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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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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 - readstd8g.docreadstd8g.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultu...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to a variety of text. Benchmark 2: The student understands the significance of literature and its contributions to various cultures. Eighth Grade Knowledge Base Indicators Instructional Examples The student… 1. identifies common structures and stylistic elements in literature, folklore, and myths from a variety of cultures
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 182 Standard 2: Literature EIGHTH GRADE Literature: The student responds to <span class="highlight">a</span> variety of text. Benchmark 2: The student understands the significance of literature <span class="highlight">and</span> its contributions to various cultures. Eighth Grade <span class="highlight">Knowledge</span> Base Indicators Instructional Examples The student… 1. identifies <span class="highlight">common</span> structures <span class="highlight">and</span> stylistic elements <span class="highlight">in</span> literature, folklore, <span class="highlight">and</span> myths from <span class="highlight">a</span> variety of cultures
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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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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▲ 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 - readstd2g.docreadstd2g.pdf
answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies...
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answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The mobile begins at the top with the main idea, adds pieces to support the details of the story. (e) has the student use the QAR
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=12
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answer who, what, when, where, <span class="highlight">and</span> how questions. (c) gives the students before reading, during reading, <span class="highlight">and</span> after reading questions <span class="highlight">in</span> order to provide opportunities <span class="highlight">for</span> the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, <span class="highlight">and</span> supporting details from <span class="highlight">a</span> book. The <span class="highlight">mobile</span> begins at the top with the main idea, adds pieces to support the details of the story. (e) has the student use the QAR
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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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 - writingstdhs.docwritingstdhs.pdf
Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 11 Standard 2: Research NINTH - TWELFTH GRADES Research: The student applies reading and writing skills to demonstrate learning. Benchmark 1: The student uses effective research practices. Ninth through...
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 11 Standard 2: Research NINTH - TWELFTH GRADES Research: The student applies reading and writing skills to demonstrate learning. Benchmark 1: The student uses effective research practices. Ninth through Twelfth Grade Knowledge Base Indicators Instructional Examples The student… 1. generates relevant, investigating, and researchable questions in order to create a thesis/hypothesis. Uses knowledge
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Grade-by-Grade Approved by the KS State Board of Education: July 8, 2003 Page 11 Standard 2: Research NINTH - TWELFTH GRADES Research: The student applies reading <span class="highlight">and</span> writing skills to demonstrate learning. Benchmark 1: The student uses effective research practices. Ninth <span class="highlight">through</span> Twelfth Grade <span class="highlight">Knowledge</span> Base Indicators Instructional Examples The student… 1. generates relevant, investigating, <span class="highlight">and</span> researchable questions <span class="highlight">in</span> order to create <span class="highlight">a</span> thesis/hypothesis. Uses <span class="highlight">knowledge</span>
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