destiny.
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 United States history (1850 to 1900).
Indicator 1
The student explains how the rise of big business, heavy industry, and mechanized farming transformed American society to analyze issues associated with urban growth in the late 19th century.
Indicator 2
The student evaluates massive migration and immigration after 1870.
USD
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