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 describes the need for rules in the family.
KS SS 00.1.1.1
Make posters illustrating the rules. Create an imaginary classroom, community, etc. and generate rules for that imaginary unit.
KS SS 00.1.1.1
Make posters illustrating the rules. Create an imaginary classroom, community, etc. and generate rules for that imaginary unit.
Indicator 2
The student discusses safety rules (e.g., poison, traffic, fire, playground).
KS SS 00.1.1.2
Make posters illustrating the rules. Create an imaginary classroom, community, etc. and generate rules for that imaginary unit.
Benchmark 2
The student understands the shared ideals and the diversity of American society and political culture.
Indicator 1
The student knows how various symbols are used to depict American's shared values, principles, and beliefs (i.e., flag, pledge).
KS SS 00.1.2.1
Use art activities illustrating the different symbols of the state.
Benchmark 3
The student understands how the U. S. Constitution allocates and restricts power and responsibility in the government. (No indicators identified for this benchmark.)
Benchmark 4
The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
Indicator 1
The student identifies the rights, privileges, and responsibilities students have at home.
KS SS 00.1.4.1
Divide the class into two parts. For a few minutes allow 1/2 of the class to leave their desk and do some fun activity while the other side must work on a short assignment. Then have the children change places so all children can understand privileges and rights. Their responsibility is to get the short assignment done.
Benchmark 5
The student understands various systems of governments and how nations and international organizations interact.
Indicator 1
The student describes governments in terms of people and groups who make, apply, and enforce rules and laws for others in their family (e.g., parent).
KS SS 00.1.5.1
Discuss "Who makes the rules?" "Why do we need rules?" Illustrate the rules. Use a community resource to visit the class. This might be a good time for a friendly visit by the principal.
Standard 2 Economics Standard:
There are no Social Studies benchmarks and indicators for K-2 in economics. This area will be covered in Grade 5.
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 identifies and correctly uses terms related to location, direction, and distance (e.g., up/down, left/right, near/far, here/there, north, south, east, west).
KS SS 00.3.1.2
Design and create a map that displays information about the classroom, school, and/or neighborhood using symbols explained in a key. Identify various locations and suggest reasons why they are used for certain human activities.
Benchmark 2
Regions: The student analyzes the spatial organization of people, places, and environments that form regions on Earth's surface. (No indicators identified for this benchmark.)
Benchmark 3
Physical Systems: The student understands Earth's physical systems and how physical processes shape Earth's surface.
Indicator 1
The student reports local weather patterns accurately.
KS SS 00.3.3.1
Create classroom "Weather" graph. Collect and record weather data throughout the school year. Make sure each student has an opportunity to be the "Weather Person." As a group, discuss emerging weather patterns and seasonal changes. Have students work in small groups to create a timeline documenting effects of weather changes over time.
Indicator 2
The student describes the effects of seasonal change on the local environment.
KS SS 00.3.3.2
Create classroom "Weather" graph. Collect and record weather data throughout the school year. Make sure each student has an opportunity to be the "Weather Person." As a group, discuss emerging weather patterns and seasonal changes. Have students work in small groups to create a timeline documenting effects of weather changes over time.
Indicator 3
The student describes the essential elements of a successful ecosystem (e.g., farm animals, Earth Day).
KS SS 00.3.3.3
Students brainstorm and make a chart listing the essential elements of a human environment, with a similar chart of plants and another for animals. Compare the common elements. Students draw a successful habitat for humans, plants, and animals incorporating common elements.
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 explains why conflicts arise at school over control of territory, and how these conflicts can be resolved (e.g., place in line, seat in car, area of playground). KS SS 00.3.4.3
Discuss where people in your community live and why. Create a class mural by having small groups draw or paint depictions of various areas of the community.
Benchmark 5
Human-Environment Interactions: The student understands the effects of interactions between human and physical systems._
Indicator 1
The student describes how humans adapt to variations in the physical environment (e.g., choices of clothing, housing, crops).
KS SS 00.3.5.2
Using the weather chart previously developed, discuss how weather/seasonal changes affect clothing, housing, and/or outdoor recreational choices. Ask students to write a brief account of what choices they personally make in response to these changes.
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 the significance of the contributions of important individuals and major developments in history. (No indicators identified for this benchmark.)
Benchmark 2
The student understands the importance of the experiences of groups of people.
Indicator 1
The student compares and contrasts the life conditions of the earliest settlements to the present (e.g., Native Americans and Pilgrims).
KS SS 00.4.2.1
Benchmark 3
The student understands the significance of events, holidays, documents, and symbols which are important in United States history.
Indicator 1
The student recognizes the United States flag, the Pledge of Allegiance.
KS SS 00.4.3.1
Indicator 2
The student identifies some U.S. national holidays (i.e., Columbus Day, Independence Day, Martin Luther King, Jr. Day, Presidents' Day, Thanksgiving, Veterans Day).
KS SS 00.4.3.2
Indicator 3
The student locates the state of Kansas using a political map of the United States.
KS SS 00.4.3.4Trace a map of Kansas. Cut out your traced map. Use its shape to locate Kansas on a map of the United States.
Indicator 4
The student names and locates the capital of Kansas using a state map.
KS SS 00.4.3.5
Indicator 5
The student identifies three official symbols of the state of Kansas (e.g., the state song - "Home on the Range," the state bird - the meadowlark, the state flower - the sunflower).
KS SS 00.4.3.6
Benchmark 4
The student understands the variety of ways land has been used over time. (No indicators identified for this benchmark.)
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