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Sixth Grade Social Studies
Civics-Government Standard 1: 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 individuals, family;
school; local, state and national governments.
Indicators:
1. Explains the purpose of rules and laws and why they are important in
families, school, community, state and nation. (▲OTL 1:5:1)
2. Applies criteria useful in evaluating rules and laws (i.e. common good
vs. individual rights).
3. Explains how juveniles and adults are treated differently under the law
(e.g. due process, trial, age restrictions, punishment, rehabilitation,
diversion). (▲7 1:1:2)
4. Analyzes how the rule of law can be used to protect the rights of
individuals and to promote the common good (i.e., eminent domain,
martial law during disasters, health and safety issues. (▲OTL 1:1:2)
5. Explains the recurring problems and solutions involving minority
rights (e.g., Title IX, job discrimination, affirmative action).
6. Distinguishes between state and federal law as it applies to individual
citizens.
7. Distinguishes between criminal and civil law as it applies to individual
citizens.
Benchmark 2: The student understands the shared ideals and the diversity of American
society and political culture.
Indicators:
1. Knows how various symbols are used to depict Americans’ shared
values, principles, and beliefs (i.e., eagle, flag, seals, and pledge).
2. Describes the similarities and unique qualities of cultures in the United
States.
3. Identifies important founding fathers and their contributions (e.g.,
George Mason, Thomas Jefferson, James Madison, George
Washington, Benjamin Franklin, Thomas Paine, Samuel Adams, John
Adams). (▲5 1:2:4)
4. Describes the principles embodied in the Declaration of Independence
and the Constitution of the U.S. including the Bill of Rights.
5. Understands core civic values inherent in the United States
Constitution
6. Explains the principles and ideals of the American republican system
(i.e., liberty, justice, equality of opportunity, human dignity).
7. Understands that the United States Constitution is written by and for
the people and it defines the authority and power given to the
government as well as recognizes the rights retained by the state
governments and the people (e.g., separation of power, limited
government, state’s rights, the concept “by and for the people”)
8. Recognize contributions of world culture to U.S. government (Magna
Carta, Ten Commandments, Athenian Democracy, Roman Republic).
9. Defines the rights guaranteed, granted, and protected by Kansas
Constitution and its amendments. (▲7 1:2:1)
10. Explains the recurring issues and solutions involving the rights and
responsibilities of the individual (i.e., affirmative action, gender
equity).
11. Comprehends the importance of respect for the law, education, work
ethic, equal opportunity for all, and volunteerism.
Benchmark 3: The student understands how the U.S. Constitution allocates and restricts
power and responsibility in the government.
Indicators:
1. Recognizes that the United States Constitution is a written plan for the
rules of government (e.g., knows the Constitution lists rules of the
government compared to the rules for the family, classroom, or
school). (▲2 1:3:1)
2. Explains the functions of the three branches of government. (▲5
1:3:4)
3. Explains how powers are distributed among the legislative, executive,
and judicial branches at the state and national levels (i.e., checks and
balances, separation of powers).
4. Compares the steps of how a bill becomes a law at state and national
levels.
5. Defines federalism.
6. Defines democracy and republic.
7. Explains how the United States Constitution can be changed through
amendments. (▲8 1:3:3)
8. Identifies the key ideas of the Preamble.
9. Analyzes the Declaration of Independence and the United States
Constitution to identify essential ideas of American constitutional
government. (▲8 1:3:4)
10. Describes how the United States Constitution supports the principle
of majority rule but also protects the rights of the minority.
11. Compares the U.S. and Kansas Constitutions to identify the major
responsibilities of federal, state, and local governments.
12. Compares the popular vote with the Electoral College as a means to
elect government officials.
Benchmark 4:The student identifies and examines the rights, privileges, and
responsibilities in becoming an active civic participant.
Indicators:
1. Understands the responsibilities and rights of the individual in groups;
such as, family, peer group, class, school, and local, state, and national
governments.
2. Knows that effective informed citizenship is a duty of each citizen
(i.e., jury service, voting, running for office, and community service).
(▲ 4 1:4:1)
3. Identifies the privileges of U.S. citizenship (i.e., right to vote, hold
public office, serve on a jury).
4. Examines the steps necessary to become an informed voter (i.e.,
recognize issues and candidates, stands taken by candidates on issues,
personal choice, voting).
5. Compares the methods by which we elect government officials (i.e.,
Electoral College, popular vote).
6. Identified criteria and processes to attain naturalized citizenship (i.e.,
residence requirements, proof of moral character, required knowledge
and skills).
7. Understand how to elect officials.
8. Compares and contrasts the rights of people living in Ancient Greece
(Sparta and Athens) and Classical Rome with the Modern United
States (▲6 1:4:1)
Benchmark 5:The student understands various systems of governments and how nations
and international organizations interact.
Indicators:
1. Identifies and demonstrates leadership at home, classroom, and school.
(▲2 1:5:1) (▲K 1:5:1)
2. Identifies the goods and services provided by local government in the
community (e.g. education, health agency, fire department, police, care
for local community property, parks and recreation). (▲7 1:5:3)
3. Identifies the basic features of systems of government (e.g. republic,
democracy, monarchy, dictatorship, oligarchy, theocracy). (▲6
1:5:1)
4. Defines capital as the location of state and national government. (▲4
1:5:2)
5. Understands that the type of government and its functions influence
the treatment of its citizens (i.e., republic, democracy, monarchy,
dictatorship).
6. Compares the structure and function of local, Kansas, and federal
governments (i.e., make laws, carry out laws, enforce laws, manage
conflicts, provide for the defense of the nation).
7. Examines the basic features of state and national political system and
describes the ways each system meets or fails to meet the needs and
wants of its citizens (i.e., republic, democracy, monarchy,
dictatorship).
8. Describes the ways political systems meet or fail to meet the needs
and wants of their citizens (e.g., republic, democracy, monarchy,
dictatorship oligarchy, theocracy).
9. Defines the characteristics of nations (e.g., territory, population,
government, sovereignty).
Economics Standard 2: 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 limited resources require choices.
Indicators:
1. Understands the concept of exchange and the use of money to
purchase goods and services (e.g., trade with barter or money). (▲2
2:2:1)
2. Determines how unlimited wants and limited resources lead to choices
that involve opportunity cost. (▲3 2:1:1) (▲2 2:1:3) (▲1 2:1:1)
(▲K 2:1:1)
3. Identifies an example of a producer and consumer
4. Traces the production, distribution, and consumption of a particular
good in the state or region. (▲4 2:1:3)
5. Knows the difference between goods and services, and provides
examples how each satisfies people’s wants and needs. (▲2 2:1:1)
6. Knows that economic specialization occurs when people produce a
narrower range of goods and services than they consume.
7. Gives examples of economic interdependence of at least two of the
following levels: local, state, regional, national and international.
8. Examine the effect of scarcity on the price, production, consumption
and distribution of goods and services (e.g. price goes up and
production goes down and distribution is limited). (▲8 2:1:1)
9. Determine how inventions led to innovations that have economic
value.
Benchmark 2: The student understands how the market economy works in the United
States.
Indicators:
1. Identifies factors that change supply or demand for a product (e.g.,
supply: technology changes; demand: invention of new and substitute
goods; supply or demand: climate and weather). (▲5 2:2:2)
2. Identifies the entrepreneur as the one who organizes other economic
resources to produce goods and services.
3. ($) Explains how positive and negative incentives affect the way
employees respond (e.g., wage levels, benefits, work hours, working
conditions). (▲8 2:2:4)
4. ($) Describes the four basic types of earned income (i.e., wages and
salaries, rent, interest, and profit). (▲8.2.2.2)
5. ($) Explains the factors that cause unemployment (i.e., down sizing,
outsourcing, seasonal demand for jobs, changes in skills needed by
employers, other economic influences). (▲8 2.2.3)
6. Uses a diagram to explain the importance of the circular flow to a
market economy (illustration: firms make products, sell the products,
households earn income and 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).
Benchmark 3: The student analyzes how different economic systems, institutions, and
incentives affect people.
Indicators:
1. Explains the advantage of choosing to save or spend money that is
earned or received. (▲2 2:3:1) (▲1 2:3:1) (▲K 2:3:1)
2. Defines a budget as a plan for spending and saving income (▲2 2:3:2)
3. Defines imports and exports and gives examples of each.
4. Explains how positive and negative incentives affect the way people
behave (i.e., taking a driver’s education class to reduce insurance
costs; seeking a job with higher wages; paying a fine for library books
returned late; losing pay on the job for an unexcused absence).
5. Defines market economy as an economic system in which buyers and
sellers make major decisions about production and distribution, based
on supply and demand. (▲4 2:3:1)
6. Gives examples of changes that might influence international trade
(i.e., U.S. sanctions, weather, exchange rate, war, boycotts,
embargoes). (▲7 2:3:1)
7. Explains the costs and benefits of trade between people across
nations (e.g., job loss vs. cheaper prices, environmental costs vs. wider
selection of goods and services).
8. Describes the types of specialized economic institutions found in
market economies (i.e., corporations, partnerships, labor unions,
banks, nonprofit organizations).
9. Recognizes the economic conditions under which trade takes place
among nations (e.g., students recognize that trade takes place when
nations have wants or needs they cannot fulfill on their own).
Benchmark 4: The student analyzes the role of the government in the economy.
Indicators:
1. Identifies goods and services provided by two different levels of
government (i.e., firefighters, highways, NASA, museums).
2. Describes revenue sources for different levels of government (i.e.,
personal income taxes, property taxes, sales tax, interest, borrowing).
3. Gives examples of choices the government must make with limited
resources (i.e., highways, welfare, defense, education, social security).
4. Compares and contrasts government revenues and expenditures.
Benchmark 5: The student makes effective decisions as a consumer, producer, saver,
investor, and citizen.
Indicators:
1. Determines the costs and benefits of a spending, saving, or
borrowing decision based on information about products and services.
(▲7 2:5:1) (▲5 2:5:1) (▲3 2:5:1) (▲2 2:5:2)
2. Identifies consequences of borrowing and lending. (▲3 2:5:2)
3. ($) Gives an example of income and how the money was spent or
saved. (▲3 2:5:3)
4. Compares the opportunity cost of consumer spending decisions.
5. Uses product information to identify costs and benefits to make
informed choices among alternatives. (▲4 2:5:2)
6. ($) Explains how the demand and supply of labor are influenced by
productivity, education, skills, and retraining wage rates (e.g., spinning
mills and the beginning of the modern factory system, the increased
use of machinery throughout the Industrial Revolution, assembly
lines). (▲OTL 2:5:3) (▲4 2:5:1)
7. Uses the concept of trade-offs to make a decision
8. Understands basic concepts of interest and how it is calculated.
9. Explains that budgeting requires trade-offs in managing income and
spending.
10. ($) Identifies the opportunity cost that results from a spending
decision. (8 2.5.2)
11. Interpret how supply of and demand for workers in various careers
affect income.
Geography Standard 3: 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.
Indicators:
1. Locates major physical and political features of Earth from memory
and compares the relative locations of those features. (See Appendix).
(ΔOTL 3:1:1 also see pg. 289 in KSDE document)
2. Explains and uses map titles, symbols, cardinal and intermediate and
directions, legends, latitude and longitude. (Δ6 3:1:1) (Δ2 3:1:2) (Δ1
3:1:1) (ΔK 3:1:1)
3. Uses and makes maps of classroom, school, neighborhood, cities, and
states to locate familiar places and explain why particular locations are
used for certain human activities. (Δ3 3:1:6) (Δ2 3:1:1) (Δ1 3:2:1)
4. Locates major physical and political features of Earth from memory
(5 3:1:2) (4 3:1:5) (3 3:1:7) (2 3:1:3) (1 3:1:4) (K 3:1:2)
5. Applies geographic tools, including grid systems, symbols, legends,
scales, and a compass rose to construct and interpret maps. (Δ4 3:1:1)
(Δ3 3:1:1)
6. Identifies major landforms and bodies of water in regions of the
United States (e.g., mountains, plains, islands, peninsulas, rivers,
oceans). (Δ4 3:1:4) (Δ3 3:1:4)
7. Identifies and give examples of the difference between political and
physical features within a region. (Δ4 3:1:3) (Δ3 3:1:3)
8. 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).
9. Locates major political and physical features of Earth from memory
and compare the relative locations of those features (see Appendix 2
for assessment items).
10. Develops and used different kinds of maps, globes, and graphs, charts
and models, geographic tools, and technology to understand the
world around them.
11. Identifies major patterns of world populations, physical features,
ecosystems, and cultures using historic and contemporary geographic
tools (e.g., maps, illustrations, photographs, documents, data).
12. Uses mental maps of Kansas to answer questions about the location of
physical and human features (e.g., drier in the West; major rivers;
population centers; major cities: Topeka, Wichita, Hays, Dodge City,
Kansas City; major interstates and highways: I-70, US 56).
13. Selects and explains reasons for using different geographic tools,
graphic representation, and/or technologies to analyze selected
geographic problems (e.g., map projections, aerial photographs,
satellite images, geographic information systems).
Benchmark 2: Places and Regions: The student analyzes the human and physical
features that give places and regions their distinctive character.
Indicators:
1. Identifies and compares the physical characteristics of Kansas and
regions of the United States (i.e. location, land and water features,
climate, vegetation, resources; Southeast, Northeast, Great Plains,
Rocky Mountains, Southwest, Pacific Northwest, Alaska, Hawaii).
2. Identifies and compares the major physical characteristics of state,
region, country, and world from a historical perspective. (Δ3 3:2:1)
3. Analyzes the factors that contribute to human changes in regions. (e.g.,
technology alters use of place, migration, changes in cultural
characteristics, political factors). (ΔOTL 3:2:2) (Δ2 3:2:1)
4. Identifies and describes the location, landscape, climate, and resources
of early world civilization (e.g. Mesopotamia, Egypt, India, China,
Greece, Rome, Middle/South America, Western Europe, West Africa,
Japan) (Δ6 3:2:3)
5. 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).
6. 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).
7. Explains the effects of a label on the image of a region (i.e., Rust Belt,
Tornado Alley, Sun Belt, “The Great American Desert”).
8. Describe how places and regions may be identified by cultural
symbols (i.e. Acropolis in Athens, Great Wall of China, Great Pyramid
at Giza)
9. Describe the types of regions (e.g., climatic, economic, cultural).
10. Describes how places and regions may be identified by cultural
symbols (e.g., Acropolis in Athens, Muslim minaret, Indian sari).
11. Compares and contrasts early world civilizations in terms of human
characteristics (e.g., people, religion, language, customs, government,
agriculture, industry, architecture, arts, education).
Benchmark 3: Physical Systems: The student understands Earth’s physical systems and
how physical processes shape Earth’s surface.
Indicators:
1. Explains the distribution patterns of ecosystems within the
community and hemispheres (i.e., desert, mountain, prairie, forest,
wetland, tundra). (Δ3 3:3:1)
2. Identifies renewable and nonrenewable resources and their patterns
of distribution (i.e., fossil fuels, minerals, fertile soil, waterpower,
forests).
3. Describes which physical processes affect different regions of the
world (i.e., desertification in the Sahel, earthquakes in Pacific Rim,
drought and dust storms in the Plains, soil degradation in the tropics,
floods, hurricanes).
4. Explains how Earth-Sun relationships affect Earth’s physical processes
and create physical patterns (i.e., latitude regions, climate regions,
distribution of solar energy, ocean currents).
5. Explains patterns in the physical environment in terms of physical
processes (i.e., plate tectonics, glaciations, erosion and deposition,
hydrologic cycle, ocean and atmospheric circulation).
6. Explains the distribution patterns of ecosystems within hemispheres to
define climatic regions.
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.
Indicators:
1. Identifies the past and present settlement or development patterns of
his/her community or local area. (Δ2 3:4:1)
2. Examines how people in their community interact with people in other
communities in Kansas. (Δ3 3:4:1)
3. Compare 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).
4. First row
5. Second row
6. Describes the types and characteristics of political units (e.g., city,
county, state, country). (Δ4 3:5:1)
7. Evaluates demographic data to analyze population characteristics in
the United States over time (e.g., birth/death rate, population growth
rates, migration patterns: rural, urban). (Δ8 3:4:1)
8. Describes the forces and processes of conflict and cooperation that
divide or unite people (i.e., uneven distribution of resources, water
use in ancient Mesopotamia, building projects in ancient Egypt, and
Middle/South America, the Greek city-states, empire building,
movements for independence or rights.) (Δ6 3:4:2)
9. Identifies the geographic factors that influence world trade and
interdependence (i.e., location advantage, resource distribution,
labor cost, technology, trade networks and organizations). (7 3:4:3)
10. Describe the consequences, both positive and negative, of
industrialization and urbanization to our society.
11. Explains how cultural cooperation and conflict are involved in shaping
the distributions of and connections between cultural, political, and
economic spaces on Earth. (e.g., cultural: Hindu vs. Muslims in India;
political: International Court of Justice and Hong Kong: economic:
World Trade Organization).(Δ11 3:4:5)
12. Examines reasons for variation in population distribution (e.g.,
environment, migration, government policies, birth and death rates).
13.
Benchmark 5: Human-Environment Interactions: The student understands the effects of
interactions between human and physical systems.
Indicators:
1. Identifies ways in which people depend on the physical environment
(i.e., water, food, fuel, natural resources).
2. Describe how physical systems influence people and their activities.
(Δ2 3:5:1)
3. Identifies ways in which human activities are impacted by the physical
environment (e.g., types of housing, agricultural activities, fuel
consumption, clothing, recreation, jobs, resource availability). (Δ3
3:5:2)
4. Explains how humans modify the environment and describes some of
the possible consequences of those modifications (e.g., Greeks
clearing the vegetation of the hillsides, dikes on the Nile and in the
Mesopotamia raising the level of the river, terracing in Middle
America and Asia). (e.g., flood control, mining, farming, chemical
uses, community development, transportation). (Δ3 3:5:1)
5. Examines natural resource challenges and ways people have
developed solutions as they use renewable and nonrenewable
resources (e.g., lack of water, eroding soil, lack of land, limitations of
fossil fuels). (Δ4 3:5:1)
6. Examines the impact that in which technologies have modified the
physical environment of various world cultures (e.g., dams, levees,
aqueducts, irrigation, roads, bridges, plow). (Δ7 3:5:1)
7. Identifies the relationship between the advances in technology and the
acquisition and use of resources
8. Compare different viewpoints regarding resource use (i.e.,
transportation, water use, mining, timber, agriculture, labor, capital).
History Standard 4: 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.
United States and Kansas History (KS - indicates Kansas History indicator)
Benchmark 1: The student uses a working knowledge and understanding of individual,
group ideas, developments, and turning points in the early years of the United States up
to 1840.
Indicators:
1. Uses and creates a historical timelines. (4 4:4:1) (5 4:4:1) (Δ 3
4:4:1) (Δ 3 4:4:1) (Δ 2 4:4:1) (Δ1 4:2:6)
2. Describes the causes of the American Revolution (e.g., Proclamation
of 1763, Intolerable Acts, Stamp Act, taxation without representation).
(5 4:3:1)
3. Describes how the Constitutional Convention led to the creation of the
United States Constitution (e.g., Great Compromise, Three-Fifths
Compromise).
4. Researches the contributions made by notable Kansans in history (e.g.,
Dwight David Eisenhower, Alf Landon, Amelia Earhart, George
Washington Carver, Robert Dole, William Allen White, Langston
Hughes, Carry A. Nation, Black Bear Bosin, Gordon Parks, Clyde
Cessna, Charles Curtis, Walter Chrysler, Wyatt Earp). (4 4:1:1)
5. Describes the observations of the explorers who came to what was to
become Kansas (e.g., Francisco Coronado, Meriwether Lewis and
William Clark, Zebulon Pike, Stephen H. Long). (4 4:1:3)
6. Compares the various reasons several immigrant groups settled in
Kansas (e.g., English, German, German-Russian, French, Swedish,
Czechoslovakian, Croatian, Serbian, Mexican, African American,
Vietnamese, Cambodian, Laotian). (4 4:2:1)
7. Explains the economic and cultural contributions made by immigrant
groups in Kansas (e.g., jobs, agriculture, mining, arts, customs,
celebrations). (4 4:2:2)
8. Explains how various American Indians adapted to their environment
in relationship to shelter and food (e.g., Plains, Woodland, Northwest
Coast, Southeast and Pueblo cultures in the period from 1700-1820).
(5 4:1:1)
9. Compares the motives and technology that encouraged European
exploration of the Americas (e.g., motives: trade, expansion, wealth,
discovery; technology: improved ship building, sextant, cartography.)
(5 4:1:3)
10. Explains the major compromises made to create the Constitution (e.g.,
Three-Fifth’s Compromise, Great Compromise, Bill of Rights).
11. Describes the impact of the War of 1812 (e.g., nationalism, political
parties, foreign relations).
12. Defines and gives examples of issues during Andrew Jackson’s
presidency (e.g., expansion of suffrage, appeal to the common man,
justification of spoils system, opposition to elitism, opposition to Bank
of the U.S., Indian Removal of 1830).
13. Describe how territorial expansion of the United States affected
relations with external powers and American Indians (i.e., Louisiana
purchase, concept of Manifest Destiny, previous land policiesNorthwest Ordinance, Mexican-American War, Gold Rush). (Δ8
4:1:5) KS
14. Describes political and economic structures in the New England,
Middle, and Southern Colonies (e.g., political: House of Burgesses,
town meetings, colonial forms of representation; economics:
agriculture, trade). (5 4:2:3)
15. Summarize the impact of the Indian Removal Act of 1830 on the way of
life for emigrant Indian tribes relocated to Kansas (e.g., loss of land
and customary resources, disease and starvation, assimilation, intertribal conflict).(Δ7 4:1:4) KS
16. Illustrate the reasons for tension between the American Indians and the
United States government over land in Kansas (e.g. encroachment of
Indian lands, depletion of the buffalo and other natural resources, the
Sand Creek massacre, broken promises). (Δ7 4:3:1) KS
Benchmark 2: The student uses a working knowledge and understanding of individual,
group ideas, developments, and turning points pre Civil War (1840-1880).
Indicators:
1. Describes how the dispute over slavery shaped life in Kansas Territory
(e.g., border ruffians, bushwhackers, jayhawkers, the Underground
Railroad, free-staters, abolitionists). (Δ7 4:2:2) KS
2. Interpret the reason for the Exoduster movement out of the South to
Kansas (e.g., relatively free land, symbol of Kansas as a free state, the
rise of Jim Crow laws in the South, promotions of Benjamin “Pap”
Singleton). (Δ7 4:3:5) KS
3. Explain the turning points of the Civil War (e.g., Antietam,
Gettysburg, Emancipation Proclamation, and Sherman’s March to the
Sea). (Δ8 4:2:5)
4. Summarizes events that led to sectionalism and eventually secession
prior to the Civil War (i.e., Missouri Compromise, Compromise of
1850, Kansas-Nebraska Act Popular Sovereignty, Uncle Tom’s
Cabin). (Δ8 4:2:3) KS
5. Illustrate the impact of the end of slavery on African Americans (i.e.,
Black Codes, sharecropping, Jim Crow, Amendments 13,14, and 15,
Fredrick Douglass; Ku Klux Klan; Exodusters). (Δ8 4:2:9) KS
6. Discusses the impact of constitutional interpretation during the era
(e.g., Dred Scott vs. Sanford, Plessy vs. Ferguson, Lincoln’s
suspension of Habeas Corpus).
7. Explains the issues that led to the Civil War (e.g., slavery, economics,
and state’s rights).
8. Compares and contrasts various points of views during the Civil War
era (e.g., abolitionists vs. slaveholders, Robert E. Lee vs. Ulysses S.
Grant, Abraham Lincoln vs. Jefferson Davis, and Harriett Beecher
Stowe vs. Mary Chestnut).
9. Compares and contrasts different plans for Reconstruction (e.g., plans
advocated by President Lincoln, congressional leaders, President
Johnson).
10. Discusses the impeachment and trial of President Andrew Johnson
(e.g., constitutional powers and Edmund G. Ross).
Benchmark 3: The student uses a working knowledge and understanding of individual,
group ideas, developments, and turning points during the Gilded Age (1880-1914).
Indicators:
1. Compares various forms of transportation in Kansas past and present
(e.g., the horse, steamboat, trains, airplanes, cars). (Δ2 4:1:1)
2. Compares and contrasts the ways people communicate with each other
past and present. (Δ2 4:1:2)
3. Identifies important innovations made in the past that influence today
(e.g., Wright Brothers – airplane; Henry Ford – automobile; Ancient
China – irrigation, paper; Inca – highways to connect cities). (Δ2
4:1:3)
4. Recognizes the impact of contributions made by leaders past and
present. (Δ2 4:1:4)
5. Describes the development of Populism in Kansas (i.e.,
disillusionment with big Eastern business, railroads, government
corruption, high debts and low prices for farmers). (Δ7 4:4:2) KS
Benchmark 4: The student understands the importance of the experiences of groups of
people who have contributed to the richness of our heritage.
Indicators:
1. Compares and contrasts daily life of an historic Plains Indian family, a
pioneer family, and a modern family in Kansas. (Δ 2 4:2:1) (Δ
14:2:1,4,5) (ΔK 4:2:2)
2. Defines immigration and gives past and present examples from
Kansas. (Δ 2 4:2:2)
3. Defines history as the story of the past. (Δ 2 4:2:3)
4. Compares life in his/her community with another community. (e.g.,
population/location, jobs, customs, history, natural resources, ethnic
groups, local government). (Δ 3 4:2:1)
5. Retells the history of the community using local documents or
artifacts. (Δ 3 4:2:2)
Benchmark 5: the student engages in historical thinking skills.
Indicators:
1. Puts events in chronological order. (Δ 1 4:4:1) (Δ K 4:4:1)
2. Uses information to understand cause and effect. (Δ 2 4:4:3)
3. Observes and draws conclusions in his/her own words. (Δ 3 4:4:4)
4. Develops a thesis statement around a historical question. (Δ 4 4:4:2)
5. Understands the difference between inferred information and observed
information. (Δ 4 4:4:3)
6. Identifies and compares information from primary and secondary
sources (e.g., photographs, diaries/journals, newspapers, historical
maps). (Δ 4 4:4:4)
7. Uses research skills to interpret an historical person or event in history
and notes the source(s) of information (e.g., discusses ideas;
formulates broad and specific questions; determines a variety of
sources; locates, evaluates, organizes, records and shares relevant
information in both oral and written form). (Δ 4 4:4:5)
World History
Benchmark 1: The student uses a working knowledge and understanding of individual,
group ideas, developments, and turning points of pre 500BC.
Indicators:
1. Explains the importance of the Neolithic Agricultural Revolution in
moving people from Nomadic to settled village life (e.g., food
production, changing technology, domestication of animals). (6 4:1:1)
Benchmark 2: The student uses a working knowledge and understanding of individual,
group ideas, developments, and turning points in the emergence of civilization.
Indicators:
1. Compares the origin and accomplishments of early river valley
civilizations (e.g. Tigris and Euphrates (Mesopotamia): city-states,
Hammurabi’s code; Nile Valley (Egypt): Pharaoh, centralized
government; Indus Valley (India): Mohenjo Daro; Huang He (China):
Shang Dynasty) (Δ6 4:1:2)
2. Describes key accomplishments of ancient China (e.g. Great Wall of
China, Shi Huangdi, dynastic cycle, Mandate of Heaven, Taoism,
Confucianism, civil service, Silk Road). (Δ6 4:2:9)
3. Examines the central beliefs of Christianity, Hinduism, Buddhism,
Judaism, and Islam. (Δ6 4:2:6)
Benchmark 3: The student uses a working knowledge and understanding of individual,
group ideas, developments, and turning points of Classical European Culture.
Indicators:
1. Compares and contrast characteristics of classic Greece government
(e.g. city-states, slavery, rule by aristocrats and tyrants, Athens:
development of democracy, Sparta: city’s needs come first;
Oligarchy) (Δ6 4:2:1)
2. Describes key characteristics of classical Roman government (e.g.
Roman Republic: senate, consuls, veto, written law; Roman Empire:
emperors, expansion.) (Δ6 4:2:4)
3. Describes the significant contributions of ancient Greece to western
culture (e.g., philosophy: Socrates, Plato, Aristotle; literature/drama:
Homer, Greek plays, architecture, sculpture)
4. Identify the reasons for the decline and fall of the Roman Empire
5. Traces the development and spread of Christianity.
Benchmark 4: The student uses a working knowledge and understanding of individual,
group ideas, developments, and turning points of the Middle Ages.
Indicators:
1. Describes the political and economic institutions of medieval Europe
(e.g., manorialism, feudalism, Magna Carta, Christendom, rise of
cities and trade). (6 4.3.3)
2. Discusses how the Crusades allowed interaction between the Islamic
world and medieval Europe (e.g., science, education, architecture,
mathematics, medicine, the arts, literature). (6 4.3.2)
3. Examines a topic in World history to analyze changes over time and
makes logical inferences concerning cause and effect (e.g., spread of
ideas and innovation, rise and fall of empires). (6 4:4:1)
Benchmark 5: The student uses a working knowledge and understanding of individual,
group ideas, developments, and turning points of the Renaissance.
Indicators:
1. Analyzes the changes in European thought and culture resulting from
the Renaissance (e.g., more secular world view, Machiavelli,
Shakespeare; humanism, innovations in art: Michelangelo, Da Vinci;
architecture: St. Peters Dome) (▲11 4:1:1)
2. Investigates the changes in European thought and culture resulting
from the Reformation (e.g., establishment of Protestant faiths, Counter
reformation, Gutenberg Press, Catholic vs. Protestant wars of religion).