The Kansas State Department of Education 2004

Civics-Government, Economics, Geography, & History

Table of Contents

Civics-Government, Economics,Geography, and History Standards, Benchmarks, & Indicators

Civics Government Benchmark 1...... 1 Benchmark 2...... 2 Benchmark 3...... 3 Benchmark 4...... 4 Benchmark 5...... 5

Economics Benchmark 1...... 6 Benchmark 2...... 7 Benchmark 3...... 8

Geography Benchmark 1...... 9 Benchmark 2...... 10 Benchmark 3...... 11 Benchmark 4...... 12 Benchmark 5...... 13

History Benchmark 1...... 14 Benchmark 2...... 15 Benchmark 3...... 16 Benchmark 4...... 17 Benchmark 5...... 18 Civics-Government, Economics,Geography, and History Standards, Benchmarks, & Indicators With Clarifying Examples

Civics Government Benchmark 1...... 23 Benchmark 2...... 29 Benchmark 3...... 33 Benchmark 4...... 37 Benchmark 5...... 41

Economics Benchmark 1...... 44 Benchmark 2...... 53 Benchmark 3...... 57

Geography Benchmark 1...... 67 Benchmark 2...... 73 Benchmark 3...... 77 Benchmark 4...... 81 Benchmark 5...... 87

History Benchmark 1...... 95 Benchmark 2...... 99 Benchmark 3...... 103 Benchmark 4...... 106 Benchmark 5...... 111

Appendix A Glossary...... 115 Civics-Government, Economics, Geography and History

Civics Government - 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 necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in the democratic process.

Benchmark 1 -- The student understands rules that apply to self, family, school, local, state, and national governments.

Extended Knowledge Base Indicators Extended Clarifying Examples The student: The student:

1. identifies rules found in his or her home, school, job, and 1. gets in line and waits appropriately in cafeteria lunch line / or community

2. recognizes safety rules (e.g. poison, traffic, fire, personal 2. understands that he or she must ask permission before safety, work site, and/or community) leaving the school building

3. describes government in terms of people and groups 3. recognizes school principal as the head of the school who make, apply and / or enforce rules or laws for others in their family, school, and community

4. identifies one or more reasons for various rules 4. tells new classmate the classroom rules and the reasons for them Special Notes

The extended standards are written to address a wide variety of response and communication modalities or methods used by students who qualify for the alternate assessment. These are individually determined by the IEP team.

1 S tandard 1 – Civics - Government

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

1. acknowledges the various symbols used to depict 1. identifies the American flag from the flags of other Americans shared values, principles, or beliefs countries

2. shows the qualities of a law-abiding citizen 2. follows teacher's directions when told where to store new classroom materials

Special Notes

2 Standard 1 – Civics - Government

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

1. knows the basic rights that are guaranteed by the U.S. 1. understands that at age eighteen he or she has the right to Constitution vote (Bill of Rights)

2. identifies the roles of the federal government, the three 2. identifies a picture of the current U.S. President during branches, and / or the people in those branches discussion of upcoming elections

Special Notes

Extended Benchmark 4 -- The student identifies the rights, privileges, and responsibilities of a good citizen.

1. identifies or demonstrates an understanding of individual 1. shows responsibility for his or her personal items rights, privileges, and / or responsibilities

2. identifies or demonstrates an understanding of rights, 2. participates as a member of a cooperative learning group privileges, and responsibilities of the individual in groups during government class

Special Notes

Extended Benchmark 5 -- The student understands people and functions of Kansas state government.

1. identifies the roles of Kansas government, the branches, 1. identifies the picture of the current governor of Kansas and / or people in these branches

Special Notes

5 Standard 2 – Economics

Economics: 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 the market economy works in the United States.

1. understands the concept that rewards are earned in 1. exchanges the tokens that he or she has earned for a reward exchange for performance at the end of the school day

2. understands that providers must receive something (i.e., 2. exchanges his or her meal ticket for food in cafeteria lunch money) for exchange of goods or services. line

3. understands the origin of particular goods 3. participates in cooperative group project about how wheat becomes bread

4. identifies the functions of various stores and / or 4. understands concession stand provides snacks during businesses sporting events Special Notes

Extended Benchmark 2 - The student recognizes the role of the government in the economy.

1. identifies and / or uses services provided by the 1. accompanies his or her parent(s) to neighborhood public government for all members of the community school for enrollment

2. understands that there are some government services for 2. recognizes that the information contained in the free and which a person must qualify reduced lunch application is confidential

Special Notes

Extended Benchmark 3 -- The student makes effective decisions as a consumer, producer, saver, and citizen.

1. understands that spending is the exchange of money for 1. purchases his or her supplies at school store or vending goods and / or services machine

2. distinguishes between spending, borrowing, trading, and / 2. refuses to loan money to a classmate or stealing

3. understands that scarcity of resources requires choices 3. shares time on the computer with classmates

4. understands that individual economic choices have consequences 4. saves money by purchasing ticket for school event during school hours ($3.00) instead of at the door ($4.00) 5. demonstrates an understanding of the concept of saving resources for a future purpose 5. participates in class project for which students bring change / coins for a group donation to charitable organization Special Notes

8 Standard 3 –Geography

Geography: The student uses a working knowledge and understanding of the changing character and spatial organization of Earth’s surface and the interactions between physical and human features in place to explain a wide range of physical and human events.

Benchmark 1 – Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

Extended Knowledge Base Indicators Extended Clarifying Examples The student: The student: 1. demonstrates an understanding of location, direction, and / 1. passes materials to other students, according to teacher's or distance. directions (next to, behind, in front of)

2. identifies the locations of places within his or her 2. goes to designated area when he or she enters the school environment building at the start of the school day (cafeteria, commons area) 3. demonstrates that particular locations are used for certain human activities 3. locates local newspaper in the school library when completing assignment in current events class 4. uses a map and / or globe 4. Moves the globe on its axis when asked to demonstrate how the world turns or rotates Special Notes

Extended Benchmark 2 – Places and Regions: The student understands the spatial organization of people, places, and environments.

1. describes the physical and / or human characteristics of 1. participates in group Geography lesson about the physical local or regional communities characteristics of the great plains region

2. identifies physical characteristics or human activities that 2. participates in changing or decorating the school cafeteria have taken place over time in the local or regional for a dance communities

Special Notes

Extended Benchmark 3 -- Physical Systems: The student understands Earth’s physical systems and how physical processes shape the environment.

1. demonstrates an understanding of how earth's physical 1. identifies the four seasons and / or the school activities systems affect him or her personally associated with them

2. demonstrates an understanding of how earth's physical 2. participates in a cooperative learning group describing systems affect the regional environment how the weather affects crops grown in Kansas

Special Notes

Extended Benchmark 4 -- Human Systems: The student understands how cultural and / or social elements influence people in a region.

1. understands characteristics of a community 1. greets or responds to peers from his or her classes when in the school cafeteria or hall

2. describes and / or compares cultural characteristics or 2. carries his or her school supplies to and from classes and / or patterns within a region school in a book bag

3. understands the process of conflict 3. uses peer mediation training in resolving conflicts

Special Notes

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

1. adapts to variations in the physical environment 1. participates in group project that demonstrates the water cycle

2. participates in activities to help the environment 2. places his or her empty recyclable bottles or cans in recycle container located near the vending machines

3. demonstrates an understanding of the impact his or her 3. puts away materials in a designated location so that they can daily personal activities have on environments, objects, be found easily the next time that they are needed or people Special Notes

13 Standard 4 - History

History: 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.

Benchmark 1 The student understands the significance of important individuals and major developments in history.

1. expresses knowledge of personal ancestors and / or 1. answers questions relating to his or her family family history

2. recognizes the importance of Kansas and United States 2. identifies George Washington as the first president of the historical figures United States Special Notes

Benchmark 2 -- The student understands the importance of experiences of groups of people who have contributed to the richness of our heritage.

1. understands that things that have happened in the past 1. describes the feelings of people participating in specific local, affect the way people live, think, or feel in the present. national or world events

Special Notes

Benchmark 3 -- The student understands the significance of events, holidays, industries, people and / or symbols which are important in Kansas history.

1. recognizes Kansas state symbols 1. recognizes that the name of the state comes from the Kansa Indians 2. identifies Kansas events, holidays, industries, and / or people 2. gives report on famous Kansan (e.g.. Gordon Parks, Dwight Eisenhower, Amelia Earhart)

Special Notes

Benchmark 4 -- The student understands the significance of events, holidays, documents, or symbols, which are important in United States history.

1. identifies one or more national holidays and / or the 1. understands that there may be no school on scheduled customs associated with that holiday national holidays (e.g., Martin Luther King day, Veterans day)

2. recognizes national events, documents, or symbols 2. participates in the Pledge of Allegiance at the opening of the school day (as appropriate) Special Notes

Benchmark 5 -- The student understands the significance of events, holidays, industries, people and / or symbols which are important in World history.

1. identifies world holidays, industries, symbols, and / or 1. distinguishes between the United States flag and the flags of people other countries

2. recognizes the importance of major world events 2. gives a definition of war during a class discussion about the (historical and current) Viet Nam war Special Notes

18 Kansas

Curricular Standards

Civics–Government, Economics, Geography, and History

Standards, Benchmarks, & Indicators With Clarifying Examples

19 20 Civics–Government

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 necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in the democratic process.

Clarifying Examples

Clarifying examples show how a student MIGHT demonstrate an indicator, using practical, real-world examples. Clarifying examples are NOT listed in hierarchical order.

21 22 Extended Standard – Civics-Government

Benchmark: 1 Indicator: 1 The student understands the rule of law as it applies to self, The student identifies rules found in his or her home, school, family, school, local, state, and national governments. job, and / or community.

Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Gets in line and waits Arrives at job site at Sits quietly with peer Describes rules of the Follows family meal- appropriately in designated time while watching movie at game to a new team time rules cafeteria lunch line theater in the mall member Returns library materials Follows company Refrains from taking Returns golf club to Completes assigned to the media center at rules regarding snacks things without paying for storage rack at chores (feeds family the proper time or drinks at his/her them miniature golf course pet, takes dishes to work station sink) Allows peers maximum Remains in designated Refrains from tossing Understands that the Follows given schedule privacy possible when work area when new paper or cups on the referee in a game for his or her bed time changing clothes for equipment is delivered ground and instead puts enforces the rules of the ritual physical education class to coworkers area them in a trash can game Signals teacher when Turns in his/her time Refrains from becoming Takes turns when Shares toys, games, assistance is needed sheet by due date overly familiar with playing a game with books, computer time (raises hand, rings bell) strangers met in a store peer with siblings

23 Extended Standard – Civics-Government

Benchmark: 1 Indicator:...2 The student understands the rule of law as it applies to self, The student recognizes safety rules (e.g. poison, traffic, fire, family, school, local, state, and national governments. personal safety, work site, and/or community).

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Understands that he or Wears goggles or other Does not get into a car Stays with group of Uses a hot pad to she must ask permission safety equipment, or leave a designated friends during a trip to remove hot items before leaving the school according to the safety area with a stranger the mall or park from oven, stove, or building rules posted in work area microwave Refrains from traveling Refrains from walking on Waits on curb until Does not provide Refuses to open the too fast in the hallway a surface that has been "walk" sign is lighted or personal information to door to an unknown (running, power marked as “Wet Floor” buzzer sounds on-line pen pal person according to wheelchair on high) family rules Asks for adult Washes his or her hands Understands that you Wears protective Refrains from assistance before using before leaving restroom should not hit and / or equipment when handling electrical office equipment that and returning to hurt other people engaged in active sports cords requires supervision designated work area Observes playground Reports spills or unsafe Refuses to allow others Goes into a building Takes only the rules conditions to the to touch his or her body when severe weather is medication that is supervisor inappropriately approaching prescribed for him/her

Benchmark: 1 Indicator: 3 The student understands the rule of law as it applies to self, The student describes governments in terms of people and family, school, local, state, and national governments. groups, who make, apply, and / or enforce rules or laws for others in their family, school, and community. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Recognizes school Asks job coach for Participates in his or her Seeks out referee to Helps family set principal as the head of assistance when there is local community mediate dispute during household rules for the school a problem with coworker transition council sports event new appliance issue meetings (microwave, VCR) Participates in student Identifies supervisor as Identifies a security Participates in role play Knows that he or government someone who enforces guard in the mall to help being a policeman or she is to call 911 in rules at job site in an emergency lawyer an emergency Identifies classroom Explains job site rules to Interviews or talks to a Participates in a Understands that his teacher as the rule new coworker policeman, legislator, community sports league or her parent is the maker for the etc. regarding a new as a team captain or authority figure at classroom curfew law for teens manager home Shows the hall pass to Attends employee Attends city council Follows the rules of the Seeks out adult in hall monitor when meetings to learn about meeting where coach when he or she is the family who leaving the classroom new workplace policies accessibility issues are playing a game solves problems with during a class period being discussed rules (parent, caregiver)

Benchmark: 1 Indicator: 4 The student understands the rule of law as it applies to self, The student identifies one or more reasons for various rules. family, school, local, state and national governments.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Tells new classmate the Explains the problems Understands that he or Respects time limits for Understands the classroom rules and the that result from not she could get hurt if court, lane, etc. time danger of fire if he or reasons for them completing all the tasks they cross the street when others are waiting, she plays with of the job when the light is red so they may have turns matches Leaves classmates Explains company rules Knows that he or she Stays with group of Knows that it is property alone so they or policies to customer could get hurt if they friends during a trip to dangerous and does don’t get angry with him who is making a enter a door or area the zoo to avoid getting not open the door to or her complaint labeled “Do not enter” lost strangers Refrains from fighting in Wears appropriate work Tells friend why no one Corrects teammate Remains in areas order to avoid school clothing (gloves, goggles, should steal items from when he or she breaks established by his or suspension work boots) for his or her a store the rules of the game her caregivers to keep safety and protection self out of harms way Returns items after use Understands that he or Knows that he/she Understands the reason Puts trash in proper to their proper location she will have to call in should respect the for wearing a helmet container and location so that they can be used and talk to the supervisor personal space of while riding a bike, so that it will be later when sick, so that a co- others so not to frighten horse, or roller blades picked up on worker can cover his or or offend them collection day her job

Benchmark: 1 Indicator: The student understands the rule of law as it applies to self, family, school, local, state, and national governments.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home

27 Extended Curricular Standards for Civics–Government, Economics, Geography, and History

Benchmark: 2 Indicator: 1 The student understands the shared ideals and the diversity of The student acknowledges the various symbols used to depict American society and political culture. Americans shared values, principles, or beliefs.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Identifies the American Recognizes the dollar Places recyclable Identifies symbols of national Understands movie flag from the flags of sign as the symbol of items in appropriate parks (Smoky the Bear, and TV rating symbols other countries American money bins or bags park ranger hat, etc.) Participates in the Offers to assist with Knows to place U.S. Places hand on heart when Helps decorate house Pledge of Allegiance raising or lowering the mail in official blue the national anthem is for holidays with flag mailbox heard at a sporting event customary items Identifies the bald Identifies accessible Locates places of Removes hat or places Recognizes the Red eagle as the national doors at the worksite by worship in the hand on heart when the Cross symbol as the bird the handicapped symbol community flag passes in a parade place to get help in a disaster Recognizes a picture Understands that employer Identifies political Recognizes the symbols Helps purchase and of the white house as participates in various parties by animal for an organization in which set up American flag the place where the charitable campaigns by symbols (democrat - he or she participates (Boy for flying at home on president lives symbols displayed donkey, republican - or Girl Scouts, Boys and specific national elephant) Girls Clubs, 4-H, etc.) holidays

Benchmark: 2 Indicator: 2 The student understands how the U.S. constitution allocates The student shows qualities of a law-abiding citizen. and restricts power and responsibility in the government.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Follows teacher's directions Completes job Wears seat belt in Pays for his or her Tells parents the truth when told where to store application or job vehicle (car, van, cab) desired items before regarding how a situation new classroom materials interview truthfully leaving the store occurred Refrains from breaking Explains work site Reports suspicious Follows the rules of the Refrains from dialing school rules including not rules to new em- person to policeman game when reminded random telephone running in the hall way, not ployee during the or other authority by his or her coach numbers (as a prank or chewing gum in the library lunch break figure joke) Differentiates between law- Records the Understands why it is Participates in correct Acknowledges that the abiding and law breaking number of hours important to remain in check-out procedure household rules at a behavior during government worked during a pay designated customer for play equipment at friend's home may be class or self advocacy period accurately areas in public places the community center different than at his/her discussion (bank, post office) (balls, paddles) home but must be followed Respects the property of Participates in filing Obeys rules for being Reports harassment to Asks before borrowing others (does not steal or state or federal a pedestrian (walks on a person in authority (at items from family vandalize) income taxes sidewalk, crosses at movie theater, members (CDs, money, corner) swimming pool) clothing, etc.)

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

This is evident, for example when the student School Vocational Career Community Recreation & Leisure Home

Benchmark: 3 Indicator: 1 The student understands how the U.S. Constitution allocates The student knows the basic rights that are guaranteed by power and responsibility in the government. the U.S. Constitution.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Understands that at Knows whom to report Understands that he/she Understands that he or Participates with age eighteen he or she instances of discrimi- must ask for the case she has the right to family members in has the right to vote nation in the workplace manager or parents if make decisions about writing a letter to the (Bill of Rights) (sex, race, disability) questioned by police, or his or her monetary editor (newspaper, other authority figure funds magazine) Participates in a group Locates fair labor Chooses to participate in Places own handi- Demonstrates project regarding the standards poster at community groups capped parking placard personal safety constitution in U.S. work site (Humane Society, disability on rear view mirror in strategies (no one government class rights, advocacy, etc.) friend’s car when going touches you without to movie your permission) Tells what his or her Determines if his or her Understand their right to Participates in Attends place of rights are at school or personal pay rate is con- legal representation and organized group worship of his or her in the community sistent with wage laws the right to remain silent activities (scouts, sports choosing league) Expresses own opinion Chooses job or work Determines if a building is Knows that it is okay to Participates in free in class discussion choice in the area of his accessible to people who cheer for the home or enterprise by setting (free speech) or her personal interest use wheelchairs visiting team. up a lemonade stand with sibling(s)

Benchmark: 3 Indicator: 2 The student understands how the U.S. constitution allocates The student identifies the roles of the U.S. government, the and restricts power and responsibility in the government. three branches of government, and / or people in these branches. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Identifies a picture of Explains one or more Greets a politician who Takes a virtual tour of Participates in the the current U.S. rights guaranteed by the is also walking in the Washington DC sites completion of and President during Americans with Disabilities community walk against on the Internet places his or her discussion of Act (ADA) to employer hunger signature on his or her upcoming elections income tax form Names one duty of any Understands that federal Understands that there Watches a video Role plays being a legislator (help make tax withheld from his or are consequences if he documentary about a policemen, lawyer with laws) her pay check or she breaks the law past president family member Casts his or her vote in Helps prepare for an Finds a book on the Visits the Eisenhower Locates a picture or an school mock national OSHA inspection at the U.S. Presidents at the birthplace at Abilene article in the newspaper election workplace public library regarding local politician Names a branch of Knows the importance of Locates federal tax Attends an open Participates in sending U.S. government and / safety precautions for forms in grocery store or house or show a letter to a legislator to or the duties of that the handling of blood or library during the tax sponsored by a advocate for rights for branch body fluids season military unit people with disabilities

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

Benchmark: 4 Indicator: 1 The student identifies the rights, privileges and responsibilities in The student identifies or demonstrates an understanding of becoming an active civic participant. individual rights, privileges, and / or responsibilities.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Shows responsibility Retrieves his or her Refuses to tell stranger his or Chooses to do some- Asks his or her for his or her personal pay check from her name (excluding a police thing different from peers caregiver for additional items payroll clerk at job site officer) choice (movie instead of assistance when basketball game) needed Participates actively in Arrives on time or Places his or her trash in Visits the local gym with Completes home-work own IEP meeting slightly early to his or appropriate container in local a friend and purchases a and puts it in his or her her work site park membership book bag Clears his or her Punches his or her Returns grocery cart to Makes his or her trans- Initiates and/or lunch tray and returns time card using the proper location after assisting portation arrangements participates in his/ her it to proper location time clock located at with loading groceries into to take a friend to the self care activities the job site his or her family car movie theater Understands that he Takes full break or Uses his or her library card to Thanks person who held Pays back the money or she has the right to lunch time away from check out his or her favorite door to theater open so that he or she borrowed attend public school his or her job task (10 books, audio or video tapes that he or she could from family member at minutes, 30 minutes) from public library enter the designated time (on pay day)

Benchmark: 4 Indicator: 2 The student identifies the rights, privileges and The student identifies or demonstrates an understanding of rights, responsibilities in becoming an active civic participant. privileges, and responsibilities of the individual in groups.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Participates as a member Informs supervisor Understands that Follows the rules when Expresses personal of a cooperative learning when he/she discovers when he or she has an walking along fitness trail choice for family group during government that there is a problem 18th birthday he or (doesn’t pick flowers, leave vacation during class at work she will be able to vote at closing time) family meeting Participates in class- Maintains an appropri- Shows respect for Participates in swimming Retrieves mail from room elections for ate working others while waiting in class that is provided by the mail box and places it student representative to relationship between line to purchase movie local parks and recreation in designated location school site council self and coworkers tickets department in his or her home Participates in class Participates in staff Takes proper care of Plays games at the Takes part in service learning project meetings by express- library materials community center and at neighborhood block to collect/ donate items ing his or her point of (returns videos inside home according to the rules party by bringing a for clothing bank view regarding the library, books in drop (taking turns, moves token cake for the cake (mittens, hats, coats) topic being discussed box) proper direction, etc.) walk Discusses his or her Selects job of choice Participates in cleaning Attends school dance with Completes his or her desires for joining a when given task up his or her neighbor- peers (homecoming, prom, designated chores on particular school club options hood on clean up day etc.) family chore chart

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

Benchmark: 5 Indicator: 1 The student understands people and functions of Kansas state The student identifies the roles of Kansas government, the government. branches, and / or the people in these branches.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Identifies the picture of Locates the amount of Understands that state Purchases a state Understands how food the current governor of state tax deducted from sales tax is charged on fishing license to go stamps are used for Kansas his or her paycheck all purchases fishing purchase Names and/or identifies Requests information from Locates the elevator Participates in planning Participates in sending the branches of Kansas vocational rehabilitation during his or her class a fishing trip to a state an e-mail to state re- state government representative during their field trip to the state or county lake presentative to express transition IEP meeting capitol their opinion on an issue Names the capitol city Attends work place meeting Identifies some of the Understands that some Puts a political sign in of Kansas and / or on changes in the way in- services that are avail- Kansas highways his or her family's yard locates it on a map come tax with-holding will able at his or her local charge a toll for a political candidate show on his/her pay check county extension offices running for office Participates in "Kids Identifies state resources Participates as a Attends the state fair Identifies news stories Voting" that may be available to legislative page during with his or her youth related to the Kansas assist him or her when the legislative session group legislature or the unemployed governor

41 42 Extended Standard – Civics-Government

Benchmark: 5 Indicator: The student understands people and functions of Kansas state government.

44 Economics Standard

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.

Clarifying Examples

45 46 Extended Standard – Economics

Benchmark: 1 Indicator: 1 The student understands how the market economy works in the The student understands the concept that rewards are earned United States. in exchange for performance.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Exchanges the tokens Understands that the more Indicates preferred Buys a ticket to a Completes additional that he or she has work he or she produces, choice of reward when concert with money chores to earn extra earned for a reward at the more money earned, he or she is given the that he or she has spending money the end of the school when he or she is being option to select coupon saved from his or her day paid for doing piece work or food item weekly paychecks Earns check marks for Understands the rewards Offers to rake his or her Accepts medal for Orients his or her self the appropriate actions of longevity on the job neighbor's lawn for set performance at Special toward reward being on his or her behavior (more pay, vacation time) amount or price Olympics presented plan Understands that he or Accepts praise when he or Attends community Understands that he or Understands that she must take certain she has been named awards ceremony after she wins another game parents' or care classes before he or employee of the week he or she watched a after he or she has provider's praise she can graduate from during the weekly staff firefighter rescue a scored very high points resulted from his/her high school meeting stranded child in video game appropriate behavior Cheers for his or her Realizes that his or her bi- Participates in his/her Cashes in tickets or Chooses the school team or weekly pay check reflects club's fundraising event coupons that he or she restaurant for a family classmates during the number of days to earn money for trip to has won while playing outing as a reward awards assembly worked in two week period a national competition a game at the arcade

47 Extended Standard – Economics

Benchmark: 1 Indicator: 2 The student understands how the market economy works in the The student understands that providers must receive United States. something (i.e., money) for exchange of goods or services.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Exchanges his or her meal Understands that to get Presents money to Presents his or her ticket Purchases snack ticket for food in cafeteria vending machine items, cashier to pay for the to attendant to gain from ice cream truck lunch line he or she must insert items that he or she admission at events (ball with money from his money will purchase game, theater) or her allowance Exchanges picture of Completes and turns in Requests an Uses his or her library Writes a monthly supply item needed for his or her time card or exchange of wrong card to check out a check to pay his or actual item in the school sheet one week before sized clothing for the book or video at the her cable television store payday appropriate size public library or telephone bill Pays with money when Presents employee Inserts money in Engages in trading or Participates in pur- placing an order for the item discount card and stamp machine at the swapping of collectors chase of a money he/she is ordering (book money to purchase post office to cards (baseball) with order to pay bills or club, graduation announce- company ball cap where purchase stamps trading club at for catalog ment, school pictures, spirit he or she is employed recreation center merchandise wear) Sells goods (craft projects, Fills supply order after Pays his or her fare Places money in token Participates in bread, jewelry) in the he or she receives the when he or she using machine to get the arrang-ing payment school market exchange appropriate supply public transportation needed tokens to play for care provider requisition video game through Medicaid, SSI, HCBS

Benchmark: 1 Indicator: 3 The student understands how the market economy works in the The student understands the origin of particular goods. United States.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Participates in coopera- Participates in making a Participates in field trip Assists coach in pur- Assists parent or tive group project about product from raw to manufacturing plant chasing team jerseys or sibling in preparing how wheat becomes materials (candles, belts, (bakery, airplane, other equipment from homegrown bread fire starter bundles) at his greeting card company, sponsor or supplier vegetables for or her job site crayon factory) canning or freezing Accompanies younger Assembles die-cut Visits honey bee farm Participates in catching Purchases students to field trip to cardboard into shipping and tastes fresh honey fish at local pond for a ingredients to make pumpkin patch boxes fish fry fund raiser items for bake sale Distributes special cook- Understands that by Comments about the Prepares garden soil and Participates in ing tools to classmates recycling (cans, plastic) stages of building a plants seeds that will selecting fabric for for making ethnic foods in other objects are made home after observing become flowering plants making clothes, crafts, foods class (utility cart, bench) one that is being built (sunflowers, marigolds) bedspread, etc. Identifies a cotton plant Assists in unloading Understands that local Rents video game Makes citrus fruit as the origin of cloth or supply trucks at the job newscast originates in cartridge from video store juice from fresh fruit fabric site a local television studio to take home and play

Benchmark: 1 Indicator: 4 The student understands how the market economy works in the The student identifies the functions of various stores and / or United States. businesses.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Understands concession Discriminates between Recognizes various Selects location for the Uses a catalog to make stand provides snacks and / or matches job departments within a activity that he or she a purchase instead of during sporting events location and job tasks store (electronics, prefers (bowling, going to the store itself clothing, food, etc.) miniature golf, movie) Identifies different rooms Gives new coworker a Recognizes that Recognizes the advan- Organizes errands or within the school that are tour of the job site show- different businesses tages and disadvantages shopping list by the used for various activities ing were the break may offer the same of shopping at the con- types of stores where or classes (science class, room, lunch room, or products and/or venience store nearest purchases will be made cafeteria, gym, office, mail room are located services at differing his/her home (grocery store-food, post clinic) costs office-stamps) Identifies the school bus Participates in a variety Understands that the Chooses restaurant on Participates in the selec- company as responsible of job training bank is the safest the basis of amount of tion of a care provider or for delivering students to placements (nursery, place to keep his or time he/she has available home care nurse that will school safely animal shelter, hospital) her money and/or type food desired be working with him or her Identifies store at which Expresses a desire to Participates in with- Recognizes that he/she Discriminates between required school attire can work in a particular type drawing money from can purchase shoes in a his or her medical doctor be purchased (PE of business during his/her savings variety of stores (discount and his or her pet's uniform, school uniform) person centered planning account from an store, shoe store) veterinarian (doctor) meeting ATM

Benchmark: 1 Indicator: The student understands how the market economy works in the United States.

Benchmark: 2 Indicator: 1 The student recognizes the role of the government in the The student identifies and / or uses services provided by the economy. government for all members of the community.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Accompanies his or her Identifies community vo- Identifies and/or uses Checks out books from Locates government parent(s) to neighbor- cational support services provided by the public library or services section in the hood public school for services during transition county health clinic (flu book mobile telephone book enrollment meetings shot, TB test) Participates in creating Understands that he/she Identifies services Distinguishes between Gathers materials a display of community must complete paper- available at the post public and private needed to enter public services that will be work (W-4, I-9, insurance office (buy stamps, recrea-tion facilities (golf facility before he/she used during a school form) prior to the first purchase money order, course, swimming pool, leaves home (library career fair day on a new job register for military athletic or fitness center) card, pool pass) service) Participates in school Understands that taxes Realizes that police Identifies recreational Arranges public or fire prevention program are taken out of every- officers protect his or facilities with the types special transportation by demonstrating stop, one's paychecks to her community of activities available to access community drop and roll support public services activities Follows the directions Participates in tour of Participates in Enrolls and participates Knows to call 911 of the school crossing Community contacting the street in swimming lessons at when he or she is guard before he or she Developmental Disability department requesting a the community pool needing emergency crosses the street Organization (CDDO) for service (additional services for self, information about adult crossing light, cross family, or community vocational services walk, or a curb cut) members

Benchmark: 2 Indicator: 2 The student recognizes the role of the government in the The student understands that there are some government economy. services for which a person must qualify.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Recognizes that the Participates in his or her Recognizes that using Understands that local Recognizes what items information contained in transition meeting where his or her student residents may receive a he/she can buy through the free and reduced lunch Supplemental Security identification card reduced rate on some a government application is confidential Income (SSI) benefits are results in discounts local services (fishing subsidized food program discussed from local merchants permit. swimming pool) (WIC, Vision Card) During own transition Utilizes job coaches or Participates in filling Applies for scholarship Applies for Home and meeting participates in other supports through out forms for to attend a class Community Based completing the applications vocational rehabilitation specialized offered through local Services (HCBS) for adult (CDDO) services services transportation parks and recreation Participates in classroom Understands that if he or Recognizes that Understands that Applies for subsidized discussion regarding she is injured on the job, his/her relative who grandparents pay less housing qualifying for health the employer must served in the military for certain activities insurance (HealthWave, provide workers may receive medical because they are over public health clinic) compensation services at the VA 65 years old Hospital Participates in his or her Understands that at age Understands that his Requests materials Contacts own service IEP to determine the fourteen he or she will or her family has a from Books on Tape coordinator to discuss special education services become eligible for handi-capped parking program for which he or adaptations that are that he or she will need transition planning pass because he or she qualifies needed in the home she has a mobility (grab bars, ramps) impairment

Benchmark: 2 Indicator: The student recognizes the role of the government in economy.

Benchmark: 3 Indicator: 1 The student makes effective decisions as a consumer, The student understands that spending is the exchange of producer, and saver. money for goods and / or services.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Purchases his or her Stamps customer's Approaches cashier Places dollar bill in Pays monthly bills supplies at school store receipt "paid" as after selecting items for changer at arcade to get (water, electricity, or vending machine customer leaves store purchase tokens for video games cable television) Participates in school Pays for the uniform that Identifies money or Pays for grooming Pays neighbor or fundraising project to he or she will need on wallet when asked what services at a styling friend for caring for raise money for class the job site (shirt, cap is needed to make salon (hair cut, pet while he or she is trip with logo, apron) purchases manicure, hair style) away from home Purchases lunch ticket Purchases enough Realizes when he or Pays the fine for the late Places order and/or to use in the school snacks to share with she has enough money return of a movie or video purchases items from cafeteria coworkers during to make desired game that he/she rented youth organization celebration activity purchase(s) at local video store (cookies, popcorn) Participates in Hands groceries to Pays cab or bus fare Purchases a season Indicates to care discussion to determine customer after the ticket for admittance to giver or parent where ways to lower the cost customer has paid and all of the plays that are to put money so that of group project received a receipt presented at the it is accessible to community theater him or her during shopping

Benchmark: 3 Indicator: 2 The student makes effective decisions as a consumer, The student distinguishes between buying, borrowing, trading, producer, and saver. and / or stealing.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Refuses to loan money Trades work shift with Pays for all items that Trades "trading cards" Returns the clothing to a classmate coworker who is leaving he or she has in the cart with a neighborhood item (belt, necklace) early for vacation friend that he/she borrowed from parent Tells teacher if Understands that stealing Accepts free samples of Refuses to go shopping Uses allowance to classmate takes may result in termination food items in grocery with a friend whom he buy a magazine something that belongs from employment (you store or she suspects may subscription of his or to him or her get fired) be stealing from the her choosing store Borrows school supplies Asks coworker if he or Understands that if he or Understands that when Reminds sibling to (ruler, scissors) from she could borrow a CD she is caught stealing he or she checks out a return his or her CD classroom supply player to listen to music from a store (shop lifting) video from the library player that sibling has drawer and return items during break time that he or she could go that he or she is borrowed (at a when finished to jail or be fined actually borrowing it designated time) Buys a candy bar from Understands that taking Exchanges a gift of the Borrows sports equip- Places his or her classmate who is work supplies home for wrong size or color for ment (ball, bat) from valuables in a safe participating in a fund personal use is stealing correct item peer and returns it when place to prevent them raiser promised from being stolen

Benchmark: 3 Indicator: 3 The student makes effective decisions as a consumer, The student understands the scarcity of resources requires producer, and saver. choices.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Shares time on the Prioritizes tasks by time Requests a rain check Understands that when Replaces empty toilet computer with class- and importance when desired sale item the desired movie is paper roll with a fresh mates is out of stock “sold out” he/she must roll choose another showing to attend Does not buy a new Chooses between job Adds name to the Donates money to Turns off water faucet notebook when there positions that are open waiting list to check out support the maintenance when he or she is are pages remaining in even though the desired a popular book from the of his or her favorite brushing his or her current notebook position is not available public library endangered species at teeth the local zoo Chooses book(s) to Requests more supplies Accepts having to sit in Endures a long wait in Adds cereal to family purchase at book fair when he or she has run another location when line to buy a ticket for a shopping list when that is priced within his out of what is needed for desired seat is already popular event, when avail- out of his or her or her budget the required assembly taken (theater, bus) ability is limited favorite cereal Understands that if Chooses to remain at Identifies that when the Understands that the Saves allowance to there is no milk in the present job even when grocery store is out of amount of money avail- make a large purchase milk cooler that he or hours have been reduced the desired brand name able influences choices instead of small she will have to drink due to seasonal fluctua- product that he/she will (can afford ticket to weekly purchases (full orange juice for lunch tion of demand have to make another school game, but not a CD instead of one choice professional game) song)

Benchmark: 3 Indicator: 4 The student makes effective decisions as a consumer, The student understands that individual economic choices producer, and saver. have consequences.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Saves money by pur- Understands the financial Realizes that if he/she Realizes that he or she Chooses preferred chasing ticket for school ad-vantages of taking a fails to make required will pay less to attend a activity to do at home event during school higher paying job and that layaway payments, he or matinee showing than when he/she does not hours ($3.00) instead of the work is harder or that she will have to forfeit the an evening have the money to go at the door ($4.00) production will have to be merchandise performance of the to the movie, bowling higher same movie Explains how appropri- Understands that when he Purchases store brands Pays the late fee when Participates in prepar- ate behavior will help or she works slowly that rather than name brands he or she is late returning budget for routine him/her to earn points in production is less and that when he or she is trying to ing a video that he or household expenses behavior manage-ment he or she will be paid less stay within a budget she has rented (savings, utilities, program money food) Understands that the Understands that each time Chooses to shop at Chooses to buy Combines his or her "set" meal choice is less a "sick" day is used, his or "budget" store instead of popcorn or candy at money with sibling to expensive than the à la her allotment of sick days is "high end" store and buys movie theater based on buy an expensive carte items in the school decreased two sweatshirts instead of the amount of money item that can be cafeteria one sweatshirt he or she has shared (CD, video) Participates in fundraiser Understands that if he or Uses manufacturer's Participates in frequent Purchases nonperish- in order to help the class she takes a week off work, coupons to save money at user/buyer program to able items in bulk to win a prize or party the paycheck will be less the grocery store receive discounts save money (paper (video rental, book towels, toilet paper) store)

Benchmark: 3 Indicator: 5 The student makes effective decisions as a consumer, The student demonstrates an understanding of the concept of producer, and saver. saving resources for a future purpose.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Participates in class Understands that by Participates in setting up Saves spare change to Participates in project for which students reusing packing a lay-away plan for an have extra money for buying additional bring change/coins for a materials he or she has expensive item he or she special occasions canned goods when group donation to chari- helped to reduce wishes to purchase a severe storm is table organization employer’s expenses forecast Saves box tops, pop Deposits a portion of Withdraws money from Refrains from using all Saves money for a tabs, soup can labels for each of his or her pay- his or her savings account of the film in the camera security deposit for his or her school fund checks into a to make a specific at the beginning of an his or her own raising drive “vacation” savings purchase event apartment account Saves tokens to Saves “leave time” to Participates in community Saves money to buy a Collects proofs-of- purchase a better prize take a vacation and / or efforts to preserve a local more expensive CD purchase to receive from the teacher’s refrains from using sick historic site or landmark player of his/her choice free or discounted reward bag days when it is not instead of buying an merchandise necessary audio tape player Participates in recycling Signs the “direct Saves money for down Waits until there is a Helps family save materials for art projects deposit” forms for his payment of desired item sale at the store before boxes for an up- (coffee cans, baby food or her savings account he or she makes a coming move jars) purchase

Benchmark: 3 Indicator: The student makes effective decisions as a consumer, producer, and saver.

64 Geography Standard

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.

Clarifying Examples

65 66 Extended Standard – Geography

Benchmark: 1 Indicator: 1 The student uses maps, graphic representations, tools, and The student demonstrates an understanding of location, technologies to locate, use and present information about direction, and / or distance. people, places and environments. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Passes materials to Tells coworker the Locates specific Tells usher that he or Exits the correct door other students, location of the break sections of the grocery she would like to sit near (front, back, side) according to teacher’s room or nearest vending store independently the front of the when participating in directions (next to, machine (down the hall, (produce, dairy, bakery) auditorium (better visual family practice fire behind, in front of) on the left) and auditory reception) drill Places his or her name Performs his or her job Looks left and right and “Runs” the bases Extends correct arm in upper left or right tasks from left to right in back to left, before he or correctly during a ball or leg to assist with corner of paper assembly line she crosses the street game when instructed by dressing the coach Places completed class Places outgoing mail in Identifies landmarks Rolls a ball at a target Folds towels or work in designated the appropriate slot at indicating he or she is during bocce or bowling napkins in directed place the job site close to home game when told where to manner aim Goes to the front of the Refrains from shouting for Recognizes when to pull Identifies the location of Places silverware at classroom to give his/her the supervisor when the signal cord on a the “goal” for the home proper locations cooperative group report he/she is at the opposite public bus to stop at a team in a soccer or when setting the on a designated topic end of the room or desired location football game table at meal time building

67 Extended Standard – Geography

Benchmark: 1 Indicator: 2 The student uses maps, graphic representations, tools, and The student identifies the locations of places within his or her technologies to locate, use and present information about environment. people, places and environments. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Goes to designated area Refrains from leaving his Approaches condiment Goes toward handi- Identifies rooms in his when he or she enters or her work supplies on counter at fast food capped seating area at or her home that have the school building at the table and returns them to restaurant when told by sporting event after specific purposes (TV start of the school day appropriate location clerk that the condiments being told its location by room, computer room, (cafeteria, class-room) are behind him or her usher bedroom) Retrieves supplies from Locates his or her time Locates elevator to move Approaches ticket Puts clothing in art cabinet when work- card on rack with other to another level of the counter at movie theater designated location in ing on drawing project coworkers’ time cards building to purchase a ticket his or her bedroom Identifies music room Places his or her trash in Locates the button to Responds actively to Takes friends who when he or she hears the proper container open the automatic door sounds of favorite have come to watch a people singing or the when eating lunch on the when returning books to amusement park ride or video to family room band playing workplace patio the public library area where VCR is located Goes to identified area of Places his or her Finds airport on a map of Retrieves own bowling Shows excitement as the school during the personal belongings in the city when planning a ball from the storage van approaches his or tornado drill own locker trip to airport restaurant area at bowling alley her home

Benchmark: 1 Indicator: 3 The student uses maps, graphic representations, tools, and The student demonstrates that particular locations are used technologies to locate, use and present information about for certain human activities people, places and environments. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Locates local news- Locates closet where Identifies the pedestrian Recognizes his or her Places simplified paper in the school the cleaning supplies crosswalk with a crossing camp site after leaving place setting on the library when completing that he or she needs for light as the safest place site to retrieve forgotten table when he or she assignment in current new job are located for him or her to cross items from the car and siblings are just events class the street eating a snack Locates necessary Goes to the restroom Goes to bus stop where Demonstrates Recognizes that equipment in the that is closest to his/her the bus that he or she appropriate volume of some activities gymnasium closet work area when there needs to take to go to his or her voice for require privacy and during physical are several restrooms in the movie theater is situation (quiet in library, door should be education class the building scheduled to stop louder at ball game) closed Goes to the school Locates soda/pop, or Locates pay-phone in the Plays certain ball sports Goes to appropriate office to purchase a snack machine in break mall when he/she needs in an open area (football, location for activity lunch ticket before room to call for a ride when soccer, softball) (eating - kitchen, scheduled lunch period shopping is complete sleeping - bedroom) Locates school nurse’s Directs customer to Locates newspaper Waits for a friend at the Retrieves family's office when needing to cashier when customer vending machine from water fountain by the mail from mailbox take his or her daily is ready to check out which he/she can buy a front entrance in city and places it in the medication Sunday newspaper park proper location (table, shelf)

Benchmark: 1 Indicator: 4 The student uses maps, graphic representations, tools, and The student uses a map and / or globe. technologies to locate, use and present information bout people, places and environments. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Moves the globe on its Locates his or her job Uses a location map at Follows a marked Participates in axis when asked to site on a bus route map a shopping center to handicapped accessible locating places to demonstrate how the find a new store trail during a trip to the visit when planning world turns or rotates zoo family vacation Locates Kansas on map Identifies emergency exit Finds a grocery store Finds his or her present Communicates the of the United States route on map of work section with a map of location on mall map number of steps site the store (frozen foods, from bedroom to dairy) bathroom or kitchen Locates boy’s or girl’s Delivers supplies along a Locates elevator Follows the signs during Locates positions of restroom at new school designated route when buttons when he or she a benefit or fund raising food on his/her plate by identifying the symbol working at the local enters an unfamiliar "fun run or walk" by clock representa- on a map of the school hospital elevator in a new tions building Participates in making a Follows posted Follows a virtual tour of Follows direction signs at References the map model of the world by directions for alternate the route that he or she the amusement park in the instruction painting the water blue entrance for employees would take to go to the when he or she is manual to locate and the land green when normal entrance is community center looking for a popular ride winning route in a being repaired (roller coaster) video game

Benchmark: 1 Indicator: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places and environments. Examples are NOT HIERARCHICAL

Benchmark: 2 Indicator: 1 The student understands the spatial organization of people, The student describes the physical and / or human places, and environments. characteristics of local or regional communities.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Participates in group Locates work materials Uses symbols on door to Shows excitement Goes to bathroom Geography lesson about necessary for his or her locate correct restroom in when approaching when caregiver the physical characteris- job and returns to work movie theater or at the dressing room to explains that his or her tics of the great plains area to complete mall prepare for swimming bath water is being run region specific job tasks lessons Stands in line for various Identifies the difference Demonstrates stranger Locates employees at Refuses to go out-side reasons during the school between his or her caution when he or she is recreational facility in bad weather day (purchase tickets, coworker and a in a crowd of people when he or she needs (raining, too cold) lunch line) customer assistance Selects from lunch items Participates in a conver- Knows the locations of Distinguishes his or her Assists family in for special "theme" days sation with coworkers at community resources friend's house from preparations for a (Wild West, Cinco de break time, based on (health department, public other houses on the change in seasons Mayo) mutual interests library) block (spring clean-ing, raking leaves) Demonstrates appropriate Identifies work Discusses with friends the Joins appropriate team Returns cold food to behavior dependent upon supervisor and the types damage in the after numbering off (1,2; the refrigerator and different locations in the of support he or she can neighborhood caused by a 1,2; 1,2) for a game non-food items to school (gymnasium, provide an employee recent storm and goes to proper shelf, pantry, or library) location cabinet

Benchmark: 2 Indicator: 2 The student understands the spatial organization of The student identifies physical characteristics or human activities that people, places, and environments. have taken place over time in the local or regional communities

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Participates in chang- Recognizes that a com- Identifies where land Makes changes in score Turns the water ing or decorating the ponent of a task leads to has been cleared to book as players are re- faucet off before the school cafeteria for a the final product build a new building or placed during the course bathtub overflows dance home in his or her of a game community Locates his or her desk Completes application Understands that con- Understands and waits Understands that the when the classroom for a job at a new struction equipment is for prolonged freezing markings on the has been rearranged business that is opening being used to repair his temperatures before he family growth chart into a new seating in his or her or her neighborhood or she attempts to walk mean that he or she pattern neighborhood sidewalk or street on frozen pond or lake has grown Engages in appropriate Changes the food item Purchases items at a Attends additional Recognizes own activity when the class is selections on the menu new local grocery store practices to improve back yard after picnic changing from instruc- that is displayed in a at a discount rate during dancing skills table or swimming ion time to free time summer camp cafeteria a "Grand Opening Sale" pool has been added Understands that when Selects summer jobs of Chooses appropriate Joins his or her team Uses garden tools to he or she is moving to his or her choice during items for him or her to members to make dig continuously in another classroom or person centered donate to the disaster repairs to the softball the same area to school the class mem- planning meeting (farm relief drive (bottled field in preparation for make the hole large bership changes hand, lawn mowing, water, toothbrush) upcoming season enough to plant a painting houses) tree

Benchmark: 2 Indicator: The student understands the spatial organization of people, places, and environments.

Benchmark: 3 Indicator: 1 The student understands Earth's physical systems and how The student demonstrates an understanding of how earth's physical processes shape the environment. physical systems affect him or her personally.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Identifies the four sea- Sprinkles ice melt or Recognizes that the bus Acknowledges that out- Goes inside when the sons and/or the school salt on his or her work- will be late when the door activities may be weather outside activities associated place sidewalk when it streets are slick following canceled when it rains or causes discomfort with them is covered with ice a snow or ice storm snows (too hot or cold) Asks to have the class- Returns the lawn equip- Goes to designated Identifies when lights Locates own umbrella room window opened or ment that he or she is area in mall or grocery need to be turned on to take on an outing closed when he or she using at the job site to store when dangerous when he/she is playing when the weather is uncomfortable a sheltered area when weather warning has games at community forecast predicts the it begins to rain been issued recreation center possibility of rain Participates in scheduled Delays using electrical Avoids water puddles Leaves swimming pool Adjusts thermostat for tornado drill by going to equipment during a when walking in a public when he or she hears personal comfort in the designated area and thunderstorm parking lot thunder or sees lightning winter or summer covering his or her head Understands that if his Adjusts schedule to Makes alternate choice Signs up to play seasonal Fastens or closes his or her county is in a continue outdoor work when his or her favorite sports through his/her or her coat when severe weather watch, longer as the length of fruit is out of season or local parks and recreation weather is windy or after school activities the day increases with too expensive department (basket-ball in cold may be canceled day light savings time winter, soccer in fall)

Benchmark: 3 Indicator: 2 The student understands Earth's physical systems and how The student demonstrates an understanding of how earth's physical processes shape the environment. physical systems affect the regional environment.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Participates in a coop- Stays late at work when Asks questions of zoo Understands that after Keeps back yard bird erative learning group bad weather conditions guides about the habitats heavy rains the water feeder full of bird describing how the keep the next shift of and/or foods of different level in the local river seed during the weather affects crops coworkers from arriving animals that are housed in or lake is high or may winter months grown in Kansas on time for their shift the local zoo be dangerous Watches early morning Directs customers to Uses caution when walking Invites teammates to Checks rain gauge to news broadcast for seasonal items in on sidewalks or parking lots "end of season" party determine if he or she school closings due to discount or hardware that are covered with ice at his or her house needs to water the inclement weather store lawn Participates in group Loads purchased bags Assists neighborhood Observes birds and Assists in feeding his activity to construct a of ice into a customer's improvement committee in animals native to his or or her family's model of Kansas identi- cooler or ice chest seasonal activities (planting her local area (black livestock during fying the rivers or lakes during a heat wave flowers, picking up trash) squirrels, wild turkeys) winter months Identifies animals that Selects appropriate tools Understands that a river or Selects the plants or Puts extra bedding live in various for seasonal lawn and lake trip may be canceled flowers that he or she on his or her bed in ecosystems (desert, garden tasks if the weather forecast will plant in spring cold weather grassland, forest) includes possible thunder- garden storms in the region

Benchmark: 3 Indicator: The student understands Earth's physical systems and how physical processes shape the environment.

Benchmark: 4 Indicator: 1 The student understands how cultural and / or social elements The student understands characteristics of a community. influence people in a region.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Greets or responds to Adjusts vocabulary when Recognizes the Identifies the fitness trail in Waters neighbor’s peers from his or her he or she is talking to time involved in the neighborhood park as garden when the classes when in the coworker or to traveling from one a safe place to walk neighbor is out of town school cafeteria or hall supervisor location to another for several days Understands that his or Asks to live close to Understands that Signs a petition to have an Identifies person her school is close to a work site when the new store being outdoor swimming pool knocking at his or her community landmark discussing options built is located near constructed in the front door as the next (fire station, church, during a person newly constructed neighborhood park door neighbor statue) centered planning homes meeting Understands that he or Dresses appropriately Recognizes and Identifies the local ballpark Identifies own she rides the bus to the for special days at the avoids dangerous as the place where he or neighborhood as having same school that his or job site (dress down areas in his or her she may go to participate specific characteristics her neighborhood peers day or sports team day) community in a softball game (all houses have yard attend lights) Identifies the next school Understands work- Attends community Participates in neighbor- Anticipates his or her that he or she will attend place dress code and celebrations held in hood holiday parade (4th of favorite family traditions (middle school, high dresses appropriately neighborhood park July, May Day) school)

Benchmark: 4 Indicator: 2 The student understands how cultural and/or social elements The student describes and / or compares cultural influence people in a region. characteristics or patterns within a region.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Understands that all Understands that he/she Understands that the public Displays approval when Identifies own home students in his or her must wear the same library's book mobile will score is made by with specific school are to attend safety equipment as be in the neighbor-hood favorite team during a characteristics (the school on a specified others at the work site on specific days of the sports event (claps, house with the big number of days (safety glasses, gloves) week yells, cheers) tree, the house with the yard light) Carries his or her Observes, while working Participates in picking up Attends cultural events Clears his or her school supplies to and at local hospital, there trash during his or her within his or her place setting after from classes and / or are more patients during neighborhood spring or community (Fiesta, meal, per family school in a book bag the winter months fall clean-up day Pow Wow) instructions Refrains from running Stays at work until his or Greets newly introduced Adjusts volume on Turns off his or her inside the school her designated person with a smile or stereo when others bedroom lights when building departure time appropriate handshake enter the room leaving room Understands that Cleans or straightens Purchases locally grown Participates in singing a Participates with students in the school his or her work area fruits or vegetable at song relating to region family members in may change teachers before leaving work for community farmer’s (“Home on the Range”) conducting "spring each school year the day market cleaning"

Benchmark: 4 Indicator: 3 The student understands how cultural and/or social elements The student understands the process of conflict. influence people in a region.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Uses peer mediation Refrains from using a Picks up his or her trash Shares a basketball Refrains from entering training in resolving coworker's locker space that has blown off the with peers when sibling's room when conflicts when his or hers is full table "shooting hoops" the door is closed Moves to another seat Refrains from removing Avoids large gathering of Demonstrates Avoids using the upon realizing that he or food items that do not people when he or she knowledge of rules of bathroom longer than she is sitting in the belong to him or her hears arguing and or the game that he or needed when others incorrect row from group refrigerator fighting she is playing are waiting Recognizes when Walks within personal Knows when to notify Accepts decision made Remains neutral someone or something space and avoids others adults if he or she by sporting officials when sibling has a has made them angry bumping into others needs additional help (referee, judge, coach) dispute with parent Accepts the teacher’s Communicates (to Moves to a different seat Restates the recreation Refrains from using instructions for him or supervisor) a possible on the bus when a person center rules regarding other family members' her to stop working and solution to a problem needing more space bouncing a ball while in personal items join classmates in that he or she is having enters the bus (extra the hallway without asking another activity at the work site packages, baby stroller) permission

Benchmark: 4 Indicator: The student understands how cultural and / or social elements influence people in a region.

Benchmark: 5 Indicator: 1 The student understands the effects of interactions between The student adapts to variations in the physical environment. human and physical systems.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Participates in group project Tolerates Identifies more than Follows detour arrows Closes window that demonstrates the water unexpected delays or one route that he/ she when the nature trail blinds to block heat cycle problems with work could take to the store, side-walk is under from the sunlight materials park) construction Participates in a group project Stocks shelves in Enters public library Alters outdoor gardening Places fire wood in that demonstrates how local store with through an alternate activities with the proper location for people adapt clothing and seasonal items (ice entrance when the seasonal changes in the burning in fireplace housing choices to their melt, box fans) main entrance is being weather (rakes leaves in or wood burning physical environment (sod remodeled fall, plants seeds in stove during the house) spring) winter Locates his or her classroom Activates switch to Locates seat belt when Recognizes the need for Understands that a after hallway has been turn on fan at work riding in an unfamiliar using safety equipment tree will be removed painted during spring break site when the room is car (friend's parent's when participating in to install a sidewalk too warm car, caregiver's car) various activities (helmet, and curb cut in front life jacket) of his or her home Finds his or her desk when Takes needed Stands inside the Wears clothing that Assists with the the classroom has been breaks when working shelter at the bus stop corresponds to the selecting paint color rearranged outside in the for protection from the weather forecast (jacket, with which parent summer heat weather winter coat, shorts) will repaint his/her room

Benchmark: 5 Indicator: 2 The student understands the effects of interactions between The student participates in activities to help the environment. human and physical systems.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Places his or her empty Understands that Assists with recycling Uses lawn clippings as Turns on dishwasher recyclable bottles or cans coworkers who smoke items by placing them in a way to hold in when full of dirty dishes in recycle container cigarettes will do so at appropriate containers at moisture in his or her rather than when only a located near the vending a designated location the community recycling vegetable garden few items have been machines outside of the building center placed in it Sorts white worksheets Empties small trash Participates in painting Places his/her trash in Loads bags of recycled for recycling when he or cans into large trash can playground equipment appropriate recept- household items into she is assisting a peer in or dumpster located in during "clean up" day at acle when attending a family car to take to the cleaning classroom the rear of the job site neighborhood park sporting event recycling center Cuts scrap paper to use Saves plastic food Donates his or her old Joins club dedicated Turns off lights when for book marks to be containers for use on usable clothes to charity to conservation of leaving a room used in the school library another day (sandwich resources container) Participates in coopera- Uses a CD player with Checks out library books Recycles trash for art Turns off water while he tive learning group's headphones so that the rather than buying new or other projects (egg or she while brushing "Earth Day" skit music does not disturb books cartons, oatmeal teeth coworkers boxes)

Benchmark: 5 Indicator: 3 The student understands the effects of interactions The student demonstrates an understanding of the impact his or her between human and physical systems. daily personal activities have on environments, objects, or people.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Puts away materials in a Recognizes that when he Understands that Understands that apply- Understands that if he designated location so or she drops items made throwing trash on the ing sun screen will or she is very slow in that they can be found of glass that they will ground or floor has a protect him or her from preparing to leave that easily the next time that break and could injure negative impact getting a sunburn the entire family will they are needed him or herself be late for the activity Remains within his/her Completes job application Participates in Demonstrates the proper Bathes or showers personal space when to work at local recycle watering and feeding care and use of sporting regularly to prevent waiting in lunch line center plants equipment (ball, bat, body odor glove) Brings his/her old usable Cleans tables Understands that the Understands that taking Cleans room to make clothing items to school appropriately while he or mistreatment of shortcuts off of walking it look neat and tidy for clothes drive to benefit she is working at a local animals could cause trails could cause erosion before house guests school clothes closet restaurant injuries and kill grass arrive Recognizes that his/her Recognizes that when Refrains from taking Purchases new clothing Hangs up clothes so inappropriate toileting work supplies are not put snacks into the area to replace torn or worn that they will not be activities have a negative away, the supplies could labeled “no food or items, or clothing items wrinkled impact on his/her peers get broken or damaged drink allowed” that he/she has out grown

Benchmark: 5 Indicator: The student understands the effects of interactions between human and physical systems.

92 History Standard

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.

Clarifying Examples

93 94 Extended Standard – History

Benchmark: 1 Indicator: 1 The student understands the significance of the contributions of The student expresses knowledge of personal ancestors and / important individuals and major developments in history. or family history.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Answers questions Identifies where his or Attends the wedding or Enjoys locating family Understands that relating to his or her her family members funeral of family member in old school grandparents are older family work member year book than own parents Indicates that the Participates in activities States how long family Assists older relative in Understands loss by selected picture is a with senior citizens when has lived in the making a pie, rolls, cake, identifying living and picture of his or her he or she is a volunteer community etc., from an old family deceased family grandparents at a nursing home recipe members Identifies his or her Recognizes that his/her Recognizes the name Participates in recreational Understands that siblings who attend the family owned business of or sight of the activity with preferred having a birthday same school as his or is operated by one or hospital where he or family member (goes means he or she is her brother or sister both of his/her parents she was born fishing with uncle) one year older Identifies his or her last Recognizes that he or Identifies community Shares family history with Recognizes and / or name as the family she may be the first areas relevant to family a friend by showing his or identifies his or her name and spells his or member of their family history (knows that the her photo album or VCR immediate family her last name correctly to work at a particular discount store is on the tape members location (grocery store, land that was once packing plant) grandparents pasture)

95 Extended Standard – History

Benchmark: 1 Indicator: 2 The student understands the significance of the contributions of The student recognizes the importance of Kansas and United important individuals and major developments in history. States historical figures.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Identifies George Hands out pamphlets of Identifies historical Participates in field trip Uses Internet to access Washington as the first information while figures on U.S. coins or to local historical information regarding president of the United working at the local currency site(s) or museum(s) historically important States historical museum Kansans Participates in coopera- Associates day off from Identifies building Chooses between two Identifies the person tive group activity of work with the observance named after historical movies related to a speaking on a national making a model airplane of national holiday figure (Landon building, historical figure (Apollo news broadcast as the when studying Amelia (Presidents' Day, MLK Eisenhower School, 13, Amastad) person who visited their Earhart Day) Kennedy Library) school Matches historical figure Collates flyers announc- Locates library book Matches U.S. Watches selected with historical event ing a local President's related to historical president's names to programs on television to (Martin Luther King - Day celebration figure that is on display faces on game pieces complete his/her history March on Washington) homework assignment Participates in creating a Picks up trash around Tours car manufacturing Draws a picture of an Recognizes the person poster presentation of a monument representing plant and identifies historic event (Martin featured on the cover of historical figure in history historical figure Henry Ford as the Luther King speech in a popular magazine as class inventor of the car or Washington) the current President of automobile the United States

Benchmark: 1 Indicator: The student understands the significance of the contributions of important individuals and major developments in history.

Benchmark: 2 Indicator: 1 The student understands the importance of the experiences of The student understands that things that have happened in groups of people who have contributed to the richness of the past affect the way people live, think, or feel in the heritage. present. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Describes the feelings of Participates in a discussion Recognizes rights of Identifies differences in Communicates with a people participating in about the vocations or jobs others to celebrate current recreational pen pal in another specific local, national or of the early settlers (e.g., their cultural holidays activities and those of country (e.g., letters, e- world events blacksmith, weaver) 50 - 100 years ago mail) Uses common courtesies Knows who to talk to when Identifies community Chooses clothing Participates in celebra- when talking to teacher he/she realizes that he/she sites that are handi- representing a specific tion of the cultural or peers (e.g., excuse has been a victim of capped accessible era for dance at heritage of his or her me, thank you) discrimination recreation center (e.g., family 20's, 50's) Identifies what may Recognizes that he/she has Participates in self- Makes a craft item re- Creates a sign for bed- cause classmates' or the right to ask for advocacy training at lated to a particular room door when teachers' feelings (e.g. accommodations at work the Community Devel- culture while taking a wanting privacy (e.g., sad, happy) site for his/her disability opmental Disabilities crafts class at the local do not disturb, knock (e.g., ramp for wheel-chair, Office (CDDO) recreation center before entering) larger computer screen) Answers question, "How Identifies historic women Identifies favorite Participates in cultural Watches movies that are you doing today?” or and their careers (e.g., ethnic foods and dances (e.g., country show different cultures “How do you feel today?" Carrie Nation, Harriett restaurants line dancing, swing and/or time periods Tubman) dancing)

99 100 Extended Standard – History

Benchmark: 2 Indicator: The student understands the importance of the experiences of groups of people who have contributed to the richness of heritage. Examples are NOT HIERARCHICAL

Benchmark: 3 Indicator: 1 The student understands the significance of events, holidays, The student recognizes Kansas state symbols documents, and / or symbols, which are important in Kansas history Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Recognizes that the Stocks shelves with Participates in nature Goes bird watching to Recognizes Kansas name of the state clothing items based on walk and identifies locate a Meadowlark license plate when comes from the Kansa state university mascots cottonwood trees and (state bird) on family vacation in Indians sunflowers another state Distinguishes between Visits a Kansas wheat Discriminates state flag Participates in a tour of Returns box turtle or the Kansas and United farm or grain elevator displayed at public the state capitol salamander to safe States flags buildings location Participates in Recognizes state seal Identifies state symbols Plants sunflower seeds Adds items to door performance of state on certificates or at local history museum in his or her garden wreath that represent song licenses in the workplace Kansas (wheat, sunflowers) Finds the capitol of Creates a bouquet of Purchases Kansas Recognizes that "The Identifies the Kansas on a map of the sunflowers and wheat memorabilia for a friend Wizard of Oz" is a university that his or state while working at a flower in another state fictional story that takes her sibling attends by shop place in Kansas its mascot

Benchmark: 3 Indicator: 2 The student understands the significance of events, holidays, The student identifies Kansas events, holidays, industries, industries, people and / or symbols, which are important in and / or people. Kansas history. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Gives report on famous Makes Kansas Day or Visits local cemetery Attends events high- Assists in planning Kansan (e.g., Gordon other holiday decora- and makes tombstone lighting contributions family weekend vacation Parks, Dwight Eisenhower, tions to display and/or rubbings regarding of local Native to a Kansas State Park Amelia Earhart) sell at the job site historic figures American tribes Participates in coopera- Participates in the job Observes the various Takes a ride on an Reads or listens to books tive group activity about shadowing of a activities at the Kansas excursion train about life in early Kansas Kansas' role as a free state worker at local plant State Fair (e.g., Little House on the Prairie, The Jayhawker) Participates in Kansas day Identifies local industry Visits historical sites in Attends county rodeo Prepares food with festivities for future employment his or her local to cheer for a friend locally produced during transition plan- community who is competing ingredients (e.g., bread, ning meeting sunflower seeds, honey) Plays interactive game Hands Kansas Attends reenactment of Attends community Uses internet to obtain simulating early life on the information brochure historic event (e.g., Exo- festivals with friends information on Kansas Oregon or Santa Fe Trails to travelers at visitors dusters, women's (e.g.. apple festival, events or industries center or information suffrage, American maple leaf festival) (e.g.. Amelia Earhart, booth Indians, settlers) aircraft industry)

Benchmark: 3 The student understands the significance of events, holidays, Indicator: industries, people and / or symbols, which are important in Kansas history. Examples are NOT HIERARCHICAL

Benchmark: 4 Indicator: 1 The student understands the significance of events, holidays, The student identifies one or more national holidays and / or documents, or symbols that are important in United States the customs associated with that holiday. history. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Understands that there Understands how a Attends parade celebrat- Shops at post-holiday Assists in the may be no school on holiday affects the ing a specific holiday sales with friend to preparation of his or scheduled national work schedule and/or (e.g., Veterans Day purchase items at the her family's traditional holidays (e.g., Martin pay rate parade, Martin Luther King sale or close out price food items according Luther King day, Veterans parade, St. Patrick's day to custom day) parade) Demonstrates the Participates in decorat- Purchases traditional food Wears red, white, and Marks his or her meaning of a specific ing work place for the items or supplies for blue when attending 4th calendar to indicate holiday holiday Thanksgiving dinner of July celebration(s) next holiday Participates (as Makes gifts to take to Participates in the Repairs toys that have Participates in appropriate) in holiday the local veterans planting a tree for Arbor been donated for the planning the family's programs or skits hospital Day annual toy drive holiday activities Uses vocabulary asso- Places closed sign on Identifies the stores that Chooses his/her preferred Assists in raising flag ciated with a specific door of job site as the are open or closed on activity for day off for on his or her front holiday (e.g.. words or holiday vacation holidays holiday observance lawn on national pictures) begins holidays

Benchmark: 4 Indicator: 2 The student understands the significance of events, The student recognizes national events, documents or documents, and symbols, which are important in United symbols. States history. Examples are NOT HIERARCHICAL

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Participates in the Pledge of Alters work routine if Registers to vote at Responds respectfully Participates in lining Allegiance at the opening of work site is a polling voter registration drive when the national anthem neighborhood street the school day (as place or voting located in the local is played or sung at a with flags for national appropriate) location library, store lobby, etc. sporting event holiday Participates in cooperative Performs job respon- Locates library materials Participates in national Listens to a family group project regarding the sibility of raising or regarding national youth organizations (e.g., member tell about writing and signing of the lowering the flag symbols (e.g., Bald scouts, campfire, 4-H historical events that Declaration of Independence Eagle, White House, clubs) they have experienced Liberty Bell) Matches dates to cor- Locates Fair Labor Understands why a Participates in a virtual Goes to gift shop to respond to significant events Standards Act United States flag is tour of Washington, D.C. purchase a computer in American History (e.g., poster at job site flying at half mast on the internet print-out of historical 1492, 1776, 1856) following the death of a events that happened statesmen on an important day Participates in patriotic Places posters in Recognizes military Collects memorabilia Goes to watch songs in music / chorus break room to memorials honoring representing national fireworks display with class promote Earth Day military veterans monuments and symbols his/her family

Benchmark: 4 Indicator: The student understands the significance of events, holidays, documents, or symbols, which are important in United States history. Examples are NOT HIERARCHICAL

Benchmark: 5 Indicator: 1 The student understands the significance of the contributions of Identifies world holidays, industries, symbols, and / or people important individuals and major developments in history.

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Distinguishes between Understands that the Identifies restaurants Recognizes the Identifies world the United States flag item produced at his/her serving food from different locations of fictional leaders when he or and the flags of other worksite may be shipped counties or cultures stories that take place in she is watching the countries throughout the world (e.g., Mexican, Chinese) other countries news with family Identifies similarities and Identify different types Attends community Learns a new game or Collects memorabilia differences in families of cars that are made in activities featuring custom from a foreign sent to them by around the world different countries presentations about exchange student friends visiting other other countries countries Identifies pictures of Understands that Recognizes public Participates in holiday Cuts out pictures from famous places from coworkers may international symbols customs from other magazines (e.g., around the world (e.g., celebrate holidays on (e.g., restroom, phone, countries (e.g., Cinco de Travel, Far & Away) Eiffel Tower, Big Ben, different days due to hospital) Mayo, Chinese New to make a collage of a Pyramids) their cultural Year) country that he/she background would like to visit Participates in a concert Understands that things Participates in food or Watches the parade of Listens to stories of songs from other made in China, Japan, clothing collections to be athletes at the opening about children or countries India, etc., were not sent to other countries ceremonies of the Inter- heroes in other made in the United after a natural disaster national Olympics countries States

Benchmark: 5 Indicator: 2 The student understands the significance of the contributions of The student knows about major world events (historical and important individuals and major developments in history. current)

This is evident, for example when the student: School Vocational Career Community Recreation & Leisure Home Gives a definition of war Asks coworkers their Accesses sites of major Identifies the Kansas Names his or her during a class opinions regarding world events via the Cosmosphere as a family members who discussion about the current events internet location for historical are veterans Viet Nam war space travel artifacts Understands the Participates as a school Locates history section at Participates in 50's Watches national difference between reporter on a school public library dance at local recreation news programs on enemies and allies newspaper center historic events Participates in making a Collects donations for Attends local production Views moon through Attends as parent or timeline of world events proposed Viet Nam war or re-enactment of an telescope during visit to caregiver reads news as they occurred during memorial site historic event local planetarium articles aloud a certain period of history Participates in a Joins in break room Identifies community Assists with the building Creates personal cooperative learning discussion regarding a leader to come and speak of a model of a space scrapbook related to group activity large company "laying to his or her organization ship, tank, war scene, current events describing the first man off'" workers on their role in current etc. landing on the moon events

Benchmark: 5 Indicator: The student understands the significance of the contributions of important individuals and major developments in history.

114 Appendix A

Glossary

Kansas Extended Curricular Standards

Civics–Government, Economics, Geography, and History

115 116 Glossary

communication book, board, chart, mechanical or Augmentative communication – A communication system electronic device, computer) used by students who are unable to communicate through speech or writing; these systems include but are Community – Any group living in the same area or having not limited to, manual signs, communication board, and interest, work, etc. in common. high-tech electronic communication devices. Constitution - A document containing the system of ATM – Automatic teller machine. fundamental laws of a nation, state, or society.

Braille – Tactile system for reading and writing with an Consumer – A person who buys goods or services to satisfy official code or "alphabet" composed of Braille characters wants. or Braille cells that consist of various patterns of raised dots that roughly correspond to alphabetic letter, Cost – Something that is given up to satisfy your wants. punctuation marks, and other symbols. Culture – Learned behavior of people, which includes belief Child with a disability – A child having mental retardation, systems, languages, social relationships, institutions, hearing impairments including deafness, speech or organizations, and material goods (food, clothing, language impairments, visual impairments including buildings, and tools). blindness, emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health Demand – The number of consumers willing and able to impairments, or specific learning disabilities and who by purchase a good or service at a given price. reason thereof, needs special education and related services. (IDEA, 1997) Economy – The production and distribution of goods and services within an economic system. Communication modalities or methods – Communication modes, modalities, or methods: an integrated group of components, including symbols, aids, strategies, and techniques used by individuals to enhance communication.

Communication device – A physical object or technology used to transmit or receive messages. (e.g.,

117 Government – Institutions and procedures through which a Savings – Income that is not spent, setting aside income or territory and its people are ruled. money for future use.

Human characteristics (human feature) – Items built by Scarcity – Not being able to have everything wanted making people that modify the earth's surface (towns, roads, choices necessary; when supply is less than demand. dams, mines). Services – Something that one person does for someone Income – Financial gain received as wages / salaries, rent, else. interest, and / or profit. Society – A group of people bound together by the same Market economy – A system in which buyers and sellers culture. make major decisions about production and distribution, based on supply and demand. Spending – The use of money to buy goods and services.

Person centered planning – A process of learning how a Supply – The quantity of resources, goods, or services that person wants to live and then describing what needs to sellers offer at various prices at a particular time. be done to help the person move toward that life. It is a description of where the person wants his or her life to go Trade – The exchange of goods or services for other goods and what needs to be done to get there. and services or money.

Physical systems – Processes that create, maintain, and Transition – The movement from school to post-school modify Earth's physical features and environments, activities, including postsecondary education, vocational consisting of four categories: atmospheric (e.g. climate) training, integrated employment including supported lithospheric (plate tectonics, erosion), hydrospheric (water employment, continuing and adult education, adult cycle, ocean currents), and biospheric (plant and animal services, independent living, and community participation. communities). The extended standards focus on (IDEA, 1997) biospheric or community systems.

Price – Amount of money that people pay when they buy a good or service. It is largely determined by the buying and selling decisions of consumers and producers.

Region – An area with one or more common characteristics or features, which make it different from surrounding areas.

118 119 Kansas State Department of Education