Government: The student uses a working knowledge and understanding of governmental system 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 shared ideals and the diversity of American society and political culture.
Indicator 1
Know the quality of law-abiding citizens (e.g., honesty, courage, patriotism, respect).
KS SS 02.1.2.2
Discuss how differences add to the richness of the community, and how our laws protect our civil rights (examples: freedom of worship, freedom of speech).
Benchmark 2
The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
Indicator 1
The student will identify the rights, privileges, and responsibilities students have in Kansas.
KS SS 02.1.4.1
Discuss the words responsibilities and rights. Have students compose a list of responsibilities and rights they believe are theirs. Discuss and share lists.
Indicator 2
The student will identify basic rights and privileges that students have and those they will acquire with age (e.g., driving, voting).
KS SS 02.1.4.2
Create a survey to find out the opportunities for community service in your town. Perhaps consider undertaking one appropriate for your class.
Benchmark 3
The student understands various systems of governments and how nations and international organizations interact.
Indicator 1
The student will describe government in terms of people and groups who make, apply, and enforce rules and laws for other in Kansas (governor, legislators).
KS SS 02.1.5.1
Standard 2 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 will list and describe the characteristics and purpose 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
Give each group of 3-4 students a Kansas road map. Instruct them to write questions that can be answered using the map legend, scale, and grid system. They must also make an answer key to accompany their questions. Compile the questions and distribute to individual students for answering.
Indicator 2
The student will identify and correctly use terms related to location, direction, and distance (e.g., up/down, left/right, near/far, here/there, north, south, east, west).
KS SS 02.3.1.2Give each group of 3-4 students a Kansas road map. Instruct them to write questions that can be answered using the map legend, scale, and grid system. They must also make an answer key to accompany their questions. Compile the questions and distribute to individual students for answering.
Indicator 3
The student will differentiate between neighborhood, town, and state.
KS SS 02.3.1.3
Indicator 4
The student will use and make maps of classroom, school, and neighborhood to locate familiar places (e.g., classroom/their desk, school/the gym and library, neighborhood/their street and home).
KS SS 02.3.1.4
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 will describe the physical and human characteristics of Kansas (e.g. location, land, weather, seasons, people, jobs, houses, food, recreation, customs).
KS SS 02.3.2.1Have students compare and contrast the human characteristics, and physical processes and characteristics of two or more regions of the U.S. using compare and contrast charts, Venn diagrams, or other graphic representations.
Indicator 2
The student will identify physical and human changes that have taken place over time in Kansas (e.g., new shopping center, tearing down houses, tornado/flood damage).
KS SS 02.3.2.2
Have students compare and contrast the human characteristics, and physical processes and characteristics of two or more regions of the U.S. using compare and contrast charts, Venn diagrams, or other graphic representations.
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 will identify the settlement patterns of Kansas (e.g., close to downtown, vs. far away, close to jobs, outside of town).
KS SS 02.3.4.1
Prepare an atlas with brief written explanations that show a variety of territorial units.
Indicator 2
The student will identify how people in Kansas satisfy their basic needs and wants (e.g., transportation, agriculture, mining, trade, manufacturing, services).
KS SS 02.3.4.2
Write an account, using thematic maps, briefly describing a U.S. culture region and its change over time.
Indicator 3
The student will explain why conflicts arise over control of territory and how these conflicts can be resolved (e.g., place in line, seat in car, area of playground).
KS SS 02.3.4.3Prepare a visual display featuring graphs, maps, and pictures to compare the ways in which people earn a living or support themselves in different regions of the U.S.
Benchmark 4
Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.
Indicator 1
The student will identify ways in which Kansas citizens both past and present depend on the physical environment (i.e., water, food, fuel, natural resources).
KS SS 02.3.5.1
Prepare an illustrated booklet that shows how and why people alter the physical environment and the impact of their decisions.
Indicator 2
The student will describe how Kansas citizens adapt to variations in the physical environment (e.g., choices of clothing, housing, crops) in both past and present.
KS SS 02.3.5.2
Use pictures of housing in the student's community, region, or in other parts of the U.S. at different periods of time to describe how the physical environment can influence the choice of building materials and style of construction, and how people adapt building styles to the availability of building materials (e.g., sod houses in the Great Plains, dugouts in early Texas settlements, log cabins in wooded areas of the eastern U.S.).
Standard 3 Kansas, United States, and 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 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
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., American Indians, plains pioneers, early English and Spanish settlements).
KS SS 02.4.2.1
Indicator 2
The student retells the story of the settlement of his/her own community, drawing upon primary sources (e.g., maps, photos, oral histories, newspapers, letters).
KS SS 02.4.2.2
Indicator 3
The student uses historical photographs to identify two types of housing early Kansas immigrants built (e.g., dugouts, sod houses, log cabins, frame houses).
KS SS 02.4.2.5
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, The Declaration of Independence, and The Star Spangled Banner 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 of Canada.
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
Indicator 5
The student names and locates the capital of Kansas using a state map.
KS SS 02.4.3.5
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 e.g., grains, livestock, fruits, vegetables).
KS SS 02.4.4.1
Indicator 2
The student describes land use in his/her community (e.g., industry, agriculture, housing, mining, public use).
KS SS 02.4.4.2
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 the importance of the experiences of groups of people.
Indicator 1
The student compares reasons that brought settlers to Kansas (i.e., geographic, political, economic, religious).
KS SS 03.4.1.1
Indicator 2
The student identifies at least five immigrant groups that settled in Kansas during the late 19th and 20th centuries (e.g., English, German, German Russian, French, Swedish, Croatian, Serbian, Mexican, African American, Vietnamese, Cambodian, Laotian).
KS SS 03.4.1.2
Indicator 3
The student explains contributions made by immigrant groups to Kansas (e.g., Mexican-Americans and the railroad, German-Russians and wheat production).
KS SS 03.4.1.3
Indicator 4
The student describes the everyday life of a Kansas settler using literature, stories, letters, diaries, and/ or other primary sources.
KS SS 03.4.1.4
Benchmark 2
The student understands the impact of exploration and migration upon the history of Kansas.
Indicator 1
The student describes the experiences of explorers who came to Kansas before statehood (i.e., Lewis and Clark, Pike, Coronado, Long).
KS SS 03.4.4.1
Indicator 2
The student compares and contrasts the purposes of the Santa Fe and Oregon-California Trails (i.e., commercial, immigration).
KS SS 03.4.4.2
Indicator 3
The student lists hardships that travelers encountered on the Santa Fe and Oregon-California Trails (i.e., lack of water, mountains and rivers to cross, weather, need for medical care, size of wagon).
KS SS 03.4.4.4
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