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.
KS SS HS.3
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.
KS SS HS.3.1
Indicator 1
The student locates major political and physical features of Earth from memory and compares the relative locations of those features.
KS SS HS.3.1.1
Compile data on a variety of cultural and ethnic characteristics for a region involved in an internal or regional conflict. Produce a variety of maps for the area involved. Try to determine the cause of the conflict, using the maps you produced, and suggest possible solutions. (1, 3)
Benchmark 2
Regions: The student analyzes the spatial organization of people, places, and environments that form regions on the Earth's surface.
KS SS HS.3.2
Indicator 1
The student uses regions to analyze past and present geographic issues to answer geographic questions (illustrations: conflicts caused by overlapping regional identities, causes and impacts of regional alliances, changing regional identities).
KS SS HS.3.2.5
Locate Brazil (or some other political entity) on maps depicting different types of regions-agriculture, climate, land form, resource, population, politics, religion, language, ethnicity, income, age, etc. Write a description of Brazil as a separate region and as part of larger regions based on your analysis of these maps.
Indicator 2
The student explains why regions are important to individual and group identities as symbols for unifying or fragmenting society (e.g., Arab World, Bible Belt, Japanese during W,W, II, Chinatown).
Compile a list of places, buildings, songs, poetry, prose, etc. that serve as symbols which identify, unify or divide a group of people. Explain your choices. (4)
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.
KS SS HS.3.4
Indicator 1
The student analyzes how communication and transportation contribute to both cultural divergence and cultural convergence (e.g., nationalism, ethnic elitism, cross-cultural adaptation, popularization of ethnic foods).
KS SS HS.3.4.2
Use the Internet to find the sites and numbers of franchises for American food chains found around the world. Map these to show divergence of American culture. (2)
Indicator 2
The student explains how cultural cooperation and conflict are involved in shaping the distribution of and connections between cultural, political, and economic spaces on Earth (i.e., regional planning districts, free-trade zones, trade partnerships, disputes resulting from national, ethnic, religious, economic differences, conflicts between internal interests and external forces).
KS SS HS.3.4.5
List the proposed advantages and disadvantages voiced by concerned parties before the NAFTA agreement was passed. Make a second list, showing how NAFTA has fared in each of those areas. Argue in favor oragainst expanding similar economic agreements. (3, 5)
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.
KS SS HS.6
Benchmark 1
The student uses a working knowledge and understanding of individuals, groups ideas, developments, and turning points in the history of the world from prehistoric times through the pre-classical civilizations.
KS SS HS.6.1
Indicator 1
The student defines the term civilization and applies it to the civilizations of the ancient Middle East.
KS SS HS.6.1.1
Students develop a five-column matrix with the four characteristics of a civilization and add religion. Then down the side, give a row in the matrix to each Middle Eastern ancient civilization: Sumerians, Babylonians, Phoenicians, Assyrians, and Hebrews. Complete the matrix as a chart of information to show how each group fulfilled the requirements of being deemed a civilization. Students should then draw conclusions about each civilization and the Middle Eastern civilizations as a region. (1 & 2) Students are arranged in cooperative groups and choose one area on the charts they completed (religion, government/political, etc.) in activities one and two and then draw conclusions about early civilizations in the great river valleys. These conclusions are presented to the entire class. Then each cooperative group must prioritize the importance or significance of each conclusion drawn and justify the sequence of the prioritization. (1, 2, 3)
Indicator 2
The student describes major accomplishments of early Middle Eastern civilizations in establishing strong economic and political systems, laying the foundation for learning and the arts, and the establishment of Judaism as the first monotheistic religion.
KS SS HS.6.1.2
Students develop a five-column matrix with the four characteristics of a civilization and add religion. Then down the side, give a row in the matrix to each Middle Eastern ancient civilization: Sumerians, Babylonians, Phoenicians, Assyrians, and Hebrews. Complete the matrix as a chart of information to show how each group fulfilled the requirements of being deemed a civilization. Students should then draw conclusions about each civilization and the Middle Eastern civilizations as a region. (1 & 2) Students are arranged in cooperative groups and choose one area on the charts they completed (religion, government/political, etc.) in activities one and two and then draw conclusions about early civilizations in the great river valleys. These conclusions are presented to the entire class. Then each cooperative group must prioritize the importance or significance of each conclusion drawn and justify the sequence of the prioritization. (1, 2, 3)
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 time of the great classical civilizations of Greece, Rome, India, and China.
KS SS HS.6.2
Indicator 1
The student describes the enduring contributions of important individuals from Greek civilizations (e.g., Homer, Sappho, Herodotus, Thucydides, Socrates, Plato, Aristotle, Sophocles, Archimedes, Hippocrates, Euclid).
KS SS HS.6.2.1
Students will work in cooperative structures to develop the game, "Who Am I?" by researching and writing descriptions (focusing on contributions) on 3" x 5" index cards for each of the great philosophers, and other important individuals from Greek civilizations. Each group will have 10 people to describe. Then groups will exchange decks of cards and play the game. One point is awarded for each correct response to the writing on the card. Once all the groups have practiced with all the conduct cards, conduct a whole class discussion of what information was chosen for the cards and the significance of the individual's contributions. (1)
Indicator 2
The student evaluates the impact of Greek theory on the practice of government i.e., lack of minority protection in Athenian direct democracy, Plato's Republic, Aristotle's six forms of government, role of demagogues).
KS SS HS.6.2.2
Students will read excerpts from Plato's Republic, and compare Plato's ideas to those practiced in the workings of the federal government. Students will complete a 10-minute writing about Plato's contribution to the U.S. ideal of a democratic republic. (2)
Indicator 3
The student evaluates the Roman legacy (e.g., architecture, technology and science, literature, language, law).
KS SS HS.6.2.3
Indicator 4
The student describes the history of early Christianity, including the teachings of Jesus, the role of St. Paul, transformation of Christianity from persecuted religion to the official faith of the Roman Empire and the organization of the early church.
KS SS HS.6.2.4
Students cooperatively build a chronology of the development of Christianity from the life of Jesus Christ through the time that it became the official faith of the Roman Empire. Students may use technology to build the chronology and create a display. (4)
Benchmark 3
The student uses a working knowledge and understanding of individuals, groups ideas, developments, and turning points in the history of the rising new civilizations (500-1450).
KS SS HS.6.3
Indicator 1
The student explains the importance of the Byzantine Empire in continuing the legacy of Rome and establishing the Orthodox branch of Christianity.
KS SS HS.6.3.1
Students write analogies to describe the Byzantine Empire. For example: "If the Byzantine Empire was an animal, it would be a(n)." (1)_
Indicator 2
The student describes the development and beliefs of Islam (e.g., Koran, Five Pillars, role of Mohammed, Sunni and Shiite Islam, place of women in Islamic society).
KS SS HS.6.3.2
Indicator 3
The student compares and contrasts Islamic achievements with those of medieval Europe (e.g., science, education, architecture, mathematics, medicine, the arts, literature).
KS SS HS.6.3.3
Indicator 4
The student analyzes the impact of interaction with the Islamic world on the culture of medieval Europe (i.e., Crusades, trade, rediscovery of Greek and Roman learning).
KS SS HS.6.3.4
Students must defend or refute this statement: The Crusades were worth the cost. They may defend the statement in writing, through an oral presentation, or other multimedia presentation. They must include the historical evidence most important to their argument, with adequate details for support. (4)
Indicator 5
The student describes feudalism, manorialism, and Roman Catholicism as the dominant political, economic, religious, and social systems of medieval Europe.
KS SS HS.6.3.5
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 (1400-1750).
KS SS HS.6.4
Indicator 1
The student explains the significance of the Renaissance through the accomplishments of Petrarch, Raphael, Leonardo Da Vinci, Michelangelo, Machiavelli, Shakespeare, Gutenberg.
KS SS HS.6.4.1
Students will define the concept "Renaissance Man" and use examples of accomplishments of artists, inventors, authors, philosophers, and others during the Renaissance period to identify a "Renaissance Person" in today's world. (1)
Indicator 2
The student explains the significance of the Reformation (i.e., the ideas of Luther and Calvin, the English Reformation, conflict related to the Reformation, the Catholic Reformation,_religious warfare).
KS SS HS.6.4.2
Students write an epitaph for Martin Luther focusing on the impact of his teachings and ideas. (2) Students design a graphic organizer to provide information and to depict relationships between the Protestant sects that developed as a result of the Reformation. (Example: One student developed a family tree with the trunk being the Roman Catholic Church and the branches of the tree being the Protestant sects). Sects should include but are not limited to: Lutheranism, Zwinglianism, Anglicanism, Calvinism and Presbyterianism, and Anabaptism, Baptism, and Mennonism. (2)
Indicator 3
The student describes absolute monarchy in Europe (e.g., Phillip II, France from Henry IV to Louis XIV, Frederick the Great, Peter the Great).
KS SS HS.6.4.3
Students will read a biographical sketch of Elizabeth I of England, Louis XIV of France, Frederick the Great of Prussia, Peter the Great of Russia (and others, if you have them). Choose one of the monarchs and write a biocrostic about his/her life and reign. (3)
Indicator 4
The student explains the significance of the Scientific Revolution (e.g., Copernicus, Bacon, Harvey, Galileo, Newton; invention of telescope, microscope.
KS SS HS.6.4.4
Indicator 5
The student describes and explains the significance of the English Civil War and Glorious Revolution (i.e., limiting the power of the absolute monarch, power shifting to Parliament).
KS SS HS.6.4.5
Students will chart the different types of monarchies during the rise of nations including: absolute monarchy, divine right monarchy, enlightened despotism, and limited monarchy. The chart will include an example of each of the four types, where the particular type of monarchy was found, and the strengths and weaknesses of each type (5).
Indicator 6
The student analyzes the impact of European expansion into the Americans, Africa, and Asia (i.e., the establishment of colonial empires, the Columbian Exchange, growth of slavery, advances in navigation, influence of Christianity, rise of mercantilism and capitalism).
KS SS HS.6.4.6
Using the Columbian Exchange as the "big idea," divide students into cooperative groups and assign each group a topic about which to prepare a saturation report. Topics may include but should not be limited to: colonialism, growth of slavery, advances in navigation and other technologies, influence of Christianity, rise of mercantilism, and the advent of capitalism. Each group will present the topic about which they saturated their knowledge and will include handouts and assignments to support their information. (6)
Indicator 7
The student describes the accomplishments and significance of the Ottoman, Safavid, and Mogul Empires.
KS SS HS.6.4.7
Indicator 8
The student describes major developments in Japan (e.g., Japan moving from feudal disorder to stability under the Tokugawa Shogunate, isolationism, cultural accomplishments).
KS SS HS.6.4.8
Indicator 9
The student describes major developments in China (e.g., Ming naval expeditions; isolationism, restrictions on expeditions, trade, expeditions, and merchants; flourishing of Chinese arts).
KS SS HS.6.4.9
Benchmark 5
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 Age of Revolutions (1650-1914).
KS SS HS.6.5
Indicator 1
The student summarizes the ideas of major figures of the Enlightenment (e.g., Hobbes, Locke, Voltaire, Montesquieu, Rousseau, Wollstonecraft).
KS SS HS.6.5.1
Students will choose a figure of the Enlightenment (e.g., Hobbes, Locke, Voltaire Montesquieu, Rousseau, and Wollstonecraft) and write a letter to the editor about that particular person's views. The letter may be in support or refute the philosophies of the chosen person of the Enlightenment. (1)
Indicator 2
The student examines the development of political revolutions in the Americas (e.g., American Revolution, Toussaint L'Ouverture, Simon Bolivar, Hidalgo).
KS SS HS.6.5.2
Indicator 3
The student analyzes the major events, causes, and outcomes of the French Revolution (i.e., economic crisis, social unrest, influence of Enlightenment ideas, the rise and fall of Napoleon, the Vienna Settlement of 1815).
KS SS HS.6.5.3
Students will create a political cartoon that depicts the causes of the French Revolution. (3) Students will draw a map of Europe and color code it to show the influence of Napoleon's Empire. (3)_Students will create a pictorial on a poster to show the rise and fall of Napoleon. (3)
Indicator 4
The student analyzes the impact of the Industrial Revolution (i.e., improvement in production and transportation, ideas of Smith, Malthus, Ricardo, Marx, Mill, the Utopian Socialists; the rise of an urban working class and labor unions; reform movements, the extension of suffrage).
KS SS HS.6.5.4
Students will read biographies of Metternich, Smith, and Marx and prepare a dialectical journal (two column notetaking organizer with main ideas and details in the left hand column and personal reaction in the right hand column) to process the different philosophies of each. (4)
Indicator 5
The student describes the impact of Western nationalism and imperialism (e.g., unification of Germany and Italy, competition for colonies in Africa and Asia, ideology of Social Darwinism and Rebellion, Boxer Rebellion, Sun-Yat-Sen).
KS SS HS.6.5.5
Indicator 6
The student examines key developments in the search for political democracy and social justice (e.g., revolutions of 1848; emancipation of serfs in Russia and ending of slavery in the United States; extension of suffrage for both men and women, Elizabeth Cady Stanton and Pankhursts; rise of Bolshevism).
KS SS HS.6.5.6
Indicator 7
The student explains the rise of Meiji Japan as a world power (i.e., industrialization, militarization, the Sino-Japanese War, the Russo Japanese War).
KS SS HS.6.5.7
Indicator 8
The student describes the discoveries and ideas of major figures in science and medicine (i.e., Nightingale, Pasteur, Lister, Darwin, Einstein, the Curies, Freud).
KS SS HS.6.5.8
Benchmark 6
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 Era of Global Wars (1914 - 1945).
KS SS HS.6.6
Indicator 1
The student explains the origin, course, and consequences of World War I (e.g., impact of technology, trench warfare, impact on civilization, nationalism, entangling alliances, imperialism, militarism, industrialism, attempt at international cooperation, Russian revolution, rise of fascism, Hitler, cultural disillusionment, growth of nationalism).
KS SS HS.6.6.1
Students create simulation games of World War I. Students may focus on causes, battles, economic developments, technology, nationalism, or consequences. The game rules must be written in technical writing style with clear instructions and a section of historical background and significance. The game board may be made from a file folder. Students must include all game parts, tokens, cards, etc. Including a peer evaluation of this project (playing the game and evaluating the game's relationship to World War I) is critical to the success of this project. (1) Students analyze a collection of poems from World War I. The theme behind the analysis is: Loss of Innocence. After students analyze each poem, have them generate their own poem about their perspective of the experience of the World War I soldier. (1)
Indicator 2
The student describes the establishment and development of the Soviet Union e.g., Russian Revolutions of 1905, March 1917, November 1917, Lenin, Stalin, Trotsky, Russian Civil War, New Economic Policy, secret police, purges).
KS SS HS.6.6.2
Students create a "World at War Scrapbook" which asks students to select 15 events from World War I and World War II for a total of 30 events. A timeline for each World War must be included. For each event selected, students must write a brief paragraph summary of the event. In the first paragraph the information should include who, what, when, where, why, and how. The second paragraph should include the historical significance of the event and why the student chose that particular event. (2)
Indicator 3
The student describes the origins, course, and consequences of World War II (e.g., failure of the League of Nations, reaction against Versailles Treaty, failure of appeasement, Japanese imperialism, military technology, belligerents' strategy, nuclear age, Cold War, emergence of superpowers, regional security alliances, United Nations).
KS SS HS.6.6.3
Students will incorporate the timelines and the writings as described above into a scrapbook. They may include illustrations also. This project is scored on a rubric. (3)
Indicator 4
The student describes the rise of anti-colonial and national movements directed against European imperialism (e.g., Gandhi, Ho Chi Minh, Kuomingtang).
KS SS HS.6.6.4
Indicator 5
The student describes the changes in economic conditions and social structures i.e., global depression, urbanization, labor, modernism in art and literature, class conflict).
KS SS HS.6.6.5
Indicator 6
The student analyzes the impact of science and technology (e.g., communications, medicine, transportation, energy sources).
KS SS HS.6.6.6
Benchmark 7
The student uses a working knowledge and understanding of individuals, groups ideas, eras, developments, and turning points in the history of the world since World War II.
KS SS HS.6.7
Indicator 1
The student describes major events in the history of the Cold War (e.g., the establishment of the Soviet Bloc, Mao's victory in China, the Truman Doctrine, the Marshall Plan, the formation of NATO, the Berlin Blockade, the "Iron Curtain" the Berlin Wall, the Cuban missile crisis, attempts at freedom in Hungary and Czechoslovakia).
KS SS HS.6.7.1
Students draw a map of the world and draw in the countries of the Warsaw Pact and NATO. Students should then color the Warsaw Pact countries red and the NATO countries blue. They should then identify the probable location of the iron curtain. Students should then complete a 10 minute writing about the perspective created by the alliances created in the Cold War Era. (1) Students will defend a historical argument using reasoned persuasion based on this statement: The Cold War was never cold. Students must provide details to justify the argument.
(1)
Indicator 2
The student analyzes the impact of the collapse of the Soviet Union on world peace and stability (e.g., economic crisis in Russia, conflict in the Balkans).
KS SS HS.6.7.2
Indicator 3
The student analyzes the role of ideology, nationalism, religion, and the struggle for human rights in regional conflicts (e.g., Northern Ireland, Latin America, the Balkans, India and Pakistan, U.S. Civil Rights, the Middle East, Rwanda).
KS SS HS.6.7.3
Indicator 4
The student analyzes the potential and problems presented by advances in science, technology, economics, and culture (e.g., genetic engineering, space exploration, communications, television, growth of education).
KS SS HS.6.7.4
Indicator 5
The student describes the changes in economic conditions and social structures e.g., mass education, population explosion, global economy, human rights, corporatism).
KS SS HS.6.7.5
Indicator 6
The student analyzes the impact of science and technology (i.e., biotechnology, space exploration, global communications, immunization, environmentalism).
KS SS HS.6.7.6
Using the history of science and technology in the twentieth century, and considering the time that has passed between significant achievements in science and technology, students will predict future developments. (6)_
Benchmark 8
The student engages in historical thinking skills.
KS SS HS.6.8
Indicator 1
The student analyzes historical materials to trace development of an idea or trend across space or over a prolonged period of time in United States history to explain patterns of historical continuity and change.
KS SS HS.6.8.1
Indicator 2
The student develops and implements effective research strategies for investigating a given historical topic.
KS SS HS.6.8.2
Indicator 3
The student examines and analyzes primary and secondary sources in order to differentiate between historical facts and historical interpretations.
KS SS HS.6.8.3
Indicator 4
The student compares competing historical narratives, by contrasting different historians' choices of questions, uses and choices of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations.
KS SS HS.6.8.4
USD
250 Home Page
General info:
Vicki Horton
Tech info:
Rick Duling
Webmaster:
Noah Grotheer
©
Pittsburg Public Schools