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 community.
KS SS 02.1.1.1
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 02.1.1.2
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., eagle, flag, seals, pledge).
KS SS 02.1.2.1
Use art activities illustrating the different symbols of the state.
Indicator 2
The student knows the qualities of law-abiding citizens (honesty, courage, patriotism).
KS SS 02.1.2.2
Benchmark 3
The student understands how the U.S. Constitution allocates and restricts power and responsibility in the government.
Indicator 1
The student recognizes that the U.S. Constitution is a written plan for the rules of government (e.g., knows that the Constitution is the list of rules of the government compared to the rules for the family, classroom, school).
KS SS 02.1.3.1
When talking about the rules of the classroom and school, relate that the country has rules called the Constitution. Puzzles or maps of Kansas and the United States may help to explain country._
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, in the classroom, at school, and in the community.
KS SS 02.1.4.1
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.
Indicator 2
The student identifies basic rights and privileges that students have and those they will acquire with age (e.g., driving, voting).
KS SS 02.1.4.2
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, school, and community (e.g., police, mayor, governor, legislator, President).
KS SS 02.1.5.1
Discuss "Who makes the rules at school?" "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 lists and describes the characteristics and purposes of maps and the globe (e.g., title, legend, compass rose, model of Earth, representation of Earth's features).
KS SS 02.3.1.1
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.
Indicator 2
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 02.3.1.2
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.
Indicator 3
The student differentiates between town and state.
KS SS 02.3.1.3
Using concentric circles, with the student's name or picture occupying the center circle, label the circles from smallest to largest, home, city, state, country, planet. Resource: My Place in Space).
Indicator 4
The student uses or makes maps to locate places.
KS SS 02.3.1.4
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.
Indicator 1
The student describes the physical and human characteristics of the local community (e.g., location, land, weather, seasons, people, jobs, houses, food, recreation, customs).
KS SS 02.3.2.1
Use pictures, maps, and other resources including recollections of older citizens and local museums/historical societies, to compare physical and cultural changes that have occurred in the local community over time.
Indicator 2
The student identifies physical and human changes that have taken place over time in the local region (e.g., new shopping center, tearing down houses, tornado/flood damage).
KS SS 02.3.2.2
Use pictures, maps, and other resources including recollections of older citizens and local museums/historical societies, to compare physical and cultural changes that have occurred in the local community over time.
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 02.3.3.1
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 02.3.3.2
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 (fresh air, clean water, food supply, habitat & Earth Day, Arbor Day).
KS SS 02.3.3.3
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 02.3.4.3
Brainstorm situations in which conflicts arise between students. Have students role play the development and resolution of those conflicts.
Benchmark 5
Human-Environment Interactions: The student understands the effects of interactions between human and physical systems._
Indicator 1
The student identifies ways in which people depend on the physical environment (i.e., water, food, fuel, natural resources).
KS SS 02.3.5.1
Make a class list of things people need, want, and obtain from the physical environment (e.g., food, clean air, water, and mineral resources). Identify those obtained from the physical environment in the local community.
Indicator 2
The student describes how humans adapt to variations in the physical environment (e.g., choices of clothing, housing, crops).
KS SS 02.3.5.2
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.
Indicator 1
The student retells the stories of explorers, inventors, and scientists (e.g., Christopher Columbus, Marco Polo, Benjamin Franklin, Thomas Edison, and others).
KS SS 02.4.1.1
Draw a series of pictures to illustrate the story of famous people such as Columbus, Franklin, Ross, etc.
Indicator 2
The student knows the importance of United States and Mexico's social and political leaders (i.e., George Washington, Thomas Jefferson, Abraham Lincoln, Benjamin Franklin, Martin Luther King, Jr.).
KS SS 02.4.1.2
Use story mapping to map out the story of a historically significant person's life.
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., Pilgrims, Native Americans).
KS SS 02.4.2.1
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 as national symbols.
KS SS 02.4.3.1
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 02.4.3.2
Indicator 3
The student explains the customs related to important holidays and ceremonies in Mexico and other countries.
KS SS 02.4.3.3
Indicator 4
The student locates the state of Kansas using a political map of the United States. KS SS 02.4.3.4
Trace a map of Kansas. Cut out your traced map. Use its shape to locate Kansas on a map of the United States.
Indicator 5
The student names and locates the capital of Kansas using a state map.
KS SS 02.4.3.5
Indicator 6
The student identifies 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 02.4.3.6
Indicator 7
The student explains the origin of the name "Kansas" (i.e., from the Kansa Indians).
KS SS 02.4.3.7
Benchmark 4
The student understands the variety of ways land has been used over time.
Indicator 1
The student describes the different food sources produced in Kansas over time.
KS SS 02.4.4.1
As a class, design a bulletin board illustrating food sources produced in Kansas Produce a photo collage showing examples of food sources produced in Kansas.
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