Standard 1 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, graphics representations, tools, and technologies to locate, use, and present information about people, places, and environments.
Indicator 1
The student explains and uses map essentials (i.e., scale, directional indicators, symbols, legend, latitude, longitude).
KS SS 06.3.1.1
Indicator 2
The student locates major physical and political features of Earth from memory.
KS SS 06.3.1.2
Students practice learning locations related to their area of study through games such as "Baseball" or a "Location Bee" using a map with numbers in place of names for the assigned locations. The incentive of competition could be added by keeping track of team scores the last day of each week, reshuffling teams after several weeks and tracking scores again.
Indicator 3
The student explains the past and present spatial patterns and densities of places and features on Earth's surface (i.e., mountain ranges, river systems, agricultural land, urban areas, transportation routes).
KS SS 06.3.1.4
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 the Eastern United States, Canada, Mexico and the centers of early world civilizations (i.e., location, topography, climate, vegetation, resources, people, religion, language, customs, government, agriculture, industry, architecture, arts, learning; Eastern Mediterranean, Egypt, India, China, Greece, Rome, Middle America, Western Europe, West Africa, Japan).
KS SS 06.3.2.1
Write a paragraph in which you express what custom or customs you enjoy most in your own culture. Write in a way that describes the custom to a person who may be unfamiliar with it.
Readings
Kids Discover
Ancient Egypt
Ancient China
Ancient India
Greece
Roman Empire
Indicator 2
The student explains the diffusion of people and ideas from the early center of civilization to other regions of the world (i.e., trade, conquest, migration; government, religion, language, food, technology, customs, arts).
KS SS 06.3.2.2
Benchmark 3
Physical Systems: The student understands Earth's physical systems and how physical processes shape Earth's surface.
Create a model to illustrate how erosional agents such as water and ice produce distinctive landforms.
Indicator 1
The student explains the distribution patterns of ecosystems within hemispheres i.e., desert, mountain, prairie, wetland, tundra).
KS SS 06.3.3.3
Create a collage explaining the distribution of ecosystems around the world.
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 analyzes the causes and effects of human migration on places and population (i.e., war, famine, oppression, opportunity; population shifts, conflict, acculturation, diffusion of ideas, diseases, crops, culture).
KS SS 06.3.4.2
Write a diary account as if you were a settler. Explain your reasons for migrating.
Indicator 2
The student describes the forces and processes of conflict and cooperation that divide or unite people across Earth's surface (i.e., uneven distribution of resources, water use in ancient Mesopotamia, building projects in ancient Egypt, empire building, and Crusades.
KS SS 06.3.4.5
Work with a partner, each taking an opposing view, to create the editorial page for a newspaper from a specific time in history. Write articles supporting your views on a conflict occurring during that time. Include your ideas on how the conflict should be resolved.
Benchmark 5
Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
Indicator 1
The student explains the impact of human modifications to the physical environment (i.e., changes in one place often lead to changes in another place).
KS SS 06.3.5.1
Research a current or historic problem concerning a proposed action that would modify the environment (digging a canal, breaking new land for farming, building a dam, draining swampland for settlement, banning grazing on mountainsides, etc.) Assume the role of a government official, environmentalist, merchant, developer, farmer, housewife, etc. After students research the issue and plan the strategies, conduct a meeting (town, legislative, etc.) at which each person is given a chance to present his/her views from the position of his/her assigned role.
Indicator 2
The student describes the impact of natural hazards on people and their activities (e.g., tornadoes, floods, droughts, earthquakes, hurricanes, volcanic eruptions).
KS SS 06.3.5.2Collect information through interviews or newspaper articles detailing the impact of a natural disaster on individuals and their lives. (This could be a current event or reconstruction of an historical event).
Indicator 3
The student identifies the relationship between the advances in technology and the acquisition and use of resources.
KS SS 06.3.5.4
Standard 2 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 exploration, colonization, and settlement of the United States (to 1763).
Indicator 1
The student retells the stories of explorers (e.g., Leif Erikson, Columbus, Ponce de Leon, Cortes, DeSoto, Hudson, Balboa, LaSalle, and Pizzaro).
KS SS 06.4.1.1
Tell the story of Christopher Columbus from different perspectives (i.e., Spanish, Italian, American Indian, etc.). Compare accounts of the discovery of the new World written by American, European, and American Indian historians to analyze perspective.
Standard 3 World 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, eras, developments, and turning points in the history of the world from prehistoric times through the pre-classical civilizations.
Indicator 1
The student explains the importance of the Neolithic Agricultural Revolution (e.g. food production, changing technology, domestication of animals, settled village life).
KS SS 06.5.1.1Readings
1. Dar and the Spear Thrower
2. Painters of the Cave
3. Is this the World's First Flute
4. Gilgamesh
Indicator 2
The student describes how historians and archeologists use different methods to study the past (e.g., artifacts, written records).
KS SS 06.5.1.2
Bring in artifacts for students to view and describe in writing. Present them to students as items that were collected from a culture. They must describe each artifact and determine if the culture was a civilization. Students present their conclusions in a report that should be at least one paragraph in length.
Indicator 3
The student defines the term civilization as a society with advanced levels of economic, political, religious, intellectual, and artistic accomplishments.
KS SS 06.5.1.3
Write a letter home describing your journey to Babylon at the height of the empire.
Prepare a five column matrix with four categories. Using the four characteristics of a civilization, students will compare Egypt, India, China, and Mesopotamia culture to determine how all four meet the criteria of being civilizations. Have students create an 8-10 page children's book on ancient Egypt. The book should contain information on six of the following topics: geography, farming, medicine, art, architecture, government, science, trade, and religion. This should be expository writing.
Indicator 4
The student explains the origin and accomplishments of major Middle Eastern civilizations (e.g., Mesopotamia and Egypt: writing systems, Hammurabi's Code, the alphabet, organized government).
KS SS 06.5.1.4
Indicator 5
The student analyzes the role of social class and gender in Ancient Civilizations e.g., different treatment in Code of Hammurabi, traditions of arranged marriage).
Readings
1. Dar and the Spear Thrower
2. Painters of the Cave
3. Is this the World's First Flute
4. Gilgamesh and Enkidu
5. Mummies
6. The Golden Goblet
7. Tomb of a Dead King
8. Kids Discover (Mesopotamia, Ancient Egypt, India, China, Himalayas, Greece)
9.Homeless Bird
10. The Silk Road
11. Shi Huang di
Benchmark 2
The student uses a working knowledge and understanding of individuals, groups ideas, eras, developments, and turning points in the history of the world during the period of the great classical civilizations of Greece, Rome, India, and China.
Indicator 1
The student describes key aspects in the civilization of Classical Greece (i.e., contrasts the governments of Sparta and Athens, the contributions of Socrates, Plato, and Aristotle, the role of Alexander the Great in spreading Greek culture and civilization).
KS SS 06.5.2.1
Students write a diamante, or diamond shaped poem, describing Athens and Sparta. The poem is arranged in 7 lines. Line 1 is Athens. Line 2 is two words that describe Athens. Line 3 is three words, participles that describe Athens. Line 4 is four words, the first two relate to Athens and the second two relate of Sparta. Line 5 is three words, participles that relate to Sparta. Line 6 is two words, adjectives that describe Sparta and are opposite of the words used in Line 2. Line 7 is Sparta. Create a foldable recalling what you learned about Ancient Greece. Discuss what the Golden Age of Greece was like politically, economically, and socially.
Indicator 2
The student examines the strengths and weaknesses of Greek democracy.
KS SS 06.5.2.3
Indicator 3
The student explains the significance of selected instances of Greek accomplishments in culture (e.g., Hippocrates, Archimedes, Greek drama and comedy, Olympics, Iliad, Odyssey, Aesop's Fables, mythology).
KS SS 06.5.2.4
Readings:
Kids Discover
-Ancient Greece
Indicator 4
The student describes the mythical and historical figures during the rise and fall of the Roman Republic (e.g., Romulus and Remus, Cincinnatus, Hannibal and Scipio, Julius Caesar, Cicero, Octavian).
KS SS 06.5.2.5
Indicator 5
The student describes the structure and nature of the government of the Roman Republic (i.e., Senate, consuls, tribunes, written law, dictators, distaste for monarchy).
KS SS 06.5.2.6
Readings:
Kids Discover
-Roman Empire
Indicator 6
The student analyzes the reasons for the decline and fall of the Roman Empire.
KS SS 06.5.2.7
Write a paragraph discussing ways in which the world is still influenced by the Roman Empire.
Indicator 7
The student evaluates the significance of the Roman legacy in art and architecture, technology and science, literature, language, and law.
KS SS 06.5.2.8
Readings:
1. Detectives in Togas
2. Bronze Bow
Indicator 8
The student compares and contrasts the origins, customs, writings, and beliefs of Christianity, Judaism, Hinduism, and Buddhism (e.g., Christianity: belief in one God, code of ethics, Messiah. Judaism: Mosaic Law, Torah. Hinduism: reincarnation, karma, castes. Buddhism: Four Noble Truths, reincarnation, lack of castes).
KS SS 06.5.2.9
Prepare a graphic organizer (chart, a series of Venn diagrams, or others of your choice) for students to compare the origins, writings, customs, and beliefs of Christianity, Judaism, Hinduism, and Buddhism.
Indicator 9
The student describes the political achievements of the emperor Asoka and his talents as an orator.
KS SS 06.5.2.10
Indicator 10
The student explains the fundamental ideas of Confucianism and Taoism.
KS SS 06.5.2.12
Indicator 11
The student describes the role of Shi Huangdi in unifying China under the Qin dynasty (e.g., Great Wall of China).
KS SS 06.5.2.13
Benchmark 3
The student uses a working knowledge and understanding of individuals, groups ideas, eras, developments, and turning points in the history of the rising new civilization (500-1450).
Indicator 1
The student describes the political, social, and economic institutions and innovations of Medieval Europe (i.e., feudalism, Magna Carta, Christendom, rise of towns and trade).
KS SS 06.5.3.1
Students create a graphic organizer to provide a visual for the organization of feudalism in Medieval Europe. This may be done individually or cooperatively. All classes of Medieval Society should be included, and students should explain the relationships between and among the classes. Students write one-sentence summaries for each section of the Magna Carta. Once they have completed this task, they discuss the significance of the Magna Carta.
Benchmark 4
The student uses a working knowledge and understanding of individuals, groups ideas, eras, developments, and turning points in the history of the world during the emerging global age (1400-1600).
Indicator 1
The student explains how the Renaissance was a transition period from the Medieval to the modern age.
KS SS 06.5.4.1
Make a foldable timeline with tabs to review what you learned about Europe in transition before and during the Middle Ages, the Renaissance and Reformation.
Indicator 2
The student identifies major Renaissance artists and the nature of their works (e.g., Michelangelo, Leonardo Da Vinci, Raphael, Shakespeare, Gutenberg, the shift from religious to humanist subject matter, the mastery of perspective).
KS SS 06.5.4.2
Students will write an essay explaining how the Renaissance was very different from the Medieval Age. The essay is an expository essay and could be scored for the Six Traits relative to expository writing. Students choose the work of one Renaissance artist and explain how they know that the person lived during the Renaissance era. Students must then share their idea of a Renaissance person from the present day using the criteria used for the Renaissance artists.
Indicator 3
The student understands how the Reformation redefined Christendom (e.g., Roman Catholic, Protestant, Martin Luther).
KS SS 06.5.4.3
Indicator 4
The student describes the advances in technology of the Mayan, Aztec, and Inca societies in the Americas (i.e., calendar, sundial, aqueducts, bridges, pyramids, terracing, mathematics).
KS SS 06.5.4.4
Suppose that you are with Hiram Bingham in 1911. Write a letter to a friend describing Macha Picchu.
Benchmark 5
The student engages in historical thinking skills.
Indicator 1
The student studies historical events and persons within a given time frame in order to create a chronology and identify related cause-and effect factors.
KS SS 06.5.5.1
Indicator 2
The student identifies artifacts and documents from which historical accounts are constructed as either primary or secondary sources of historical data.
KS SS 06.5.5.2
Indicator 3
The student chronologically arranges historical materials relating to a particular region, society, or theme to analyze changes over time.
KS SS 06.5.5.3
Indicator 4
The student explains why historical accounts of the same event sometimes differ and will relate this explanation to the evidence presented or the point of view of the author.
KS SS 06.5.5.4
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