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Microsoft Word - ssstd7.docssstd7.pdf
procedures through which a territory and its people are ruled. Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location). Migration - t...
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procedures through which a territory and its people are ruled. Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location). Migration - the movement of people or other organisms from one region to another. Outsourcing - paying another company to provide services which a company might otherwise have employed its own staff to perform. Places - locations having distinctive characteristics, which give
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understands various systems of governments <span class="highlight">and</span> how nations <span class="highlight">and</span> international organizations interact. Seventh Grade <span class="highlight">Knowledge</span> <span class="highlight">and</span>/or Application Indicators Seventh Grade Instructional Suggestions The student: 1. (K) recognizes that cities are formed <span class="highlight">through</span> <span class="highlight">a</span> process of incorporation, establishing boundaries, creating <span class="highlight">a</span> government, levying taxes. 2. (K) identifies the types of local government (e.g., cities, townships, counties) 3.▲ (K) identifies the goods <span class="highlight">and</span> <span class="highlight">services</span> provided by local government <span class="highlight">in</span> the
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pay <span class="highlight">for</span> these expenditures <span class="highlight">and</span> each level. (1) • Bring <span class="highlight">in</span> <span class="highlight">a</span> guest speaker from the local treasurer's office to discuss revenues <span class="highlight">and</span> expenditures <span class="highlight">for</span> your city, county, <span class="highlight">and</span> state. (2) Teacher Notes: Expenditures - spending on goods <span class="highlight">and</span> <span class="highlight">services</span>. Goods - something that you can touch or hold. Government - institutions <span class="highlight">and</span> procedures <span class="highlight">through</span> which <span class="highlight">a</span> territory <span class="highlight">and</span> its people are ruled. Revenue - receipts from sales of goods <span class="highlight">and</span> <span class="highlight">services</span>. <span class="highlight">Services</span> - something that one person does <span class="highlight">for</span> someone else
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Indicators Seventh Grade Instructional Suggestions The student: 1.▲ (<span class="highlight">A</span>) - ($) compares the benefits <span class="highlight">and</span> costs of spending, saving, or borrowing decisions based on information about products <span class="highlight">and</span> <span class="highlight">services</span>. 2. (K) explains how an individual’s income will differ <span class="highlight">in</span> the labor market depending on supply of <span class="highlight">and</span> demand <span class="highlight">for</span> his/her human capital (e.g., skills, abilities, <span class="highlight">and</span>/or education level). • Compare store advertisements of similar items to determine the best over all buy using criteria such as price
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procedures <span class="highlight">through</span> which <span class="highlight">a</span> territory <span class="highlight">and</span> its people are ruled. Location - the position of <span class="highlight">a</span> point on the Earth’s surface, expressed by means of <span class="highlight">a</span> grid (absolute location) or <span class="highlight">in</span> relation to the position of other places (relative location). Migration - the movement of people or other organisms from one region to another. Outsourcing - paying another company to provide <span class="highlight">services</span> which <span class="highlight">a</span> company might otherwise have employed its own staff to perform. Places - locations having distinctive characteristics, which give
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=16
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populations, interdependence, cooperation, <span class="highlight">and</span> conflict. Seventh Grade <span class="highlight">Knowledge</span> <span class="highlight">and</span>/or Application Indicators Seventh Grade Instructional Suggestions The student: 1. (<span class="highlight">A</span>) describes <span class="highlight">and</span> analyzes population characteristics <span class="highlight">through</span> the use of demographic concepts (e.g., population pyramids, birth/death rates, population growth rates, migration patterns). 2. K) explains how the spread of cultural elements results <span class="highlight">in</span> distinctive cultural landscapes (e.g., religion, language, customs, ethnic neighborhoods
Microsoft Word - ssstd5.docssstd5.pdf
Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition ...
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Grade Knowledge and/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (A) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow). • Complete a T chart to compare motivations for settling and exploring
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regions. Draw lines to connect the products that are traded between regions. (1, 3, 4) See also: GB1I2&3, GB2I1&2 Teacher Notes: Economic interdependence - mutually dependent on each other financially. Goods - something that you can touch or hold. Opportunity cost - <span class="highlight">in</span> making <span class="highlight">a</span> decision, the most valuable alternative not chosen. Productivity - <span class="highlight">a</span> measure of goods <span class="highlight">and</span> <span class="highlight">services</span> produced over <span class="highlight">a</span> period of time with <span class="highlight">a</span> given set of resources. Region - an area with one or more <span class="highlight">common</span> characteristics or features
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Grade <span class="highlight">Knowledge</span> <span class="highlight">and</span>/or Application Indicators Fifth Grade Instructional Suggestions The student: 1. (<span class="highlight">A</span>) examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present). 2. (K) identifies the relationship between the acquisition <span class="highlight">and</span> use of natural resources <span class="highlight">and</span> advances <span class="highlight">in</span> technology using historical <span class="highlight">and</span> contemporary examples (e.g., compass <span class="highlight">for</span> navigation, water power, steel plow). • Complete <span class="highlight">a</span> T chart to compare motivations <span class="highlight">for</span> settling <span class="highlight">and</span> <span class="highlight">exploring</span>
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8/9/2005 Page 147 of 298 Kansas, United States, <span class="highlight">and</span> World History Fifth Grade History Standard: The student uses <span class="highlight">a</span> working <span class="highlight">knowledge</span> <span class="highlight">and</span> understanding of significant individuals, groups, ideas, events, eras, <span class="highlight">and</span> developments <span class="highlight">in</span> the history of Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> research skills. Benchmark 1: The student uses <span class="highlight">a</span> working <span class="highlight">knowledge</span> <span class="highlight">and</span> understanding of individuals, groups, ideas, developments, <span class="highlight">and</span> turning points <span class="highlight">in</span> the age of
Microsoft Word - ssstd3.docssstd3.pdf
Instructional Suggestions The student: 1.#0;�(A) identifies and gives examples of markets that occur when buyers and sellers exchange goods and services in the community. • Make a list of businesses, stores or services in the...
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Instructional Suggestions The student: 1.#0;�(A) identifies and gives examples of markets that occur when buyers and sellers exchange goods and services in the community. • Make a list of businesses, stores or services in the community. Discuss what goods and/or services are exchanged. (1) See also: C-GB2I1, C-GB5I1, GB1I6, GB5I1&2, HB2I1 Teacher Notes: 1. #0;� H5B2I3 Community - any group living in the same area or having interests, work, etc. in common. Goods - something that you can touch or hold
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Suggestions The student: 1.#0;�(K) knows that there are not enough available resources to satisfy all wants <span class="highlight">for</span> goods <span class="highlight">and</span> <span class="highlight">services</span>. • Create <span class="highlight">a</span> mini-community <span class="highlight">in</span> the classroom. Decide what goods <span class="highlight">and</span> <span class="highlight">services</span> are most important to <span class="highlight">a</span> community. Make <span class="highlight">a</span> list <span class="highlight">and</span> assign jobs. Explain why his/her job is important to the community. Explain how his/her job helps meet the community’s needs. (1) See also: C- GB2I1, C-GB5I2&3 • Create <span class="highlight">a</span> scenario of limited resources. Set up 5 glasses of water <span class="highlight">in</span> front of the
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Instructional Suggestions The student: 1.#0;�(<span class="highlight">A</span>) identifies <span class="highlight">and</span> gives examples of markets that occur when buyers <span class="highlight">and</span> sellers exchange goods <span class="highlight">and</span> <span class="highlight">services</span> <span class="highlight">in</span> the community. • Make <span class="highlight">a</span> list of businesses, stores or <span class="highlight">services</span> <span class="highlight">in</span> the community. Discuss what goods <span class="highlight">and</span>/or <span class="highlight">services</span> are exchanged. (1) See also: C-GB2I1, C-GB5I1, GB1I6, GB5I1&2, HB2I1 Teacher Notes: 1. #0;� H5B2I3 Community - any group living <span class="highlight">in</span> the same area or having interests, work, etc. <span class="highlight">in</span> <span class="highlight">common</span>. Goods - something that you can touch or hold
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http://www.ksde.org/LinkClick.aspx?fileticket=refN%2fnjN8YQ%3d&tabid=1715&mid=8016&forcedownload=true#page=9
www.ksde.org/LinkClick.aspx?fileticket=refN%2fnjN8YQ%3d&tabid=1715&mid=80...
Suggestions The student: 1.#0;�(<span class="highlight">A</span>) - ($) lists goods <span class="highlight">and</span> <span class="highlight">services</span> <span class="highlight">in</span> the community that are paid <span class="highlight">for</span> by taxes (e.g., roads, parks, schools, fire protection). • Prepare cards that say “Paid <span class="highlight">for</span> by taxes” on it. Tour the school grounds <span class="highlight">and</span> decide which items <span class="highlight">in</span> <span class="highlight">and</span> around the school ground are paid <span class="highlight">for</span> with taxes (examples: playground equipment, roads, building, desks, parking lots, teacher, custodian, etc ). Tape the “Paid <span class="highlight">for</span> by Taxes” sign on the object/person <span class="highlight">and</span> list the items on <span class="highlight">a</span> piece of paper
Microsoft Word - ssstd4.docssstd4.pdf
▲ Assessed Indicator Page 113 of 298 #0;� Foundation for Assessed Indicators ($) Personal Finance Literacy (K) Knowledge Indicator (A) Application Indicator Economics Fourth Grade Economics Standard: The student uses a working knowledge and...
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▲ Assessed Indicator Page 113 of 298 #0;� Foundation for Assessed Indicators ($) Personal Finance Literacy (K) Knowledge Indicator (A) Application Indicator Economics Fourth Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world. Benchmark 1: The
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http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=6
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▲ Assessed Indicator Page 113 of 298 #0;� Foundation <span class="highlight">for</span> Assessed Indicators ($) Personal Finance Literacy (K) <span class="highlight">Knowledge</span> Indicator (<span class="highlight">A</span>) Application Indicator Economics Fourth Grade Economics Standard: The student uses <span class="highlight">a</span> working <span class="highlight">knowledge</span> <span class="highlight">and</span> understanding of major economic concepts, issues, <span class="highlight">and</span> systems, applying decision-making skills as <span class="highlight">a</span> consumer, producer, saver, investor, <span class="highlight">and</span> citizen of Kansas <span class="highlight">and</span> the United States living <span class="highlight">in</span> an interdependent world. Benchmark 1: The
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▲ Assessed Indicator Page 114 of 298 #0;� Foundation <span class="highlight">for</span> Assessed Indicators ($) Personal Finance Literacy (K) <span class="highlight">Knowledge</span> Indicator (<span class="highlight">A</span>) Application Indicator Trade - the exchange of goods or <span class="highlight">services</span> <span class="highlight">for</span> other goods <span class="highlight">and</span> <span class="highlight">services</span> or money.
Microsoft Word - ssstdk.docssstdk.pdf
8/9/2005 Page 37 of 298 Economics Kindergarten Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citize...
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8/9/2005 Page 37 of 298 Economics Kindergarten Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world. Benchmark 2: The student understands how the market economy works in the United States. Kindergarten Knowledge and/or Application Indicators Kindergarten
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8/9/2005 Page 37 of 298 Economics Kindergarten Economics Standard: The student uses <span class="highlight">a</span> working <span class="highlight">knowledge</span> <span class="highlight">and</span> understanding of major economic concepts, issues, <span class="highlight">and</span> systems, applying decision-making skills as <span class="highlight">a</span> consumer, producer, saver, investor, <span class="highlight">and</span> citizen of Kansas <span class="highlight">and</span> the United States living <span class="highlight">in</span> an interdependent world. Benchmark 2: The student understands how the market economy works <span class="highlight">in</span> the United States. Kindergarten <span class="highlight">Knowledge</span> <span class="highlight">and</span>/or Application Indicators Kindergarten
Microsoft Word - ssstd1.docssstd1.pdf
Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs of a family (e.g., food, shelter). 2. (K) describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, s...
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Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs of a family (e.g., food, shelter). 2. (K) describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock). 3. (A) compares at least two types of shelter used by families today (e.g., apartment, frame house, mobile home, duplex). 4.#0;�(A) compares types of shelter used by American Indians in Kansas over time (e.g., grass
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Grade <span class="highlight">Knowledge</span> <span class="highlight">and</span>/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) - ($) describes the needs of <span class="highlight">a</span> family (e.g., food, shelter). 2. (K) describes the different foods produced <span class="highlight">in</span> Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock). 3. (<span class="highlight">A</span>) compares at least two types of shelter used by families today (e.g., apartment, frame house, <span class="highlight">mobile</span> home, duplex). 4.#0;�(<span class="highlight">A</span>) compares types of shelter used by American Indians <span class="highlight">in</span> Kansas over time (e.g., grass
Microsoft Word - ssstd2.docssstd2.pdf
8/9/2005 Page 75 of 298 Economics Second Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citize...
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8/9/2005 Page 75 of 298 Economics Second Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world. Benchmark 2: The student understands how the market economy works in the United States. Second Grade Knowledge and/or Application Indicators Second Grade
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http://www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=8016&forcedownload=true#page=7
www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=80...
8/9/2005 Page 75 of 298 Economics Second Grade Economics Standard: The student uses <span class="highlight">a</span> working <span class="highlight">knowledge</span> <span class="highlight">and</span> understanding of major economic concepts, issues, <span class="highlight">and</span> systems, applying decision-making skills as <span class="highlight">a</span> consumer, producer, saver, investor, <span class="highlight">and</span> citizen of Kansas <span class="highlight">and</span> the United States living <span class="highlight">in</span> an interdependent world. Benchmark 2: The student understands how the market economy works <span class="highlight">in</span> the United States. Second Grade <span class="highlight">Knowledge</span> <span class="highlight">and</span>/or Application Indicators Second Grade
Microsoft Word - ssstdh.docssstdh.pdf
to determine the extent of water pollution in harbors, or the range of deforestation in several locations).(2) See also: EB1I1, EB1I4, EB4I1, EB4I4; USB3I9, USB4I3; WHB4I5 • Through the Eyes of a Refugee: a study of Afghanistan’s refugee crisis and...
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to determine the extent of water pollution in harbors, or the range of deforestation in several locations).(2) See also: EB1I1, EB1I4, EB4I1, EB4I4; USB3I9, USB4I3; WHB4I5 • Through the Eyes of a Refugee: a study of Afghanistan’s refugee crisis and the decision making process for locating refugee camps. The lesson is available on the National Geographic website. (2) See also: WHB4I2, WHB4I4 Teacher Notes: Absolute location - the location of a point expressed by a grid reference (latitude and
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to determine the extent of water pollution <span class="highlight">in</span> harbors, or the range of deforestation <span class="highlight">in</span> several locations).(2) See also: EB1I1, EB1I4, EB4I1, EB4I4; USB3I9, USB4I3; WHB4I5 • <span class="highlight">Through</span> the Eyes of <span class="highlight">a</span> Refugee: <span class="highlight">a</span> study of Afghanistan’s refugee crisis <span class="highlight">and</span> the decision making process <span class="highlight">for</span> locating refugee camps. The lesson is available on the National Geographic website. (2) See also: WHB4I2, WHB4I4 Teacher Notes: Absolute location - the location of <span class="highlight">a</span> point expressed by <span class="highlight">a</span> grid reference (latitude <span class="highlight">and</span>
Microsoft Word - ssstd6.docssstd6.pdf
populations, interdependence, cooperation, and conflict. Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional Suggestions The student: 1. (A) examines reasons for variation in population distribution (e.g., environment, migration, g...
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populations, interdependence, cooperation, and conflict. Sixth Grade Knowledge and/or Application Indicators Sixth Grade Instructional Suggestions The student: 1. (A) examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates). 2.▲ (K) describes the forces and processes of conflict and cooperation that divide or unite people (e.g., ▲ uneven distribution of resources, ▲ water use in ancient Mesopotamia, ▲ building projects in ancient
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populations, interdependence, cooperation, <span class="highlight">and</span> conflict. Sixth Grade <span class="highlight">Knowledge</span> <span class="highlight">and</span>/or Application Indicators Sixth Grade Instructional Suggestions The student: 1. (<span class="highlight">A</span>) examines reasons <span class="highlight">for</span> variation <span class="highlight">in</span> population distribution (e.g., environment, migration, government policies, birth <span class="highlight">and</span> death rates). 2.▲ (K) describes the forces <span class="highlight">and</span> processes of conflict <span class="highlight">and</span> cooperation that divide or unite people (e.g., ▲ uneven distribution of resources, ▲ water use <span class="highlight">in</span> ancient Mesopotamia, ▲ building projects <span class="highlight">in</span> ancient
Microsoft Word - ssstd8.docssstd8.pdf
items over a specified area. Government - institutions and procedures through which a territory and its people are ruled. Interdependence - people relying on each other in different places or in the same place for ideas, goods, and se...
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items over a specified area. Government - institutions and procedures through which a territory and its people are ruled. Interdependence - people relying on each other in different places or in the same place for ideas, goods, and services. Migration - the movement of people or other organisms from one region to another. Immigrant - a person (migrating into) coming to a particular country or area to live. Location - the position of a point on the Earth’s surface, expressed by means of a grid (absolute
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items over <span class="highlight">a</span> specified area. Government - institutions <span class="highlight">and</span> procedures <span class="highlight">through</span> which <span class="highlight">a</span> territory <span class="highlight">and</span> its people are ruled. Interdependence - people relying on each other <span class="highlight">in</span> different places or <span class="highlight">in</span> the same place <span class="highlight">for</span> ideas, goods, <span class="highlight">and</span> <span class="highlight">services</span>. Migration - the movement of people or other organisms from one region to another. Immigrant - <span class="highlight">a</span> person (migrating into) coming to <span class="highlight">a</span> particular country or area to live. Location - the position of <span class="highlight">a</span> point on the Earth’s surface, expressed by means of <span class="highlight">a</span> grid (absolute
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