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 recognizes that a nation's values are embodied in its constitution, statutes, and important court cases (i.e., Dred Scott v. Sanford, Plessy v. Ferguson, Brown v. Topeka Board of Education).
Benchmark 2
The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
Indicator 1
The student analyzes issues regarding economic rights within the United States i.e., free enterprise, rights of choice, government regulation).
Benchmark 3
The student understands various systems of governments and how nations and international organizations interact.
Indicator 1
The student compares various political systems/economic systems with that of the republican government of the U.S. in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles and political culture (i.e, constitutional monarchy, parliamentary democracy, dictatorships, capitalism, fascism, socialism, communism, tribal government).
Indicator 2
The student takes and defends a position concerning the use of various tools in carrying out U.S. foreign policy (e.g., trade sanctions, extension of "most favored nation" status, military interventions).
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 describes ways people respond to incentives in order to allocate scarce resources to provide the highest possible return.
Indicator 2
The student explains how economic choices made by individuals, businesses, or governments often have intended and unintended consequences (illustration: choosing a location for a new airport creates noise pollution and influences community growth).
Benchmark 2
The student understands how the market economy works in the United States.
Indicator 1
The student defines Gross Domestic Product (GDP) and Gross National Product GNP).
Indicator 2
The student explains the importance of economic growth to an economy and how GDP is used to measure it.
Indicator 3
The student explains the factors that could change the supply or demand for a product.
Indicator 4
The student analyzes how prices change when either a shortage or surplus of goods or services develops.
Indicator 5
The student describes what happens to the product price and output of businesses when the degree of competition changes in an industry (e.g., pure competition versus pure monopoly).
Indicator 6
The student describes the advantages and disadvantages of forming a partnership, proprietorship, and corporation.
Indicator 7
The student analyzes the role of money, banking, and the Federal Reserve System in the economy (e.g., interest rates, monetary policy).
Benchmark 3
The student analyzes how different economic systems, institutions, and incentives affect people.
Indicator 1
The student provides examples of absolute and comparative advantage between nations.
Indicator 2
The student explains that trade based on comparative advantage is mutually advantageous (i.e., individuals and nations have a comparative advantage in the production of goods or services if they can produce a product at a lower opportunity cost than other individuals or nations).
Indicator 3
The student compares characteristics of traditional, command, market, and mixed economies.
Benchmark 4
The student analyzes the role of the government in the economy.
Indicator 1
The student explains why certain goods and services are provided by the government (e.g., infrastructure, schools, waste management, national defense).
Indicator 2
The student explains the advantages and disadvantages when fiscal policy is used by the Federal Government to influence the U.S. economy (e.g., change in taxes, spending).
Indicator 3
The student evaluates issues relationship between Federal budget and the national debt (e.g., deficits, surpluses) and the national debt.
Indicator 4
The student analyzes how trade agreements affect international trade and economic and social conditions (i.e., GATT, NAFTA, Most Favored Nations Status).
Indicator 5
The student gives examples of how government policies influence the economy i.e., minimum wage laws, antitrust laws, EPA, WPA, farm subsidies).
Benchmark 5
The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
Indicator 1
The student describes the impact of changes in the economy on personal income.
Indicator 2
The student illustrates how the demand and supply of labor is influenced by productivity, education, skills, and retraining.
Indicator 3
The student explains how an individual's income will differ in the labor market depending on supply and demand for his/her skills, abilities, and/or education level.
Indicator 4
The student develops a personal budget that identifies sources of income and expenditures (e.g., wages, rent, payments, savings, taxes, insurance).
Indicator 5
The student determines the costs and benefits of using a credit card.
Indicator 6
The student analyzes the costs and benefits of investment alternatives (e.g., stock market, bonds, certificates of deposit).
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
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 evaluates the spatial aspects of economic activities and systems (eg., market areas and demand, locational advantages, trade partnerships, land value, labor supply and cost, resource availability, transportation access, interdependence; primary, secondary, tertiary, quarternary economic activities illustrations: electronics assembly in northern Mexico, relationships between zoning laws and land values, trade routes before and after building a major canal impact of foreign investment or international debt crisis).
List the proposed advantages and disadvantages voiced by concerned parties before the NAFTA agreement was passed. Make a second list, showing how NAFTA has fared in each of those areas. Argue in favor or against expanding similar economic agreements. (3, 5)
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 era of contemporary United States history (since 1945).
Indicator 1
The student describes how changes in the national and global economy have influenced the work place.
USD
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