Kindergarten Social Studies - Prairie Hills USD 113



Eighth 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) (D)

2. Distinguishes between state and federal law as it applies to individual citizens. (*M)

3. Distinguishes between criminal and civil law as it applies to individual citizens. (*M)

4. Evaluates the purpose and function of law. (I)

5. 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) (D)

6. Defines the difference between criminal and civil law as it applies to individual citizens (e.g., criminal: felony, misdemeanor, crimes against people, crimes against property, white-collar crimes, victimless crimes; civil: contracts, property settlements, child custody). (I)

7. Evaluates the importance of the rule of law in protecting individual rights and promoting the common good. (D)

8. Explains the recurring problems and solutions involving minority rights (e.g., Title IX, job discrimination, affirmative action). (D)

Benchmark 2: The student understands the shared ideals and the diversity of American society and political culture.

Indicators:

1. Recognizes that a nation’s values are embodied in its constitution, statutes, and important court cases (i.e., Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Topeka Board of Education). (D)

2. Explains the recurring issues and solutions involving the rights and responsibilities of the individual (i.e., affirmative action, gender equity). (D)

3. Understands core civic values inherent in the United States Constitution, Bill of Rights, and Declaration of Independence that have been the foundation for unity in American society (e.g., right to free speech, religion, press, assembly; equality; human dignity; civic responsibility, sovereignty of the people). (▲OTL 1:2:2) (D)

4. Recognize contributions of world culture to U.S. government (Magna Carta, Ten Commandments, Athenian Democracy, Roman Republic). (D)

5. Comprehends the importance of respect for the law, education, work ethic, equal opportunity for all, and volunteerism. (M)

6. 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”) (D)

7. Identify historical examples of how legislative, executive, and judicial powers have been challenged at the national level (e.g., secession, appointment of officials, Marbury v Madison). (I)

Benchmark 3: The student understands how the U.S. Constitution allocates and restricts power and responsibility in the government.

Indicators:

1. Explains how the United States Constitution can be changed through amendments. (▲8 1:3:3) (*M)

2. Analyzes the Declaration of Independence and the United States Constitution to identify essential ideas of American constitutional government. (▲8 1:3:4) (*M)

3. Explains Constitutional powers (i.e., expressed/enumerated, concurrent, implied, inherent, and reserved). (▲OTL 1:3:2) (D)

4. Describes how the United States Constitution supports the principle of majority rule but also protects the rights of the minority. (D)

5. Compares the U.S. and Kansas Constitutions to identify the major responsibilities of federal, state, and local governments. (*M)

6. 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). (*M)

7. Describes the purposes, organization, and function of the three branches of government and independent regulatory agencies in relation to the U.S. Constitution. (I)

8. Compares the steps of how a bill becomes a law at state and national levels. (*M)

9. Knows the federal budgeting procedure and major areas of government spending (i.e., defense, social security, social programs). (I)

10. Explains the role the U.S. government plays in formulating economic and foreign policy. (I)

11. Explains how authority and responsibility are balanced and divided between national and state governments in a federal system (e.g., federal: postage regulation, coinage of money, federal highways, national defense; state: state highways, state parks, education). (D)

12. Describes how citizens, legislators, and interest groups are involved in a bill becoming a law at the state level. (D)

13. Explains why separation of powers and a system of checks and balances are important to limit government. (D)

14. Compares the popular vote with the Electoral College as a means to elect government officials. (D)

15. Recognizes and explains a current issue involving rights from an historical perspective (e.g., civil rights, native Americans, organized labor). (I)

Benchmark 4:The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

Indicators:

1. Identified criteria and processes to attain naturalized citizenship (i.e., residence requirements, proof of moral character, required knowledge and skills). (*M)

2. Identifies the privileges of U.S. citizenship (i.e., right to vote, hold public office, serve on a jury). (*M)

3. Compares the methods by which we elect government officials (i.e., Electoral College, popular vote). (*M)

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). (*M)

5. Acquires and records relevant information about issues involving rights, privileges, and responsibilities. (D)

6. Understand how to elect officials. (M)

7. Defines issues regarding civic responsibilities of citizens (e.g. obeying the law, paying taxes, voting, jury duty, serving our country, involved in the political process). (D)

8. Examines the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders. (▲OTL 1:4:1) (D)

9. Explains how public policy is formed and carried out at local, state, and national levels. (I)

10. Illustrates issues regarding economic rights within the United States (i.e., free enterprise, rights of choice, government regulation). (D)

Benchmark 5:The student understands various systems of governments and how nations and international organizations interact.

Indicators:

1. 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). (*M)

2. 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). (*M)

3. Compares various political systems/economic systems with that of the republican government of the U.S. in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles and political culture (i.e., constitutional monarchy, parliamentary democracy, dictatorships, capitalism, fascism, socialism, communism, tribal government). (D)

4. Discuss the purpose of international relations both regional and world-wide (trade, defense, economic, and defense alliances, regional security). (D)

5. Examines the purpose and functions of multi-national organizations (e.g. NATO, International Red Cross, United Nations). (▲OTL 1:5:3) (I)

6. Examines the use of various tools in carrying out U.S. foreign policy (e.g., trade sanctions, extension of “most favored nation” status, military interventions). (I).

7. 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). (D)

8. Examines government responses to international affairs from an historical perspective (e.g., immigration, Spanish-American war,). (I)

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. 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) (*M)

2. Identifies substitutes and complements for selected goods and services. (D)

3. Determine how inventions led to innovations that have economic value. (M)

4. Understand how scarcity of resources has caused Americans to adapt and make choices. (D)

5. Explains that how people choose to use resources has both present and future consequences. (D)

6. ($) Explains the factors that cause unemployment (e.g., seasonal demand for jobs, changes in skills needed by employers, other economic influences, downsizing, outsourcing). (I)

Benchmark 2: The student understands how the market economy works in the United States.

Indicators:

1. ($) Explains how positive and negative incentives affect the way employees respond (e.g., wage levels, benefits, work hours, working conditions). (▲8 2:2:4) (*M)

2. ($) Describes the four basic types of earned income (i.e., wages and salaries, rent, interest, and profit). (▲8.2.2.2) (*M)

3. ($) 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) (*M)

4. 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). (D)

5. Visualize the impact of inflation and deflation on the value of money and purchasing power. (D)

6. Explain how economic decisions of people can influence the market system. (D)

7. Explains the importance of economic growth to an economy and how GDP is used to measure it. (D)

8. Explains the factors that could change the supply or demand for a product (e.g., societal values: prohibition of alcohol; scarcity of resources: war; technology: assembly line production). (▲OTL 2:2:4) (D)

9. Distinguish the role of money, banking, and the Federal Reserve System in the economy (e.g., interest rates, monetary policy). (I)

Benchmark 3: The student analyzes how different economic systems, institutions, and incentives affect people.

Indicators:

1. Defines imports and exports and gives examples of each. (D)

2. 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). (M)

3. Describes the types of specialized economic institutions found in market economies (i.e., corporations, partnerships, labor unions, banks, nonprofit organizations). (M)

4. Individuals and nations have a comparative advantage in the production of goods for services if they can produce a product at a lower opportunity cost than other individuals or nations. (D)

5. Compares characteristics of traditional command, market, and mixed economies on the basis of property rights, factors of production and locus of economic decision-making (e.g., what, how for whom). (▲OTL 2:3:2) (D)

6. 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). (D)

7. Gives examples of factors that might influence international trade (e.g., United States economic sanctions, weather, exchange rate, war, boycotts, embargos). (D)

Benchmark 4: The student analyzes the role of the government in the economy.

Indicators:

1. Explains why certain goods and services are provided by the government (e.g., infrastructure, schools, waste management, national defense). (D)

2. Gives examples of choices the government must make with limited resources (i.e., highways, welfare, defense, education, social security). (*M)

3. Compares and contrasts government revenues and expenditures. (*M)

4. Describe the impact of government regulation, or lack thereof, with in a market economy. (D)

5. Explains the advantages and disadvantages when fiscal policy is used by the Federal Government to influence the U.S. economy (e.g., change in taxes, spending). (I)

6. Evaluates the relationship between Federal budget and the national debt (e.g., deficits, surpluses) and the national debt. (D)

7. Analyzes how trade agreements affect international trade and economic and social conditions (i.e., GATT, NAFTA, Most Favored Nation Status). (I)

8. Evaluates the costs and benefits of governmental economic and social policies on society (e.g., minimum wage laws, anti-trust laws, EPA Regulations, Social Security, farm subsidies, international sanctions on agriculture, Medicare, unemployment insurance, corporate tax credits, public work projects).

(▲OTL 2:4:4) (I)

9. Identifies goods and services provided by local, state, and national governments (e.g., transportation, education, defense). (D)

10. Gives examples of how monopolies affect consumers, the prices of goods, laborers, and their wages (e.g., monopolistic employers and development of labor unions; oil, steel, and railroad monopolies; anti-trust laws). (I)

Benchmark 5: The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

Indicators:

1. Uses product information to identify costs and benefits to make informed choices among alternatives. (▲4 2:5:2) (M)

2. Uses the concept of trade-offs to make a decision. (M)

3. Understands basic concepts of interest and how it is calculated. (D)

4. ($) 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) (D)

5. ($) Explains how an individual’s income will differ in the labor market depending on supply and demand for his/her skills, abilities, and/or education level. (OTL 2.5.2) (I)

6. ($) Illustrate the costs and benefits of investment alternatives (e.g., stock market, bonds, real estate). (ΔOTL 2:5:6) (I)

7. Explains that budgeting requires trade-offs in managing income and spending. (D)

8. ($) Identifies the opportunity cost that results from a spending decision. (8 2.5.2) (D)

9. Interpret how supply of and demand for workers in various careers affect income. (D)

10. Explains how an individual’s income will differ in the labor market depending on supply of and demand for his/her human capital (e.g., skills, abilities, and/or education level). (I)

11. ($) Determines the opportunity cost of decisions related to a personal finance plan or budget. (I)

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) (D)

2. Locates major political and physical features of Earth from memory and compare the relative locations of those features (see Appendix 2 for assessment items). (*M)

3. Develops and used different kinds of maps, globes, and graphs, charts and models, geographic tools, and technology to understand the world around them. (D)

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 major physical characteristics of state, region, country, and world from a historical perspective. (Δ3 3:2:1) (D)

2. 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). (*M)

3. Explains the effects of a label on the image of a region (i.e., Rust Belt, Tornado Alley, Sun Belt, “The Great American Desert”). (*M)

4. Describe how places and regions may be identified by cultural symbols (i.e. Acropolis in Athens, Great Wall of China, Great Pyramid at Giza) (D)

5. Identifies the various physical and human criteria that can be used to define a region (e.g., physical: mountain, coastal, climate; human: religion, ethnicity, language, economic, government). (Δ7 3:2:4) (*M)

Benchmark 3: Physical Systems: The student understands Earth’s physical systems and how physical processes shape Earth’s surface.

Indicators:

1. Identifies renewable and nonrenewable resources and their patterns of distribution (i.e., fossil fuels, minerals, fertile soil, waterpower, forests). (*M)

2. 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). (*M)

3. 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). (*M)

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. 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) (*M)

2. Interpret push-pull factors including economic, political, and social factors that contribute to human migration and settlement in United States (e.g., economic: availability of natural resources, job opportunities created by technology; political: Jim Crow laws, free-staters; social factors: religious, ethnic discrimination). (Δ8 3:4:2) (*M)

3. 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) (*M)

4. Explain how migration contributed to the “melting pot” or “salad bowl” concept of American culture. (M)

5. Describe the consequences, both positive and negative, of industrialization and urbanization to our society. (D)

6. 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). (D)

7. Describes and analyzes population characteristics through the use of demographic concepts (e.g., population pyramids, birth/death rates, population growth rates, migration patterns). (D)

8. Explains how the spread of cultural elements results in distinctive cultural landscapes (e.g., religion, language, customs, ethnic neighborhoods, foods). (D)

9. Compares cultural elements that created the distinctive cultural landscapes during the Civil War (e.g., technology, crops, housing types, agricultural methods, settlement patterns). (M)

Benchmark 5: Human-Environment Interactions: The student understands the effects of interactions between human and physical systems.

Indicators:

1. Compare different viewpoints regarding resource use (i.e., transportation, water use, mining, timber, agriculture, labor, capital). (*M)

2. Describe the consequences of the use or misuse of resources, both in our nation’s past and today. (D)

3. Explains the relationship between resources and the exploration, colonization, and settlement patterns of different regions of the world (i.e., mercantilism, imperialism, colonialism, Gold Rush, Alaskan pipeline). (I)

4. Describes how human beings removed barriers to settlement by moving needed resources across the United States (I)

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. Explains the major compromises made to create the Constitution (e.g., Three-Fifth’s Compromise, Great Compromise, Bill of Rights). (D)

2. Explains the impact of constitutional interpretations during the era (e.g., Alien and Sedition Act, Louisiana Purchase, Marshall Court Marbury vs. Madison, McCullough vs. Maryland (1819). (Δ8 4:1:4) (*M)

3. 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 policies-Northwest Ordinance, Mexican-American War, Gold Rush). (Δ8 4:1:5) KS (*M)

4. Explains the issues of nationalism and sectionalism (e.g., expansion of slavery, tariffs, westward expansion, internal improvements, nullification). (M)

5. Explains how Stephen H. Long’s classification of Kansas as the “Great American Desert” influenced later United States government policy on American Indian relocation. KS (M)

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. 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) (*M)

2. 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 (*M)

3. 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 (*M)

4. Discusses the impact of constitutional interpretation during the era (e.g., Dred Scott vs. Sanford, Plessy vs. Ferguson, Lincoln’s suspension of Habeas Corpus). (I)

5. Explains the issues that led to the Civil War (e.g., slavery, economics, and state’s rights). (M)

6. 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). (M)

7. Compares and contrasts different plans for Reconstruction (e.g., plans advocated by President Lincoln, congressional leaders, President Johnson). (D)

8. Discusses the impeachment and trial of President Andrew Johnson (e.g., constitutional powers and Edmund G. Ross). (D)

9. Describes the concept of popular sovereignty under the Kansas-Nebraska Act and its impact on developing a state constitution. KS (M)

10. Explain the importance of “Bleeding Kansas” to the rest of the United States in the years leading up to the Civil War (e.g., national media attention, caning of Senator Charles Sumner, Emigrant Aid Societies, Beecher Bible and Rifle Colony, poems of John Greenleaf Whittier, John Brown). KS (M)

11. Describes important events in Kansas during the Civil War (e.g., Quantrill’s Raid on Lawrence, the Battle of Mine Creek, recruitment of volunteer regiments). KS (M)

12. State the purpose of the United States government in establishing frontier military forts in Kansas (e.g., protection of people, land, resources). KS (M)

13. Determines the significance of the cattle drives in post-Civil War Kansas and their impact on the American identity (e.g., Chisholm Trail, cowboys, cattle towns). KS (M)

14. Traces the migration patterns of at least one European ethnic group to Kansas (e.g., English, French, Germans, German-Russians, Swedes). KS (M)

15. Explains the impact of government policies and the expansion of the railroad on settlement and town development (e.g., preemption, Homestead Act, Timber Claim Act, railroad lands). KS (M)

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. Explains how the Industrial Revolution and technological developments impacted different parts of American society. (e.g., interchangeable parts, canals, cotton gin, railroads, steamboats). (Δ8 4:1:6) (*M)

2. Explains the impact of the railroad on the settlement and development of the West (e.g., Transcontinental railroad, cattle towns, Fred Harvey, town speculation, railroad land, immigrant agents). (Δ8 4:3:2) KS (*M)

3. Explains American Indians’ reactions to encroachment on their lands and the government response (e.g., Chief Joseph, Helen Hunt Jackson, Crazy Horse, Sitting Bull, Geronimo, Sand Creek, Washita, Little Big Horn, and Wounded Knee). (M)

4. Explains how the rise of big business, heavy industry, and mechanized farming transformed American society. (D)

5. Interprets data from primary sources to describe the experiences of immigrants and native-born Americans of the late 19th century. (D)

6. Compares and contrasts the experiences of immigrants in urban versus rural settings. (D)

7. Uses primary source documents to determine the challenges faced by settlers and their means of adaptations (e.g., drought, depression, grasshoppers, lack of some natural resources, isolation). (D)

8. 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 (D)

Benchmark 4: The student uses a working knowledge and understanding of individual, group ideas, developments, and turning points in the beginning of Modern America (1915-1929).

Indicators:

1. Explains the challenges German Americans faced in Kansas during World War I (e.g., discrimination, movement against German languages). KS (I)

2. Explains the influence of Kansas writers and artists on the Harlem Renaissance (e.g., Langston Hughes, Frank Marshall Davis, Aaron Douglas, Coleman Hawkins). KS (I)

3. Identifies factors that contributed to changes in work, production and the rise of a consumer culture during the 1920’s (e.g., leisure time, technology, communication, travel, assembly line, credit buying). (I)

4. States various social conflicts in the early 1920’s (e.g., rural vs. urban, fundamentalism vs. modernism, prohibition, nativism, flapper vs. traditional woman’s role). (I)

5. Analyzes significant developments in race relations (e.g., rise of Ku Klux Klan, the Great Migration, race riots, NAACP, Tuskegee). (I)

6. Interprets how the arts, music, and literature reflected social change during the Jazz Age (e.g., Harlem Renaissance, F. Scott Fitzgerald, development of blues and jazz culture). (I)

Benchmark 5: The student uses a working knowledge and understanding of individual, group ideas, developments, and turning points during World War II and the Great Depression (1930-1945).

Indicators:

1. Analyzes the causes and impact of the Great Depression (e.g., overproduction, consumer debt, banking regulation, unequal distribution of wealth). (I)

2. Uses primary source materials to explore individual experiences in the Dust Bowl in Kansas (e.g., diaries, oral histories, letters). (▲OTL 4:2:1) KS (I)

3. Analyzes the costs and benefits of New Deal programs. (e.g., budget deficits vs. creating employment, expanding government: CCC, WPA, Social Security, TVA, community infrastructure improved, dependence on subsidies (▲11 4:2:2) (I)

4. Identify the debate over expansion of federal government programs during the Depression (e.g., Herbert Hoover, Franklin Delano Roosevelt, Alf Landon, Huey Long, Father Charles Coughlin). (I)

5. Recall the debate over and reasons for United States entry into World War II (e.g., growth of totalitarianism, America First Committee, neutrality, isolationism, Pearl Harbor). (I)

6. Discusses how WWII influenced the Home Front (e.g., women in the workplace, rationing, role of the radio in communicating news from the warfront, victory gardens, conscientious objectors) (▲11 4: 2: 6) (I)

7. Understands the role of Kansas aviation companies in World War II . KS (I)

8. Describes the complexity of race and ethnic relations (e.g., Zoot Suit Riots, Japanese internment camps, American reaction to atrocities of Holocaust and unwillingness to accept Jewish refugees). (I)

9. Examines the entry of the United States into the nuclear age (e.g., Manhattan Project, Truman’s decision to use the atomic bombs, opposition to nuclear weapons). (I)

Benchmark 6: the student engages in historical thinking skills.

Indicators:

1. Examines different types of primary and secondary sources in Kansas history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). (Δ7 4:7:2) KS (D)

2. Compares contrasting descriptions of the same event in the United States history to understand how people differ in their interpretation of historical events. (Δ8 1:4:4) (*M)

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