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 various systems of governments and how nations and international organizations interact.
Indicator 1
The student discusses the purpose of international relations both regional and world wide (trade, defense, economic and defense alliances, regional security).
KS SS HS.1.5.5
Indicator 2
The student describes the purpose and functions of multinational organizations e.g., NATO, International Court of Justice, International Red Cross, Amnesty International, United Nations).
KS SS HS.1.5.6
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 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).
KS SS HS.2.1.2
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).
KS SS HS.2.2.1
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 locates major political and physical features of Earth from memory and compares the relative locations of those features.
KS SS HS.3.1.1
Compile data on a variety of cultural and ethnic characteristics for a region involved in an internal or regional conflict. Produce a variety of maps for the area involved. Try to determine the cause of the conflict, using the maps you produced, and suggest possible solutions. (1, 3)
Indicator 2
The student interprets maps and other graphic representations to analyze world events to suggest solutions to world problems (e.g., suburban areas vs. inner cities, development vs. conservation, land use in the world or local community, nuclear waste disposal, relocation of refugees).
KS SS HS.3.1.2
You are a city planner. You are proposing the building of a new facility in your community. Choose any type of development, perhaps a recreation center, an industrial park, a senior living center, a shopping mall, a public transportation system. Prepare a set of maps, showing where it should be located and explain why. Be prepared to present your development plan to the City Commission. (2, 4)
Indicator 3
The student produces maps and other geographic representations, using data from a variety of sources (e.g., census data, interviews, GIS and other databases, questionnaires) to answer geographic questions and solve geographic problems.
KS SS HS.3.1.4
You are a city planner. You are proposing the building of a new facility in your community. Choose any type of development, perhaps a recreation center, an industrial park, a senior living center, a shopping mall, a public transportation system. Prepare a set of maps, showing where it should be located and explain why. Be prepared to present your development plan to the City Commission. (2, 4)
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 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).
KS SS HS.3.2.1
Locate Brazil (or some other political entity) on maps depicting different types of regions-agriculture, climate, land form, resource, population, politics, religion, language, ethnicity, income, age, etc. Write a description of Brazil as a separate region and as part of larger regions based on your analysis of these maps. (1, 2, 3)
Indicator 2
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.
KS SS HS.3.2.2
Locate Brazil (or some other political entity) on maps depicting different types of regions-agriculture, climate, land form, resource, population, politics, religion, language, ethnicity, income, age, etc. Write a description of Brazil as a separate region and as part of larger regions based on your analysis of these maps. (1, 2, 3)
Indicator 3
The student analyzes the ways in which people's perception and use of places and regions reflect individual perspective and cultural change (e.g., land use, property value, settlement patterns, job opportunities).
KS SS HS.3.2.5
Compare maps of large urban centers during several time periods in the 20th century (pre-World War I, post-World War II, and 1990s), comparing the locations of residential, industrial, business, shopping, recreational areas, transportation routes, and schools. Relate these changes to data on population, crime rates, income, education, property values, taxes, and ethnicity in the various regions of the city. Speculate how group perceptions altered the city. (5)
Benchmark 3
Physical Systems: The student understands Earth's physical systems and how physical processes shape Earth's surface.
Indicator 1
The student describes which physical processes affect different regions of the world (i.e., desertification in the Sahel, earthquakes in Pacific Rim, drought and dust storms in the Plains, soil degradation in the tropics, floods, hurricanes).
KS SS HS.3.3.1
Develop a series of maps and/or charts to explain the occurrence and distribution of one distinctive type of a major physical component of Earth's environment-climate landforms, erosion, or natural disasters. (1, 2, 4)
Indicator 2
The student explains Earth's physical processes, patterns, and cycles using concepts of physical geography (e.g., folding, faulting, volcanism, atmospheric and ocean circulation).
KS SS HS.3.3.2
Develop a series of maps and/or charts to explain the occurrence and distribution of one distinctive type of a major physical component of Earth's environment-climate landforms, erosion, or natural disasters. (1, 2, 4)
Indicator 3
The student analyzes the distribution of ecosystems by interpreting relationships between soil, climate, plant, and animal life.
KS SS HS.3.3.3
Collect news articles concerning ecological changes (increased contaminants in wild animals, increased occurrence of mutations in wild animals, reduction of the ozone layer, decreased species diversity, etc.). Write an editorial expressing your concern (or lack of concern) over what is happening. (3, 5)
Indicator 4
The student describes the ways in which Earth's physical processes are dynamic and interactive (i.e., rising ocean levels, sea floor spreading, wind and water deposition, climatic changes).
KS SS HS.3.3.4
Develop a series of maps and/or charts to explain the occurrence and distribution of one distinctive type of a major physical component of Earth's environment-climate landforms, erosion, or natural disasters. (1, 2, 4)
Indicator 5
The student 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).
KS SS HS.3.3.5
Collect news articles concerning ecological changes (increased contaminants in wild animals, increased occurrence of mutations in wild animals, reduction of the ozone layer, decreased species diversity, etc.). Write an editorial expressing your concern (or lack of concern) over what is happening. (3, 5)
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.
Indicator 1
The student predicts trends and evaluates the local-to-global impact of population growth and migration on physical and human systems in response to environmental, social, economic, political, and technological changes (i.e., stress on infrastructure, impact on environment, cultural diffusion, socioeconomic changes and pressures).
KS SS HS.3.4.1
Assume the role of a government official in a country or state experiencing mass movement into the area. Propose and defend a policy to deal with the migration or the problems associated with it. (1)
Indicator 2
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).
KS SS HS.3.4.2
Use the Internet to find the sites and numbers of franchises for American food chains found around the world. Map these to show divergence of American culture. (2)
Indicator 3
The student evaluates the spatial aspects of economic activities and systems (e.g., 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).
KS SS HS.3.4.3
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)
Benchmark 5
Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
Indicator 1
The student evaluates the local-to-global impacts that technology has on human modification of the physical environment (e.g., capacity to support human activity Green Revolution, clear cut logging, construction on flood plains, strip-mining, desert settlements, over-fishing, internal combustion engines, toxic waste, modern farming practices).
KS SS HS.3.5.1
Compare maps of the Southwestern United States before and after diverting Colorado River waters resulting from the Colorado River Compact and the Colorado River projects. Include maps of population distribution, land use, water use, property value, and migration patterns. (1, 2)
Indicator 2
The student evaluates alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., irrigation, terracing, sustainable agriculture, water diversion, aquaculture, alternative uses for marginal land, seawalls, earthquake-resistant construction).
KS SS HS.3.5.2
Compare maps of the Southwestern United States before and after diverting Colorado River waters resulting from the Colorado River Compact and the Colorado River projects. Include maps of population distribution, land use, water use, property value, and migration patterns. (1, 2)
Indicator 3
The student evaluates policies and programs for resource use and management e.g., EPA, building restrictions, mandated recycling, international agreements on using the seas, differing views on rain forest use).
KS SS HS.3.5.3
Research the positive and negative aspects of a proposed landscape change in the local area (e.g., developing an historic preservation site, limiting building on a floodplain, urban expansion into productive farmland). Write a letter to the editor or prepare a presentation for the city commission or planning agency giving your point of view or a summary of the pros and cons. (3)
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.
KS SS HS.5.6.14
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, eras, developments, and turning points in the history of the world since World War II.
Indicator 1
The student describes the changes in economic conditions and social structures e.g., mass education, population explosion, global economy, human rights, corporatism).
KS SS HS.6.7.5
USD
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