Standard 1 Civics-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 how the U.S. Constitution allocates and restricts power and responsibility in the government.
Indicator 1
The student compares the U.S. and Kansas Constitutions to identify the major responsibilities of federal, state, and local governments.
KS SS 07.1.3.1
Indicator 2
The student knows budgeting procedure and major areas of government spending (i.e., defense, social security, social programs).
KS SS 07.1.3.5
Locate graphs, tables, and charts which illustrate the national budget. Create flow charts that illustrate the budgeting procedure.
Indicator 3
The student analyzes the Declaration of Independence, the U.S. Constitution, including the Preamble, the Kansas Constitution and other writings to identify the essential ideas of American Constitutional governments.
KS SS 07.1.3.6
Benchmark 2
The student identifies and examines the rights, privileges and responsibilities in becoming an active civic participant.
Indicator 1
The student recognizes the rights of citizens in other nations of the world and determines how they are similar to and different from the rights of American citizens.
KS SS 07.1.4.1
Indicator 2
The student researches to develop understanding of public issues (e.g., designs and carries out projects).
KS SS 07.1.4.3
Indicator 3
The student knows correct procedures for contacting appropriate representatives for the purpose of expressing opinions or asking for help at local, state, and national levels.
KS SS 07.1.4.4
Write letters to public officials to express opinions, etc.
Benchmark 3
The student understands various systems of governments and how nations and international organizations interact.
Indicator 1
The student analyzes the basic features of state and national political systems and describes the ways each system meets or fails to meet the needs and wants of its citizens (i.e., republic, democracy, monarchy, dictatorship).
KS SS 07.1.5.1
Develop a nation-state simulation that is moving from a monarchy to a federal democracy. Write a constitution with a governmental structure that addresses the needs and protects the rights of the people.
Indicator 2
The student describes how powers are acquired, used, and justified at state and national levels (e.g., of, by, for the people).
KS SS 07.1.5.2
Develop a nation-state simulation that is moving from a monarchy to a federal democracy. Write a constitution with a governmental structure that addresses the needs and protects the rights of the people.
Standard 2 Economics Standard:
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 analyzes the effect of scarcity on the price, production, consumption and distribution of goods and services.
KS SS 07.2.1.1
Describe how the scarcity of food might influence price, production, consumption and distribution. Outline the impact of bad weather on a particular crop (e.g., wheat, oranges, etc.) in terms of price, production, consumption, and distribution.
Indicator 2
The student identifies substitutes and complements for selected goods and services.
KS SS 07.2.1.2
Describe how the scarcity of food might influence price, production, consumption and distribution. Outline the impact of bad weather on a particular crop (e.g., wheat, oranges, etc.) in terms of price, production, consumption, and distribution.
Indicator 3
The student explains that the choices people make have both present and future consequences.
KS SS 07.2.1.3
Benchmark 2
The student understands how the market economy works in the United States.
Indicator 1
The student analyzes the impact of inflation or deflation on the value of money and people's purchasing power.
KS SS 07.2.2.1
Indicator 2
The student explains how relative price and people's economic decisions influence the market system.
KS SS 07.2.2.2
Using a map of Kansas or your local community, locate areas producing and/or offering different types of goods and services. Write to three companies involved with these goods and services, requesting information on how they make decisions about production, distribution, and consumption. Report on their responses.
Indicator 3
The student describes the four basic types of earned income (i.e., wages and salaries, rent, interest, profit).
KS SS 07.2.2.3
Indicator 4
The student explains the factors that cause unemployment (i.e., down sizing, outsourcing, seasonal demand for jobs, changes in skills needed by employers, other economic influences).
KS SS 07.2.2.4
Indicator 5
The student uses a diagram to explain the importance of the circular flow to a market economy (illustration: firms make products, sell the products, households earn money to buy the products, the money goes to the firms who use the money to pay for the resources they use or hire [workers], who take the money back to the households, and so on).
KS SS 07.2.2.5
Using a map of Kansas or your local community, locate areas producing and/or offering different types of goods and services. Write to three companies involved with these goods and services, requesting information on how they make decisions about production, distribution, and consumption. Report on their responses. Research and identify reasons for or against establishing a new business at a particular location in your local community (e.g., a fast food restaurant, a convenience store, a supermarket).
Benchmark 3
The student analyzes how different economic systems, institutions, and incentives affect people.
Indicator 1
The student describes the types of specialized economic institutions found in market economies (i.e., corporations, partnerships, labor unions, banks, nonprofit organizations).
KS SS 07.2.3.2
Indicator 2
The student gives examples of changes that might influence international trade (i e., U.S. sanctions, weather, exchange rate, war, boycotts, embargoes).
KS SS 07.2.3.3
Indicator 3
The student compares the exchange rates for different currencies.
KS SS 07.2.3.4
Benchmark 4
The student analyzes the role of the government in the economy.
Indicator 1
The student gives examples of choices the government must make with limited resources (i.e., highways, welfare, defense, education, social security).
KS SS 07.2.4.1
Research how Kansas generates revenue for state and local programs. How effective are they and what concerns do citizens have about how the state collects revenue? Research the importance of taxes to government and determine how citizens have reacted to the collection of taxes throughout U.S. history.
Indicator 2
The student compares and contrasts government revenue and expenditures.
KS SS 07.2.4.2
Research how Kansas generates revenue for state and local programs. How effective are they and what concerns do citizens have about how the state collects revenue? Research the importance of taxes to government and determine how citizens have reacted to the collection of taxes throughout U.S. history.
Indicator 3
The student distinguishes between debt and deficits.
KS SS 07.2.4.3
Research the importance of taxes to government and determine how citizens have reacted to the collection of taxes throughout U.S. history.
Benchmark 5
The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
Indicator 1
The student uses product information to identify costs and benefits to make informed choices among alternatives.
KS SS 07.2.5.1
Select a product, gather product information from various sources to make an informed choice about which to purchase.
Indicator 2
The student uses the concept of trade-offs to make a decision.
KS SS 07.2.5.2
Brainstorm as a group possible field trip sites. Determine trade-offs involved in selecting one location over another._
Indicator 3
The student calculates interest earned and account balances for checking and savings accounts.
KS SS 07.2.5.3
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 locates major political and physical features of Earth from memory and compares the relative locations of those features.
KS SS 07.3.1.1
Write descriptions for the relative locations of features included in current work. The teacher should check these for accuracy. In pairs or small groups, children can then quiz each other over the relative locations using those clues. Students should also point out the features using a blank map with the features numbered. Short, weekly map quizzes over learned locations are helpful and appropriate.
Indicator 2
The student develops and uses different kinds of maps, globes, graphs, charts, databases, and models.
KS SS 07.3.1.2
Use maps, graphs, and databases to help answer questions concerning migration and diffusion during a particular time period. Decide which types of maps, graphs, and databases would be most helpful in answering the question and in presenting findings.
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 identifies and compares the physical and human characteristics of world regions (e.g., Kansas and Eastern United States, locations, topography, climate, vegetation, resources, people, religion, language, customs, government, agriculture, industry, architecture, arts, learning, Middle East and North Africa; South Asian, Europe, Latin America, Sub-Saharan Africa, East Asia, Anglo America).
KS SS 07.3.2.1
Make a regional collage on a huge outline map drawn on butcher paper. The collage should define the important components of the region, including physical and human characteristics. Different groups could be responsible for various elements. A mixture of pictures and drawings could be used. Older copies of National Geographic Magazine are a good source of pictures. (At enrollment or open house put out the word that you are looking for NGS magazines and you'll have more than you can use.)
Indicator 2
The student explains how U.S. and world regions are interdependent (i.e., through trade, diffusion of ideas, human migration, economic networks, international conflicts, participation in international organizations).
KS SS 07.3.2.2
Use the yellow pages in the local phone book or advertisements in the local newspaper to find and list regional descriptors for your local area. As a class, combine the lists and organize them to determine what criteria are used to define your local region. To what larger regions does your local community belong? What do the labels indicate about the local perception of this area? If you have access to earlier advertisements, how has the perception of your region changed?_
Benchmark 3
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 describes and analyzes the characteristics, structure, and patterns of different populations through the use of demographic concepts (i.e., population pyramids, birth/death rates, population growth rates, migration patterns).
KS SS 07.3.4.1Make population pyramids for the countries of a particular region or from a variety of regions. Compare the proportion of the population in the various age groups and discuss the implications for government and business in those countries. Also conclude what the patterns mean in terms of whether they are developing or developed nations._
Indicator 2
The student explains the primary geographic causes of world trade and economic interdependence (i.e., location advantage, resource distribution, labor cost, technology, trade networks and organizations).
KS SS 07.3.4.4
Take an inventory of personal possessions to determine where they were produced. Categorize the items according to such criteria as amount and value of raw materials, amount and skills of labor required to manufacture the product, weight and bulk of finished product, value of finished product, country/region of origin. Draw conclusions concerning the types of goods imported, from where, and why.
Indicator 3
The student explains how cooperation and conflict among peoples contribute to political, economic, and social division of Earth's surface (e.g., local land use controversies, international hot spots, local cooperative efforts, international alliances, European Union, NATO, United Nations).
KS SS 07.3.4.6
Collect news articles concerning current conflicts locally or in the wider world. Develop a list of reasons for conflict based upon these articles. Make a second list showing ways individuals or countries are trying to resolve the differences.
Benchmark 4
Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
Indicator 1
The student describes the local, national, and international consequences of the use or misuse of resources (e.g., resources movement and consumption, relationship between access to resources and living standards, relationship between competition for resources and world conflicts).
KS SS 07.3.5.3
Develop a rubric for evaluating the use of a natural resource. Apply the rubric to a proposed use of a specific resource.
Standard 4 Kansas 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 understands individuals, groups, ideas, events, and developments during the era of migration.
Indicator 1
The student compares and contrasts the views held by the federal and state governments with that of the American Indians over use of the Kansas frontier.
KS SS 07.4.2.2
Indicator 2
The student uses diaries and journals to analyze why families migrated.
KS SS 07.4.2.3
Research and excerpt diaries or journals of families traveling through Kansas to the west. Develop a story for younger students about these migrants' experiences.
Indicator 3
The student describes life at a frontier military fort in Kansas (e.g., Fort Leavenworth, Fort Scott, Fort Larned, Fort Hays).
KS SS 07.4.2.4
Learn about the lives of soldiers at one of the historic military forts. Visit a fort nearby, or use books or on-line sources. Write a series of diary entries or letters home describing soldiers' experiences. Adopting a U. S. soldier's perspective, write a diary entry for a soldier stationed at a military fort in Kansas during this time period.
Benchmark 2
The student understands individuals, groups, ideas, events, and developments of the territorial period and the Civil War in Kansas.
Indicator 1
The student explains the concept of popular sovereignty under the Kansas-Nebraska Act.
KS SS 07.4.3.1
Write an editorial supporting or attacking the concept of "popular sovereignty" as a solution to the slavery question prior to the Civil War._
Indicator 2
The student explains why control of the Kansas territorial government was affected by the fight over slavery.
KS SS 07.4.3.2
Indicator 3
The student describes the influence of pro- and anti-slavery ideas on territorial Kansas (e.g., Bleeding Kansas, border ruffians, bushwhackers, jayhawkers, the Underground Railroad, free state, abolitionist).
KS SS 07.4.3.3
Indicator 4
The student describes the role of important individuals during the territorial period (e.g., Charles Robinson, James Lane, John Brown, Clarina Nichols, Samuel Jones, John W. Geary, David Atchison, Samuel Lecompt).
KS SS 07.4.3.4
Indicator 5
The student evaluates the Wyandotte Constitution with respect to the civil rights of women and African Americans.
KS SS 07.4.3.5
Work together to create a timeline that describes national events surrounding Kansas' becoming a state._
Indicator 6
The student analyzes how the debate between Northern and Southern states on the issue of slavery affected Kansas becoming a state.
KS SS 07.4.3.6
Indicator 7
The student describes the causes and the consequences of Quantrill's Raid on Lawrence during the Civil War.
KS SS 07.4.3.7
Indicator 8
The student describes the economic effects of the Civil War on the people of Kansas.
KS SS 07.4.3.8
Indicator 9
The student explains the significance of the Battle of Mine Creek as part of the Civil War campaign of General Sterling Price.
KS SS 07.4.3.9
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 explains why difficulties between American Indians and Whites in western Kansas increased after the Civil War.
KS SS 07.4.4.1
Indicator 2
The student explains the migration patterns of the English, French, Germans, German-Russians, and Swedes to Kansas.
KS SS 07.4.4.2
Indicator 3
The student describes the reasons for the Exoduster movement out of the South to Kansas (i.e., free land, lynching, the rise of Jim Crow laws in the South).
KS SS 07.4.4.3
Use a variety of sources to learn about African-American life in the south during the late 19th century. Write a first person letter describing conditions in the south and what you hope to find if you moved to Kansas.
Indicator 4
The student explains one process of acquiring land in Kansas outlined in the land laws.
KS SS 07.4.4.4
Indicator 5
The student interprets and uses primary source documents to interpret adaptations made by Kansas settlers to the physical environment.
KS SS 07.4.4.5
Indicator 6
The student describes the development of Populism in Kansas (i.e., disillusionment with big Eastern business, railroads, government corruption, the plight of the farmer).
KS SS 07.4.4.6
Develop a chart listing Kansans' concerns in the late 19th century and how Populists proposed to address these issues.
Indicator 7
The student describes the impact of railroad expansion in Kansas to or upon town development, the cattle industry, and agricultural settlement.
KS SS 07.4.4.7
In groups, construct an argument on the question "Was the extension of the railroad beneficial or harmful to the lives of Kansans?"
Benchmark 4
The student understands individuals, groups, ideas, events, and developments in the period of industrialization and modernization in Kansas (1890s - 1920s).
Indicator 1
The student explains the accomplishments of the Progressive movement in Kansas (i.e., regulating the sale of stocks and bonds, workman's compensation, inspection of meat processing plants, public health campaigns).
KS SS 07.4.5.1
In teams, perform a radio or TV public service announcement explaining how one of the accomplishments of Kansas progressives contributes to a better quality of life in Kansas.
Indicator 2
The student explains the reasons for the prohibition campaign of Carry A. Nation.
KS SS 07.4.5.2
Indicator 3
The student describes the significance of farm mechanization in Kansas (i.e., increased farm size and production, specialized crops, population redistribution).
KS SS 07.4.5.3
Indicator 4
The student explains the impact of the growth of mining in southeast Kansas on the population and economic conditions of the region.
KS SS 07.4.5.4
Indicator 5
The student explains the significance of the work of Kansans on the future of the aviation industry (e.g., Earhart, Longren, Cessna, Beech, Stearman).
KS SS 07.4.5.5
Indicator 6
The student describes the movement for women's suffrage and its effect on Kansas politics (e.g., the fight for universal suffrage, impact of women on local elections).
KS SS 07.4.5.6
Indicator 7
The student explains the challenges German Americans faced in Kansas during World War I (e.g., discrimination, movement against German languages).
KS SS 07.4.5.7
Use primary and secondary sources to learn about the lives of German Americans in Kansas in the early 20th century. Write a first person letter to a family member in Germany describing challenges German-Americans faced during this time.
Indicator 8
The student explains the connection between Mexican immigrants and the railroad.
KS SS 07.4.5.8Develop an answer to the question: "Is it better to describe the use of Mexican labor to build railroads in Kansas as "opportunity" or "exploitation?" Support your answer with evidence and reasoning._
Benchmark 5
Benchmark 6: The student understands individuals, groups, ideas, events, and developments of the Depression and World War II in Kansas (1920s -1940s).
Indicator 1
The student describes the emergence and growth of the Ku Klux Klan in Kansas during the 1920s and the ways William Allen White used the Emporia Gazette to raise awareness.
KS SS 07.4.6.1
Indicator 2
The student compares agricultural practices before and after the dust storms of the 1930s (i.e., rotation of crops, shelter belts, irrigation, terracing, stubble mulch.
KS SS 07.4.6.2
Design a poster comparing agricultural practices before and after the dust storms of the 1930s.
Indicator 3
The student uses local resources to describe conditions in his/her community during the Great Depression.
KS SS 07.4.6.3
Indicator 4
The student summarizes the effects of New Deal programs on Kansas life.
KS SS 07.4.6.4
Use primary and secondary sources to learn about New Deal programs in Kansas. Share your findings with the class. Together, summarize benefits or disadvantages to these initiatives.
Indicator 5
The student explains how World War II acted as a catalyst for change in Kansas e.g., women entering work force, increased mobility, changing manufacturing practices).
KS SS 07.4.6.5
Use primary and secondary sources to learn about the impact of World War II in Kansas. Present a graph or chart explaining the impact of the war on life in Kansas. Give a brief talk explaining how and why changes occurred.
Indicator 6
The student describes the dispute between artist John Stuart Curry and the Kansas legislature over depiction of Kansas values in the statehouse murals.
KS SS 07.4.6.6
Benchmark 6
The student understands individuals, groups, ideas, events, and developments in contemporary Kansas (since 1950).
Indicator 1
The student uses a time line to trace the events that led to the Supreme Court decision in Brown v. Topeka Board of Education.
KS SS 07.4.7.1
Use primary and secondary sources to learn about events challenging Jim Crow prior to Brown v. Topeka Board of Education. Identify at least five events. As a class, choose the most significant to depict in a classroom display, justifying your choices.
Indicator 2
The student explains the reasons Southeast Asians migrated to Kansas after 1975 (e.g., church, community, organizations, jobs, the fall of Southeast Asian governments).
KS SS 07.4.7.2
Make a list of factors that brought Southeast Asians to Kansas. Rank order the factors. Justify your rankings.
Indicator 3
The student describes the impact of the change from family farms to agribusiness on Kansas culture.
KS SS 07.4.7.3
Indicator 4
The student recognizes that depopulation of rural areas and increased urbanization have shifted political power in Kansas.
KS SS 07.4.7.4
Develop a news clip file illustrating the effects of rural depopulation and increasing urbanization on Kansas political issues.
Indicator 5
The student describes major flood control projects in the 1950s.
KS SS 07.4.7.5
Indicator 6
The student identifies issues facing Kansas state government in the 1980s and beyond.
KS SS 07.4.7.6
Indicator 7
The student gathers information using resource people to analyze the impact of a recent historical event upon the local community.
KS SS 07.4.7.7
Benchmark 7
The student engages in historical thinking skills.
Indicator 1
The student examines historical materials relating to Kansas history, analyzes changes over time, and makes logical inferences concerning cause and effect.
KS SS 07.4.8.1
Indicator 2
The student uses basic research skills to conduct an independent investigation of an event in Kansas history.
KS SS 07.4.8.2
Indicator 3
The student examines historical documents, artifacts, and other materials of Kansas history and analyzes them in terms of credibility, purpose, perspective, or point of view.
KS SS 07.4.8.3
Indicator 4
The student compares different historians' descriptions of the same event in Kansas history to examine how the choice of questions and the use of sources may affect their conclusions.
KS SS 07.4.8.4
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