Kansas History,
Government,
and Social
Studies
Standards
Kansas leads the world in the success of each student.
MONTH YEAR
Adopted March 10, 2020
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 2
Purpose of These Standards
A 21st century citizen requires a variety of skills to be successful – analyzing
problems, collecting information, evaluating sources, and finding solutions. This
document is designed to assist History, Government, and Social Studies educators
in Kansas as they develop these skills in their students. The writing committee
reviewed other state and national standards, researched best instructional
practices, and gathered input from professionals and citizens to define what Kansas
students should know and do in history, civics/government, geography, and
economics. The committee responded to feedback on earlier versions throughout
the current process. This document encourages the focus on discipline-specific
application of content in authentic situations rather than specific content, and is
intended as a framework for curriculum, instruction, assessment, and teacher
preparation.
Acknowledgements
The Kansas State Department of Education (KSDE) would like to thank all the
professional organizations, school administrators, educators, and community
members for their cooperation and collaboration on this project. A special thanks
to the members of the Kansas Council for Economic Education, the Kansas
Geographic Alliance, the Kansas Council for History Education, and the Kansas
Council for the Social Studies for their assistance. KSDE appreciates the
commitment and professionalism of all who contributed to this work. The
committee also wants to express its appreciations to the hundreds of individuals,
including educators from all levels, administrators, and other professionals, who
provided invaluable feedback throughout this process. This work would have been
impossible without the input of these informed, thoughtful, and engaged citizens.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 3
Kansas HGSS Standards Revision Committee Co-Chairs
Dr. Jeanne Disney District Administrator USD #383 Manhattan-Ogden
Tina M. Ellsworth, Ph. D. Curriculum Coordinator USD #233 Olathe Public Schools
Glenn Wiebe Curriculum Consultant ESSDACK
Kansas HGSS Standards Revision Committee Members
Thomas Barker, Ph. D. Teacher USD #497 Lawrence Public Schools
Brandon J. Cheeks Building Administrator USD #373 Santa Fe Center, Newton
David Cordell, Ed. D. Teacher USD #229 Leawood Middle School
Jamie Dawson Teacher USD #253 Emporia High School
Paige Deathe Teacher USD #464 Tonganoxie Middle School
Marcy Good Teacher USD #233 Canyon Creek Elementary, Olathe
Kori Green Teacher USD #259 Wichita High School East
Cynthia Hadicke Consultant Kansas State Department of Education
Tyler Helton Building Administrator USD # 363 Holcomb Middle School
Paul Kitchen Teacher USD #259 Wichita High School Northwest
Richard Lisichenko, Ph. D. Professor Fort Hays State University
Lawrence M. Marchant Teacher USD #265 Goddard Academy
Jose M. Martinez Special Education SKACD 613, Dodge City
Nathan McAlister Teacher USD #345 Seaman High School, Topeka
Lori Rice Teacher USD #320 West Elementary, Wamego
Chris Roesel Community Member USD #512 Shawnee Mission
Deborah Shaffer Teacher USD #503 Parsons Middle School
Jennifer Smith Curriculum Coordinator USD #229 Blue Valley Schools
Taylor Smith Teacher USD #512 Shawnee Mission West High School
Emily Snyder Teacher USD #266 Maize South High School
Cameron Traxson Building Administrator USD #436 Caney Valley Schools
Ashley Umphrey Teacher USD #233 Olathe Public Schools
Tim J. Warsnak Teacher USD #440 Halstead-Bentley
Emily Williams Teacher USD #260 Derby High School
Janet L. Wolcott Director Wichita State University Center for Economic
Education
Facilitator
Don Gifford Consultant Kansas State Department of Education
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 4
Kansas History, Government, and Social Studies
Table of Contents
Mission Statement 5
Standards and Benchmarks 6
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Effective HGSS Classroom Practices 9
Suggested Scope and Sequence 12
Instructional Steps for Higher Learning 14
Appendices 19
Glossary of Standards and Benchmark Language 244
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Mission Statement
The Kansas Standards for History, Government, and Social Studies
prepare students to be informed, thoughtful, engaged citizens as they
enrich their communities, state, nation, world, and themselves.
An informed citizen
possesses the knowledge needed to understand contemporary political, economic,
and social issues and the skills to locate and utilize credible sources of information.
A thoughtful citizen
applies higher order thinking skills to make connections between the past, present,
and future in order to understand, anticipate, respond to, and solve problems.
An engaged citizen
communicates, collaborates, contributes, compromises, and participates as an
active member of a community.
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Kansas History, Government, and Social
Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about
choices and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences
to make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
responsibilities:
● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
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Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions of how societies
are shaped by the identities, beliefs, and practices of individuals and
groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a thesis using evidence and argument.
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Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a society’s ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
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relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
History, Government, and Social Studies Best
Practices
Being an informed, thoughtful, and engaged citizen is reflected in a student’s ability
to innovate, analyze complex problems, ask cogent questions, assemble and
evaluate critical data, and seek creative solutions, going beyond the recall of factual
information. None of us are born with this capability. We must go beyond simple
recitation of foundational information and instead encourage the application of
that information in authentic and realistic situations. Inquiry in social studies
involves using information from a variety of sources and analyzing that information
with increasingly sophisticated disciplinary strategies and tools. The following
practices and expectations can assist teachers in the design of high-quality
instructional lessons.
Effective HGSS Classroom Practices Include and
Promote:
Authentic intellectual work
Effective classroom practices that promote learning in realistic situations and
college, career, and citizenship-ready pathways have value beyond the classroom,
engaging students in the construction of knowledge, disciplined inquiry, and
connection to the real-world.
Civic engagement
Effective classroom practices promote students being informed, thoughtful and
engaged citizens sharing their skills and knowledge through actions intended to
improve their communities, state, nation, the world, and themselves.
Culturally relevant instruction
Effective classroom practices promote students recognizing and respecting the
cultural and life experiences of each student, and using those experiences as
resources for teaching and learning.
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Digital Literacy
Effective classroom practices promote students using information and
communication technologies to collect data, evaluate evidence, create products,
and communicate effectively. These skills are powerful levers, allowing students to
actively participate in civic society and contribute as informed, thoughtful, and
engaged citizens. Students must also recognize the risks and responsibilities
associated with the digital environment.
Discipline-specific literacy within the Social Studies
Effective classroom practices promote and support interacting with multiple types
of primary and secondary evidence and media through the lens of the different
social studies disciplines: history, economics, geography, civics.
Reading at high levels
Effective classroom practices promote readers able to source, contextualize,
corroborate, and read evidence closely. This includes the ability to determine
meaning, main ideas, trustworthiness, and purpose in multiple types of
evidence; decode discipline specific vocabulary and phrases; identify context,
bias, and point of view when exploring evidence; evaluate authors’ claims
and their use of evidence, and analyze multiple texts for similarities and
differences.
Writing and communicating clearly and coherently
Effective classroom practices promote the ability to gather and synthesize
multiple sources of information to make persuasive claims or arguments
using evidence and reasoning; evaluate counter-arguments, explain events,
relationships, or opinions; present information and analysis in textual and
non-textual formats; revise and rewrite, and apply appropriate technologies
and communication modes for specific purposes and audiences.
Higher order thinking
Effective classroom practices promote students grappling with content knowledge
beyond remembering and understanding, to applying, analyzing, evaluating, and
creating.
Multiple causes and consequences
Effective classroom practices promote students identifying, making a claim, and
defending with evidence and argument, a variety of possible causes of events and
consequences. These practices encourage appropriate decision-making, and help
students understand the complexity of the various disciplines.
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Multiple means of communication
Effective classroom practices promote students communicating relevant
information through speaking, writing, and the creation of digital and print media.
Multiple perspectives and disciplines
Effective classroom practices promote students using multiple perspectives, points
of view, and the principles of history, economics, civics, geography, and the
humanities, and support a student’s ability to empathize, to develop alternative
solutions to problems, and to self-assess their own positions.
Research and construction of knowledge
Effective classroom practices promote students being able to collect, organize, and
evaluate information to construct an understanding of relevant evidence as it
applies to a particular topic. These skills must include the use of both traditional
and digital information and communication technologies.
Social emotional learning and character development
Effective classroom practices promote students’ social-emotional learning and
character development and should be integrated so that students will learn,
practice, and model essential personal life habits that contribute to academic,
social-emotional, and life success.
Using primary sources
Effective classroom practices promote students analyzing and interpreting a variety
of different primary sources in traditional and digital formats, provides the
opportunity for students to recognize the discipline’s subjective nature, to directly
touch the lives of people in the past, and develop high level analytical skills.
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Suggested Scope and Sequence
K-12 classes should embed the disciplines of History, Government, Economics,
Geography, and the Humanities within each course.
Teachers in Kindergarten through 4
th
grade should link content learning to
the Focus Standard (bolded). The focus standard allows teachers to set that
standard as a theme around which social studies instruction at that grade-
level takes place. As instruction progresses through the grades, teachers
should reinforce previous learning around standards taught earlier while
linking content learning to the Focus Standards at their grade-level.
Grade
Focus Content
Focus Standard(s)
Standards
(previously taught)
K
Sense of Self
Choices have
consequences
1
Families
Rights and
responsibilities
Choices have
consequences
2
Then and Now
(Past and Present)
Continuity and
change
Choices have
consequences
Rights and responsibilities
3
Communities
(Local History)
Identities,
beliefs, and
practices
Choices have
consequences
Rights and responsibilities
Continuity and change
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4
Kansas and
Regions of the
United States
Dynamic
Relationships
Choices have
consequences
Rights and responsibilities
Identities, beliefs, and
practices
Continuity and change
5
United States
History (Beginnings
through at least
1800)
Choices have consequences
Rights and responsibilities
Identities, beliefs, and practices
Continuity and change
Dynamic relationships
Middle
Grades
World History,
Geography,
Kansas History (No
earlier than 7th
grade),
United States
History,
Elective Courses
Choices have consequences
Rights and responsibilities
Identities, beliefs, and practices
Continuity and change
Dynamic relationships
Upper
Grades
World History,
United States
History, Civics-
Government,
Elective Courses
Choices have consequences
Rights and responsibilities
Identities, beliefs, and practices
Continuity and change
Dynamic relationships
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Instructional Steps for High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high level lesson and unit design.
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Start with Standards
The concepts embedded in the five Standards are intended to be applied across all
disciplines and grade-levels. So, a Kindergarten student can access the idea that
“Choices have consequences” while exploring building playground rules, while a
high school student might examine the relationship between government policies
and their impact on individual citizens. Educators should begin their lesson and unit
design by selecting one or two standards that will connect with the foundational
content they wish students to uncover. Using the standard description and bulleted
characteristics can help educators think of possible standard and content
alignment.
Select Content and Develop Questions
All great social studies instructional design begins with an engaging question or
problem aligned to content which requires students to practice their critical
thinking skills. Creating a high-quality compelling question can be difficult. And
everyone seems to have a different set of criteria for what makes a question great.
But all lists include three characteristics:
• The question must be “un-Googleable” – that is, students are unable to find
the answer online and the question has the potential for multiple “obvious”
conclusions.
• The question must be relevant to students.
• The answer must be uncovered using a variety of evidence.
Questions should be focused on foundational content knowledge that is aligned to
one or more standards. For example, the teacher of the upper level US History class
wants students to understand that societies experience continuity and change over
time (Standard Four) and that there are clear connections between the past and
present (Benchmark Three). They decide to use the early 20
th
Century Progressive
movement to help students understand that many current government policies
and regulations can be traced back to the early 1900s. They develop the following
question to engage the students and measure their knowledge: At which point
should businesses run freely, and at which point should the government step in to
protect workers and consumers?
Social studies content is the vehicle for demonstrating “mastery,” not the
destination. Instructional design should find a balance between problem-solving,
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historical thinking/literacy skills, and student understanding of the foundational
content, standards, and benchmarks.
So, do not treat the Content Outlines and Sample Questions in the Appendices as
a checklist of things that must be “covered,”– they are not state mandated nor do
they act as a list of state assessment items.
The appendices should act as a guide when districts plan curriculum and assist
teachers in brainstorming lessons and units. Consider using this document along
with staff expertise, personal experience, aligned learning resources, and local
community values and interests to select appropriate instructional content and to
develop lessons, units, questions, and assessment tasks that will lead to the future
success of students.
Develop Tasks with Benchmarks
The Benchmarks are intended to provide concrete and measurable historical and
creative thinking skills that students will demonstrate. They should be applied
appropriately across all grade-levels and content areas. Notice the scaffolding of
skills from Benchmark One to Four. Benchmarks can be used to brainstorm
possible lesson or unit questions, tasks, and assessments. Consider using them to
develop overarching and supporting questions, authentic problem, and assessment
tasks. Assessment tasks should ask students to demonstrate the academic and
cognitive skills identified in the benchmark (recognize, evaluate, analyze context,
draw conclusions, investigate, make connections, make a claim, and support that
claim with evidence and argument).
Benchmark Three can be especially powerful as it asks students to investigate and
connect past with present. Districts and classroom teachers should consider using
this particular Benchmark to create relevant relationships for students. For
example, middle-level US History students might be asked to uncover the
relationships between early pre-civil war states’ rights arguments and current
government policies.
Curate Resources:
Whether answering questions, solving problems, or supporting arguments,
evidence is required. Instructional designs can and should include the use of a
variety of primary, secondary, and tertiary sources for students to investigate.
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Instructional design requires the careful and intentional selection, collection, and
organization of these types of online and print resources used by students.
The skill of gathering useful online and hard copy evidence is a critical skill
demonstrated by informed and knowledgeable citizens. This means educators
must find the balance of providing necessary resources and training students to
discover them independently.
The US History teacher in the Progressive Movement example provides
photographs by Lewis Hines and Jacob Riis as an introduction to the inquiry unit.
They then introduce a contemporary account of the Triangle Shirtwaist Fire. As
students progress through a series of supporting questions, the instructor guides
them through a process of uncovering and evaluating a variety of additional
resources.
Integrate Reading and Writing
Social studies inquiry involves using a variety of sources and analyzing that
information with increasingly sophisticated disciplinary strategies. As they progress
through the grades, students should learn more advanced approaches related to
generating responses to compelling questions using evidence and argument to
support their claims. Students need these skills to become informed, thoughtful,
and engaged citizens. So high-quality social studies instruction develops the
reading, writing, and communication skills found in the Effective HGSS Classroom
Practices Promote section of this document. These skills include evaluation, analysis,
determining bias, and the development of products that communicate solutions.
With guidance from their instructor, students studying the Progressive Movement
interrogate two different texts: The Jungle by Upton Sinclair and Fast Food Nation by
Eric Schlosser. They ask questions about author, date, intent, and audience while
exploring context and searching for supporting evidence. Students use their
findings as part of their response to the unit’s compelling question.
Apply Best Practices Focused on Competencies
Effective instruction must include research-based practices that go beyond lectures,
outlines, worksheets, and multiple-choice assessments. For long-lasting student-
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learning to occur, visitors to a social studies classroom should observe culturally
relevant teaching strategies, civic-engagement activities, critical thinking, authentic
assessment, multiple perspectives and other examples such as those listed in the
“Effective HGSS Classroom Practices Include and Promote” section. This is the “How”
of instruction and is as vitally as important as the “What.”
Lessons and units should be designed to ensure that instructional best practices
are aligned to the Competencies in each grade-level appendix, as well as to the
foundational content, standards, and benchmarks.
This document is not a state-mandated curriculum for how and when
content is taught. These decisions are left to local districts.
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Appendices:
Appendices (ML=Middle-Level, UL=Upper-Level)
Appendix Pre-K
Appendix Kindergarten
Appendix First Grade
Appendix Second Grade
Appendix Third Grade
Appendix Fourth Grade
Appendix Fifth Grade
Appendix ML Ancient World History
Appendix ML Geography
Appendix ML Kansas History
Appendix ML US History
Appendix UL World History
Appendix UL US History
Appendix UL US Government
Appendix UL Electives
UL Economics Example
UL Geography Example
UL Psychology Example
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Appendix Pre-K
Social Studies
Course Description
A child is born into a social environment. Children who learn about and understand
life within that environment are more successful in school and life. Part of living is
understanding how social institutions, such as family, community, and school affect
our lives. Learning how to live and eventually work together for the good of the
community and ourselves (i.e., how it all works) is the goal of social studies
education. Social studies includes learning about the world in which one lives - and
understanding how social institutions like one’s family, culture, and community fit
into a larger world. Young children need to begin their social studies education
within their own family and culture, and progress to understanding other families,
larger groups, communities, and cultures that influence their lives. Through daily
life experiences, children will begin to understand the social concepts of choices,
consequences, caring, responsibility, authority, and leadership. Young children
need to understand how life works and how to incorporate that understanding into
their daily lives.
Connecting with Past Learning
There is no formal prior knowledge as this is the beginning of the formal education
system. However, students should have informal prior knowledge about
themselves from everyday living. Teachers should draw on the students’ prior life
experiences, family unit composition, and individual cultural backgrounds, to help
students recognize and evaluate their place in society.
Connecting with Future Learning
The skills and competencies taught at this level will serve as background and prior
knowledge for future pursuits in the discipline. In the following grades, students
use their understanding of concepts like choices, consequences, caring,
responsibility, authority, and leadership to connect with their role in the family. In
Kindergarten, students will study self-awareness and individual experience with
choices and consequences. In first grade, students will study their role as
individuals in the family, school, as Kansans and Americans. In Second Grade,
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students will understand their contemporary lives and self as who they are. The
change in those lives over time will be recognized as Then and Now. In Third Grade
understanding of the individual is viewed in a still broader arena, that of
community. In Fourth Grade, they will consider how Kansas is similar and different
from U.S regions.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of individuals and
groups. A pedagogy that acknowledges, responds to, and celebrates fundamental
cultures, including their similarities and differences, offers full, equitable access to
education for students from all cultures. Culturally Relevant Teaching is a pedagogy
that recognizes the importance of including students' cultural and experiential
references in all aspects of learning. “The classroom materials and equipment used
to implement the curriculum (books, music, dolls, puzzles, toys, and dramatic play
props) should be representative of the lives of the enrolled children and their
families. Include materials that accommodate children with special needs.”
(National Association for the Education of Young Children, NAEYC Early Learning
Program Accreditation Standards and Assessment Items).
Level
Competency
Awareness
(by 6 to 18 months)
• Recognizes self and others
• Recognizes objects in their proximity
• Identifies objects as “mine”
• Forms at least one secure relationship with a caregiver
• Participates in routines
• Demonstrates an understanding that objects and
persons exist when not in sight
Appreciation
(by 12 to 36
months)
• Prefers certain adults
• Begins to share and take turns with some guidance
• Identifies family member by role (mom, dad, sister,
brother, etc.)
• Identifies things as “yours” and “mine”
• Trades or exchanges objects with others
• Interacts with familiar adults to communicate or solve
problems
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Appreciation
(by 12 to 36
months) (continued)
• Feels comfortable in a variety of places with familiar
adults
• Begins to more easily separate from caregiver Is
concerned about the feelings of others
• Expresses interests, acceptance, and affection for
others
• Talks about objects and people in familiar environments
(e.g., home, grocery store)
Advancement
(by 30 to 60
months)
• Identifies leaders at home, school, and community
• Recognizes that people must make choices because
resources and materials are limited (sharing/taking
turns)
• Understands that money or objects might be
exchanged for other goods or services
• Understands that a person cannot always have what
they want so choices must be made
• Explains what is given up (opportunity cost) when a
choice is made
• Responds appropriately to positive and negative
feedback
• Recognizes that their behavior impacts others
• Recognizes helpful and hurtful words
• Appropriately responds to the feelings of others
• Demonstrates the ability to be a friend
• Creates representation of familiar places through
various materials (e.g., builds a fire station with blocks,
draws a picture of a home)
(Back to Appendices)
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Appendix
Kindergarten:
Sense of Self
Focus Standard 1: Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Course Description
Kindergarten content focuses on the Sense of Self and the HGSS standard Choices have
consequences. Students will study self-awareness and individual experience with choices
and consequences through the major social studies disciplines of history, geography,
economics, and civics/government. Integration is encouraged across the four disciplines.
The goal is for students to understand the concept of who they are so they can have a
frame of reference when studying various disciplines. Students will recognize and evaluate
choices to understand and analyze consequences. The standard and benchmarks focus on
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 24
instruction that integrates thinking skills, historical processes, and content so that students
can apply their learning to their own lives. Instruction should include the integration of
concepts and principles from history, economics, geography, civics, and the humanities.
Connecting with Past Learning
There is no formal prior knowledge required since Kindergarten is the beginning of the
formal education system. However, students should have informal prior knowledge about
themselves from everyday living. Teachers should draw on the students’ prior life
experiences, family unit composition, and individual cultural backgrounds to help students
recognize and evaluate their place in society.
Connecting with Future Learning
The skills and content taught in Kindergarten will be used as background and prior
knowledge for future pursuits in the discipline. In first grade, students use their knowledge
and Sense of Self to connect with their role in the family. In second grade, students will
understand their contemporary lives and self-aspects as part of their identities to the
concepts of Then and Now, and change over time. In Third Grade understanding of the
individual is viewed in a still broader arena, that of community. In Fourth Grade students
will consider how Kansas is similar and different from U.S regions.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and receiving
information, but also in shaping the thinking process of individuals and groups. A pedagogy
that acknowledges, responds to, and celebrates fundamental cultures, including their
similarities and differences, offers full, equitable access to education for students from all
cultures. Culturally Relevant Teaching is a pedagogy that recognizes the importance of
including students' cultural and experiential references in all aspects of learning. Culture
should be reflected in the selection and use of diverse materials.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 25
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
Start with Standards:
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standard(s) that
connects students with content. In Kindergarten the Focus Standard is Standard
One.
1. Choices have consequences.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 26
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
So, the specific content contained in these units is not mandated but is made
available as a possible course-level scope and sequence to assist in the planning of
lessons and units. It should be remembered that during this planning, emphasis
must be placed on the “doing” of the disciplines rather than simple acquisition of
content knowledge.
In Kindergarten, disciplines may be taught in any order but the integration of
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 27
disciplines is encouraged. Student assessment should include evaluation of student
competencies included after each discipline and the cultural and social emotional
character development competencies listed below.
Cultural Competencies
The student:
● feels good about themselves without being mean or making others feel bad.
● likes being around people who are alike and different from themselves, and
can be friendly to everyone.
● knows when people are being treated unfairly.
● can and will do something when they see unfairness--including telling an
adult.
● says something or tells an adult if someone is being hurtful and will do their
part to be kind even if they don’t like something said or done.
Social Emotional Character Development Competencies
The student:
● demonstrates an understanding that making mistakes is normal.
● asks for help when needed.
● demonstrates helping behaviors to those who feel hurt or sad.
History (H)
In this discipline, students will study history through self-awareness and individual
experience. They will examine how making choices to meet their daily needs at
home and in school affects their lives. Students will recognize and evaluate how
they are part of larger social and cultural groups by analyzing their personal history,
where they live, and how this changes over time. They will recognize significant
Kansas events, symbols, and family customs.
Ideas: technology, customs, symbols, happiness, social group,
cultural background, personal history
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 28
Sample Compelling Questions:
● What are some of the important choices you make in class
and at home, and what are the consequences?
● What things from your family and cultural background affect
your classroom and school?
● Why do we have symbols in Kansas?
History Competencies
The student:
● uses personal experience and observations to gain information.
● compares and contrasts experiences and traditions.
● identifies and predicts choices and consequences.
Civics/Government (CG)
In this discipline, students will recognize the existence and importance of rules at
home and at school. They will understand the role of authority figures at home and
school and why they are needed. Students will recognize appropriate classroom
behaviors and identify characteristics of a friend, a helpful classmate, and a leader.
They will demonstrate an understanding of self-efficacy, assertiveness, and
empathy. They will recognize and demonstrate traits of being a good classroom
citizen.
Ideas: rules, leader, authority, conflict, friends, classroom citizenship
Sample Compelling Questions:
● Who do you listen to when making choices?
● What are important rules for the classroom that are different at
home?
● How do good friends and classroom citizens act?
Civic/Government Competencies
The student:
● follows classroom rules and agreed upon rules for discussion.
● participates in collective decision-making.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 29
● makes choices based on understanding consequences.
Geography (G)
In this discipline, students will be introduced to important geography concepts and
how to locate major geographic features. Students will begin to identify man-made
environments and natural environments of their local surroundings including
home, school, and neighborhood. They will establish mental maps to help them
navigate their classroom and school setting. Students will be able to describe
seasons in their area and how seasonal changes affect their daily lives.
Ideas: location, directions, seasons, natural environment, man-made
environment, home, school, neighborhood, community, Kansas
Sample Compelling Questions:
● What are the different environments in your community?
● How does the season or where I live influence my choice of
what to wear?
● Why is it important to know how to get from one location to
another?
Geographic Competencies
The student:
● creates and uses mental maps of the classroom and school.
● makes general observations about place and relative location.
● draws a map and gives directions of classroom and school.
Economic (E)
In this discipline, students will understand that people make choices because they
cannot have everything they want. People earn money to pay for what they want
and need. Students will recognize needs are defined as those things that are
necessary to live. They will understand that money can be used to purchase goods
and services. Services are something one person does for someone else. Goods are
something one can touch or hold. Students will recognize and evaluate the benefits
of saving money.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 30
Ideas: goods, services, wants, needs, money, earn, save, spend,
resources
Sample Compelling Questions:
• What are the consequences of choosing wants over needs?
• What are the consequences of choosing to save instead of
spend?
• How do goods and services meet our needs and wants?
Economic Competencies
The student:
● makes choices and understands consequences of spending and saving.
● makes choices about sharing resources with others.
● explains and gives examples about their personal wants and needs.
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments. And because Benchmarks also
connect with contemporary issues, teachers should use them to create relevant
relationships between past and present.
Benchmarks:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices and
consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 31
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
● School maps, neighborhood maps, local maps, local business people,
photographs, symbol artifacts
● Kansas State Historical Society, National Archives and Records
Administration, Library of Congress
● Local, state and national museums; local, state and national historical sites
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
(Back to Appendices)
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 32
Appendix
First Grade
Families
Focus Standard 2: Individuals have rights and
responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
responsibilities:
● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Course Description
First grade standards focus on Families and the HGSS standard Individuals have
rights and responsibilities. Students will study the role of individuals in the
family, school, as Kansans and Americans through the major social studies
disciplines of history, geography, economics, and civics/government. The goal is for
students to identify with the world around them and understand their role within it
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 33
so they can have a frame of reference when studying various disciplines. Students
will recognize and evaluate their rights and analyze responsibilities. The standard
and benchmarks focus on instruction that integrates thinking skills, historical
processes, and content so that students can apply their learning to their own lives.
Connecting with Past Learning
Students should possess a general understanding of their personal history (Sense
of Self) from Kindergarten. They should be able to use their knowledge of self to
connect to their role in the family, school, and as Kansans and Americans. Students
should be able to identify the major symbols that represent Kansas. They should
possess mental mapping skills to navigate classrooms and their school. Students
should understand the concepts of seasons and be able to locate major geographic
features. Students should be able to understand the concepts of wants and needs
and the basic concept of exchanging money for goods and services. Teachers
should draw on the students’ prior life experiences, family unit composition, and
individual cultural backgrounds, to help students recognize and evaluate their place
in the family and society. Students should have a concrete understanding of the
HGSS Standard One, Choices have consequences, in relation to their Sense of Self.
Connecting with Future Learning
The skills and content taught in First Grade will be used as background and prior
knowledge for future pursuits in the social studies. In second grade, students will
understand their contemporary life and self-aspects as part of their identity to the
concepts of Then and Now, and change over time. In Third Grade understanding of
the individual is viewed in a still broader arena, that of community. In Fourth Grade,
they will consider how Kansas is similar and different from U.S regions.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of individuals and
groups. A pedagogy that acknowledges, responds to, and celebrates fundamental
cultures, including their similarities and differences, offers full, equitable access to
education for students from all cultures. Culturally Relevant Teaching is a pedagogy
that recognizes the importance of including students' cultural and experiential
references in all aspects of learning. Culture should be reflected in the selection
and use of diverse materials.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 34
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
Start with Standards:
The five standards represent big ideas that can be applied across the social studies
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 35
disciplines. Start each lesson/unit design with a focus on the standard(s) that
connects students with content. In First Grade the Focus Standard is Standard Two.
2. Individuals have rights and responsibilities.
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 36
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of the disciplines rather than simple acquisition of content
knowledge.
In First Grade, disciplines may be taught in any order but the integration of
disciplines is encouraged. Student assessment should include evaluation of student
competencies included after each discipline and the cultural and social emotional
character development competencies listed below.
Cultural Competencies
The student:
● knows and likes who they are and can talk about their family and themselves
and names some of their group identities.
● knows about other people and how everyone’s lives and experiences are the
same and different.
● knows their friends have many identities, but they are always still just
themselves.
● speaks up or does something if people are being unfair, even if their friends
do not.
● says something or tells an adult if someone is being hurtful, and will do their
part to be kind even if they don’t like something they say or do.
Social Emotional Character Development Competencies
The student:
● describes mistakes as normal and opportunities to learn.
● demonstrates respectful refusal skills.
● recognizes when someone needs help and offers help.
History
In this discipline, students will study history through understanding the role of
family. They will recognize important people in their lives, specifically family
members, and investigate family history. Students will evaluate the responsibility of
how different families meet their basic need for shelter today and in the past. They
will investigate the responsibility of food production specific to Kansas. Students
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 37
will recognize and analyze symbols that represent the United States and Kansas,
specifically as rights and responsibilities in promoting their culture. Students will
gain an understanding of the meaning and purpose of national holidays and flags.
Ideas: family, shelter today, Native American family shelter, Early
Kansas family shelter, food production, national holidays,
symbols, flags
Sample Compelling Questions:
● What are the rights and responsibilities of family members?
● What are the responsibilities of people to the environment?
● Why do we recognize and celebrate national holidays?
History Competencies
The student:
● creates a family timeline using multiple events.
● compares and contrasts family historical events or experiences.
● analyzes a problem or dilemma focusing on a right or responsibility.
● identifies specific rights and responsibilities from history.
Civics/Government
In this discipline, students focus on the basic concepts of rules and laws as they
apply to family, school, and being a citizen of Kansas and the United States.
Students will recognize that rules have positive and negative consequences. They
will explain the responsibilities that go along with rules and rights. They will
investigate the shared ideals within American society such as, truth, fairness,
justice, loyalty, and freedom. Students will examine personal character traits
including trustworthiness, citizenship, respect, fairness, responsibility, and caring
(e.g., Six Pillars of Character). They will analyze the qualities of being a leader and
leadership in their home and school. They will demonstrate an understanding of
self-efficacy, assertiveness and empathy. Students will analyze rights they have at
home and school and understand why and how benefits are granted or taken
away. They recognize that people can make rules and leaders can enforce them
both at home and at school. Students will be able to identify who is the first and
current president of the United States.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 38
Ideas: rules, rights, responsibilities, leadership, truth, fairness, justice,
loyalty, freedom, character traits, Presidents
Sample Compelling Questions:
● Why should we follow the rules?
● What characteristics make a place positive?
● How do character traits impact leadership?
Civics/Government Competencies
The student:
● participates in creating classroom rules.
● interacts and communicates with diverse partners in a responsible manner.
● examines and analyzes character traits in a successful leader (family,
classroom, school).
Geography
In this discipline, students will recognize the purpose of maps and globes as a
model of Earth and a representation of Earth’s features. They will be able to locate
Kansas, the United States, and other major features on a map or globe. Students
will make a map to represent a location important to them. They will map natural
and man-made features of their school surroundings. They will investigate ways
people depend on the physical environment to meet their needs and evaluate how
the physical environment impacts their family (e.g. choices of clothing, housing,
crops, and recreation). They will use their understanding about the physical
environment to identify rights and responsibilities to be good stewards in
maintaining or improving the quality of their environment.
Ideas: maps, globes, natural features, man-made features, farming,
shelter, stewardship, Kansas, environment
Sample Compelling Questions:
● How can I make a map of a real-world place?
● What rights and responsibilities does a family have in caring for
their home?
● How does taking care of the environment impact where you
live?
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 39
Geography Competencies
The student:
● describes the purposes of maps and globes and use them to locate major
features.
● identifies their own home address and locations important to them.
● draws a map with man-made and natural features.
Economic
In this discipline, students will recognize that people and families cannot have
everything they want so they must make choices. They will investigate that
choices made by a family are based on wants and needs and available
resources. Students will understand that people earn money to meet needs and
wants. They will evaluate the concept of exchange and how families use money
to purchase goods and services. Students will analyze the benefits to
themselves and a family of saving money in a bank for future needs and wants.
They will explore the responsibilities of various jobs.
Ideas: wants, needs, choices, resources, goods, services, savings,
spending, earning, sacrifice, community
Sample Compelling Questions:
● What do people gain when they save and what do they
sacrifice?
● How do goods and services in your community affect your
family?
● How can people work together to meet their needs and wants?
Economic Competencies
The student:
● describes a responsibility in providing wants and needs.
● describes responsibilities of jobs they might like to have.
● understands the concept of ownership and associated responsibilities.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 40
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments. And because Benchmarks also
connect with contemporary issues, teachers should use them to create relevant
relationships between past and present.
Benchmarks:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights and
responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
● Maps, local business people, photographs, symbol artifacts, flags
● Kansas State Historical Society, National Archives and Records
Administration, Library of Congress
● Local, state and national museums; local, state and national historical sites,
local, state and national Halls of Fame
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 41
Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the he Effective
HGSS Classroom Practices section.
(Back to Appendices)
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 42
Appendix
Second Grade
Then and Now
Focus Standard 4: Societies experience continuity
and change over time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Course Description
Second grade standards focus on Then and Now and the HGSS standard Societies
experience continuity and change over time. Students will study the role of past
and present ideas, beliefs, and practices through the major social studies
disciplines of history, geography, economics, and civics/government. Integration is
encouraged across the four disciplines. The goal is for students to understand the
concept of Then and Now as a framework when studying various disciplines.
Students will recognize and evaluate how societies are shaped to understand and
analyze change over time. The standard and benchmarks focus on instruction that
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 43
integrates thinking skills, historical processes, and content so that students can
apply their learning to their own lives. Instruction should include the integration of
concepts and principles from history, economics, geography, civics, and the
humanities.
Connecting with Past Learning
Students should possess a general understanding of their personal history (Sense
of Self) from Kindergarten. They should be able to use their knowledge of self to
connect to their role in the family, school, and as Kansans and Americans. Students
should have a concrete understanding of the HGSS Standard One, Choices have
consequences, in relation to their Sense of Self and family. Students should
recognize and be able to evaluate their rights to understand and analyze
responsibilities. They should be able to explain responsibilities citizens have to
their environment and the impact our environment has on basic needs. Students
should have a basic understanding of the HGSS Standard Two, Rights and
Responsibilities, in relation to self and family. Teachers should draw on the
students’ prior life experiences, family unit composition, and individual cultural
backgrounds, to help students recognize and evaluate their place in the family and
society.
Connecting with Future Learning
In second grade, students will understand their contemporary life and self-aspects
as part of their identity to the concepts of Then and Now, and change over time. In
Third Grade understanding of the individual is viewed in a still broader arena, that
of community. In Fourth Grade they will consider how Kansas is similar and
different from U.S regions.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of individuals and
groups. A pedagogy that acknowledges, responds to, and celebrates fundamental
cultures, including their similarities and differences, offers full, equitable access to
education for students from all cultures. Culturally Relevant Teaching is a pedagogy
that recognizes the importance of including students' cultural and experiential
references in all aspects of learning. Culture should be reflected in the selection
and use of diverse materials.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 44
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 45
Start with Standards:
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standard(s) that
connects students with content. In Second Grade the Focus Standard is Standard
Four.
4. Societies experience continuity and change over time.
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide. State
performance assessments will measure students’ ability to integrate content as part
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 46
of their understanding of the Standards and Benchmarks. It is this ability to use
content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of the disciplines rather than simple acquisition of content
knowledge.
In Second Grade, disciplines may be taught in any order but the integration of
disciplines is encouraged. Student assessment should include evaluation of student
competencies included after each discipline and the cultural and social emotional
character development competencies listed below.
Cultural Competencies
The student:
● talks about interesting and healthy ways that some people, who share their
group identities, live their lives.
● knows about their family history and culture and about current and past
contributions of the people in their main identity groups.
● wants to know about other people and how everyone’s lives and experiences
are the same and different.
● knows some true stories about how people have been treated badly because
of their group identities, and recognize why it’s unfair.
● cares about those who are treated unfairly.
Social Emotional Character Development Competencies
The student:
● approaches a challenging task understanding that ability grows with effort.
● communicates needs or wants to adults in a respectful manner.
● demonstrates an awareness of others’ feelings and perspectives.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
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History
In this discipline, students will recognize and evaluate how societies change over
time to analyze and draw conclusions about past and present societies. They will
study how and why modes of transportation and communication have changed
over time. Students will analyze why people immigrate and what immigrants
contribute to Kansas. They will recognize and evaluate how inventors and
important inventions from the past influence their daily lives today using examples
from the United States and the world. They will recognize and draw conclusions
about why major United States landmarks, historic sites, and The Star Spangled
Banner are important.
Ideas: pioneers, local Native American tribes, family, past and present,
society, symbols, transportation, communication, inventions,
immigration, local landmarks, US Capitol, State Capitol
Sample Compelling Questions:
● How do ideas, beliefs, and practices help societies change?
● How do ideas, beliefs, and practices of individuals and groups
change over time?
● If we live in the present, why should we care about the past?
History Competencies
The student:
● compares societies in the past to societies today using primary and secondary
sources.
● compares different accounts of the same event within a society.
● describes the connections between historical events and other relevant ideas
and concepts from various perspectives.
Civics/Government
In this discipline, students will understand the basic concepts of rules and laws as
they apply to past and present societies. Students will recognize that all citizens
have responsibilities. They will identify and demonstrate key attributes of good
citizens in a society and analyze what makes a good leader for their society. They
will demonstrate an understanding of self-efficacy, assertiveness, and empathy.
Students will recognize that many rights in America today and in the past are from
the United States Constitution. They will use their knowledge about rights and
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 48
citizenship to create rules for their classroom.
Ideas: citizenship, rights, responsibilities, privilege, patriotism,
tolerance, shared ideals, character traits, respectful discourse,
US Constitution
Sample Compelling Questions:
● How do the choices of individuals affect a society?
● Does it matter how rules are created and leaders are chosen?
● What causes change in a society?
Civics/Government Competencies
The student:
● describes the roles of people in authority within past and present societies.
● explains how rules can shape societies.
● explains how people work together to accomplish common tasks in past and
present societies.
Geography
In this discipline, students will make and use maps. They will describe places and
the interactions and relationships between physical and human geography.
Students will observe and record geographic information to describe how the
practices of individuals and groups impact environments and how those impact
change in the society.
Ideas: mapping, human geography, physical geography, cardinal
directions, cartography, local geography
Sample Compelling Questions
● How does the way land is used shape a community?
● What effect do people have on their environment?
● How is our environment shaped and changed?
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 49
Geography Competencies
The student:
● describes how geography impacts human activity and how human activity
impacts the geography in past and present societies.
● uses maps and other representations to describe place and the interactions
and relationships between physical and human geography in past and
present societies.
● observes and records geographic information.
Economic
In this discipline, students will recognize and evaluate how economies change over
time and analyze and draw conclusions about past and present societies. They will
understand how available resources influence choices in societies. They will
investigate how to make effective decisions as a consumer, producer, saver,
investor, and citizen to improve society. Students will draw conclusions about how
people meet their wants and needs as societies change and progress.
Ideas: scarcity, resources, choices, consumer and producer, savings
and spending, investing, goods and services
Sample Compelling Questions:
● How does adding or removing resources change the local
economy?
● What factors create a healthy economy?
● How does the economy determine how you live?
Economic Competencies
The student:
● recognizes that scarcity of something increases its value (supply and
demand) in past and present societies.
● explains how scarcity necessitates decision-making.
● compares and contrasts the need or use of barter/trade and money in past
and present societies.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 50
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments. And because Benchmarks also
connect with contemporary issues, teachers should use them to create relevant
relationships between past and present.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about continuity
and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to make a
claim or advance a thesis using evidence and argument.
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
● Maps, local and state business people, photographs, artifacts
● Kansas State Historical Society, National Archives and Records
Administration, Library of Congress
● Local, state and national museums; local, state and national historical sites,
local, state and national Halls of Fame
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 51
Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
(Back to Appendices)
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 52
Appendix
Third Grade
Community
Focus Standard 3: Societies are shaped by the
identities, beliefs, and practices of Individuals and
groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
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Course Description
Third grade standards focus on Communities and local history and the HGSS
standard Societies are shaped by the identities, beliefs, and practices of
individuals and groups. Students will study the role of societal change due to
individual and group identities, beliefs, and practices through the major social
studies disciplines of history, geography, economics, and civics/government.
Integration is encouraged across the four disciplines. The goal is for students to
understand the concept of community as a framework when studying various
disciplines. Students will recognize and evaluate how societies are shaped to
understand and analyze identities, beliefs, and practices of individuals and groups.
The standard and benchmarks focus on instruction that integrates thinking skills,
historical processes, and content so that students can apply their learning to their
own lives.
Connecting with Past Learning
Students should possess a general understanding of their personal history (Sense
of Self) from Kindergarten. They should have a concrete understanding of the HGSS
Standard One, Choices have consequences, in relation to their Sense of Self, family,
and community. Students should recognize and be able to evaluate their rights to
understand and analyze responsibilities. They should be able to explain
responsibilities citizens have to their environment and the impact our environment
has on basic needs. Students should have a basic understanding of the HGSS
Standard Two, Rights and responsibilities, in relation to self and family from first
grade. Students should have basic mapping skills and understand HGSS Standard
Four, Societies experience continuity and change over time from second grade.
Teachers should draw on the students’ prior life experiences, family unit
composition, and individual cultural backgrounds to help students recognize and
evaluate their place in the family and society.
Connecting with Future Learning
In Third Grade understanding of the individual is viewed in a still broader arena,
that of community. In Fourth Grade they will consider how Kansas is similar and
different from U.S regions. In Fifth Grade they will explore American history from
early times-1800.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 54
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of individuals and
groups. A pedagogy that acknowledges, responds to, and celebrates fundamental
cultures, including their similarities and differences, offers full, equitable access to
education for students from all cultures. Culturally Relevant Teaching is a pedagogy
that recognizes the importance of including students' cultural and experiential
references in all aspects of learning. Culture should be reflected in the selection
and use of diverse materials.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level Appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 55
Start with Standards:
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standard(s) that
connects students with content. In Third Grade the Focus Standard is Standard
Three.
3. Societies are shaped by the identities, beliefs, and practices of
individuals and groups.
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 56
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of the disciplines rather than simple acquisition of content
knowledge.
In Third Grade, disciplines may be taught in any order but the integration of
disciplines is encouraged. Student assessment should include evaluation of student
competencies included after each discipline and the cultural and social emotional
character development competencies listed below.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 57
Cultural Competencies
The student:
● knows they and their family do things the same as and different from other
people and groups, and knows how to use what they learn from home,
school, and other places.
● wants to know more about other people’s lives and experience, and knows
how to ask questions respectfully and listen carefully and nonjudgmentally.
● recognizes people as individuals because they know it is unfair to think all
people in a shared identity group are the same.
● works with friends and family to make our school and community fair for
everyone.
Social Emotional Character Development Competencies
The student:
● identifies times when their effort and energy were strong and times when it
was lacking.
● demonstrates the ability to express feelings in a respectful manner.
● describes the importance of understanding perspective.
History
In this discipline, students will recognize and evaluate how identities, beliefs, and
practices of individuals and groups shape society. They will analyze how their
hometown, a major city in Kansas, and other cities of the world are perceived and
function today. Students will understand the motivation and accomplishments of
notable individuals and groups, particularly early settlers, entrepreneurs, and civic
and cultural leaders specific to their hometown. Students will investigate the
significance of events, holidays, and ceremonies that are important to their
community.
Ideas: hometown, major cities, early settlers, entrepreneurs, local
events, local holidays, local ceremonies, culture, identity
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Sample Compelling Questions
● How do customs and cultural traditions shape your
community?
● How and why is your community different from others?
● Why do people choose to live in your community?
History Competencies
The student:
● creates and uses a timeline of their community.
● describes the relationship between two or more historical events based on
identities, beliefs, and practices of individuals and groups in a community.
● uses information to frame important historical questions.
● evaluates events from multiple perspectives.
Civics/Government
In this discipline, students will determine how people can participate in local
government and analyze why choosing to participate is important. Students will
investigate ways that citizens can fulfill their civic duty such as by engaging in one
or more of the following opportunities: serving the common good, being law
abiding, showing respect for others, volunteering, serving the public in an elected
or appointed office, and/or joining the military. They will demonstrate an
understanding of self-efficacy, assertiveness and empathy. Students will examine
the services provided by local governments. They will describe the types,
characteristics, and services of political units, such as city, county, state, and
country. Students will investigate the function of local governments. They will
recognize that all towns/cities in the United States have laws, and all citizens have
equal rights and responsibilities as set forth in both the state and United States
Constitution. Students will define the rule of law as it applies to individuals, family,
school, and local governments. Students will recognize and evaluate how identities,
beliefs, and practices of individuals and groups are protected under their state
constitution.
Ideas: civic values and duties, local government, common good,
volunteering, identities, beliefs, practices, rights and
responsibilities, community service, state constitution, bias
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
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Sample Compelling Questions:
● How do laws represent the identities, beliefs, and practices of
individuals and groups in a community?
● How do identities, beliefs, and practices impact community
participation?
● What opportunities are available for all individuals to participate
equally in your community?
Civics/Government Competencies
The student:
● seeks opportunities and demonstrates characteristics of leadership such as
being trustworthy, fair-minded, and forward-thinking.
● demonstrates good citizenship skills such as showing respect, being
responsible, having a positive attitude, exercising self-discipline, and
engaging in conflict resolution.
● identifies common problems or needs within the school or community and
takes informed action.
Geography
In this discipline, students will investigate settlement patterns to draw conclusions
about a sense of place, first in their community and then in relation to other cities.
Students will compare and contrast the citizens in their community with those of
another city in the context of their geographic, cultural, political, and social
characteristics. Students will recognize and evaluate the importance of a prominent
immigrant group in their community focusing on identity, beliefs, and practices that
brought groups to the area. They will examine the causes and consequences of the
immigrant group’s choice of settlement location, investigate its economic and
cultural contributions to their town/city, and compare that Kansas settlement with
immigrant settlements in other cities.
Students will learn how to use geographic tools and location to analyze the
influence of physical features on decision-making. Students will use maps, graphic
representations, tools, and technologies to locate, use, and present information.
They will identify major landforms, bodies of water, and natural resources in their
community, Kansas, and the world. They will distinguish physical features and
political features of a map. Students will identify and compare the location, climate,
and ecosystems of their town/city to others in the world. They will compare
characteristics among rural, suburban, and urban communities, such as types of
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
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housing, agricultural activities, fuel consumption, recreation population density,
and jobs. They will analyze how identities, beliefs, and practices shape
communities.
Ideas: community, local immigration, Kansas immigration, geographic
tools, physical and political features, local landforms, local
bodies of water, local natural resources, local climate, local
ecosystems, rural, suburban, urban, population density, human
characteristics
Sample Compelling Questions:
● How can a community develop within a community?
● How do identities, beliefs, and practices determine where
people develop communities?
● What important physical and human characteristics create the
identity of your community?
Geography Competencies
The student:
● observes, explores, and compares human and physical characteristics of the
community to create maps.
● reads maps to analyze change in a community.
● creates community maps that include title, symbols, legend, compass rose,
cardinal directions, grid system, and measurement or scale.
Economic
In this discipline, students will recognize that limited resources require people to
make choices to satisfy their wants for goods and services. They will consider how
people’s wants and needs are determined by identities, beliefs, and practices which
determine spending and saving decisions. Students will examine how a market
economy works in their community through buyers and sellers exchanging goods
and services. They will consider the role the market economy has on travel between
communities. They will examine the reason for economic specialization and how
that leads to trade between communities. They will understand that when
borrowing money, the consumer is receiving credit that must be repaid. Students
will explore what goods and services in their community are paid for by taxes.
Students will explore the consequences of borrowing and lending.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
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Ideas: limited resources, market economy, opportunity cost, economic
specialization, trade, borrowing and lending, credit, taxes,
spending and saving
Sample Compelling Questions
● How does a community’s beliefs, ideas, and practices help them
make decisions about money?
● How do individuals and groups influence the economy?
● Why do communities need each other?
Economic Competencies
The student:
● explains how location impacts supply and demand.
● analyzes the cost benefit of a community decision.
● recognizes opportunity costs.
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments both, local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmark:
3.1 Recognizes and evaluates how societies are shaped by the identities, beliefs,
and practices of individuals and groups.
3.2 Analyzes and draws conclusions about how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.3 Investigates the identities, beliefs, practices of individuals and groups.
3.4 Uses their understanding of how societies are shaped by the identities,
beliefs, and practices of individuals and groups to make a claim and support
that claim with evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 62
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
● Local maps, local and state business people, photographs, artifacts, local
archives, community members, community groups
● Kansas State Historical Society, National Archives and Records
Administration, Library of Congress
● Local, state and national museums; local, state and national historical sites,
local, state and national Halls of Fame
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments, and other suggestions listed in the Effective HGSS
Classroom Practices section.
(Back to Appendices)
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 63
Appendix
Fourth Grade
Kansas and Regions of the United States
Focus Standard 5: Relationships among people,
places, ideas, and environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
Fourth grade standards focus on Kansas and Regions of the United States and local
history and the HGSS standard Relationships among people, places, ideas, and
environments are dynamic. Students will compare the regions of the US through
the major social studies disciplines of history, geography, economics, and
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 64
civics/government. Integration is encouraged across the four disciplines. The goal is
for students to understand the concept of community as a framework when
studying various disciplines. Students will recognize and evaluate how societies are
shaped to understand and analyze identities, beliefs, and practices of individuals
and groups. The standard and benchmarks focus on instruction that integrates
thinking skills, historical processes, and content so that students can apply their
learning to their own lives.
Connecting with Past Learning
Students should possess a general understanding of their personal history (Sense
of Self) from Kindergarten. They should have a concrete understanding of the HGSS
Standard One, Choices have consequences, in relation to their Sense of Self, family,
and community. Students should recognize and be able to evaluate their rights to
understand and analyze responsibilities. They should be able to explain
responsibilities citizens have to their environment and the impact our environment
has on basic needs. Students should have a basic understanding of the HGSS
Standard Two, Rights and Responsibilities, in relation to self and family from first
grade. Students should have basic mapping skills and understand HGSS Standard
Four, Societies experience continuity and change over time from second grade.
Students should possess understanding of a market economy and changes within
their local community. They should be able to evaluate Standard Three; Societies
are shaped by the identities, beliefs, and practices of individuals and groups from
Third Grade. Teachers should draw on the students’ prior life experiences, family
unit composition, and individual cultural backgrounds, to help students recognize
and evaluate their place in the family and society.
Connecting with Future Learning
In Fourth Grade, they will consider how Kansas is similar and different from
regions of the United States. The skills and knowledge gained at this grade-level will
prepare students for future learning around Kansas history and geography in the
middle grades.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of individuals and
groups. A pedagogy that acknowledges, responds to, and celebrates fundamental
cultures, including their similarities and differences, offers full, equitable access to
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 65
education for students from all cultures. Culturally Relevant Teaching is a pedagogy
that recognizes the importance of including students' cultural and experiential
references in all aspects of learning. Culture should be reflected in the selection
and use of diverse materials.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards:
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standard(s) that
connects students with content. In Fourth Grade the Focus Standard is Standard
Five.
5. Relationships among people, places, ideas, and environments are
dynamic.
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
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State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of the disciplines rather than simple acquisition of content
knowledge.
In Fourth Grade, disciplines may be taught in any order but the integration of
disciplines is encouraged. Student assessment should include evaluation of student
competencies included after each discipline and the cultural and social emotional
character development competencies listed below.
Cultural Competencies
The student:
● explains their family history and culture, and about current and past
contributions of people in their main identity groups.
● uses accurate, respectful words to describe how they are similar to and
different from people who share their identities, and those who have
different identities.
● describes how life is easier for some people and harder for others based on
who they are and where they were born.
● works with their friends and family to make their school and community fair
for everyone, and works hard and cooperates to achieve goals.
Social Emotional Character Development Competencies
The student:
● provides examples of how effort relates to accomplishing a challenging task
and demonstrates the concept regularly.
● demonstrates the ability to express their wants, needs, thoughts, and
feelings while respecting what others want, need, think, and feel.
● demonstrates listening strategies.
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History
In this discipline, students will recognize and evaluate the significant relationships
of people and events that shaped Kansas and United States regions. They will
analyze how these people and events contributed to the way Kansas and other
regions are perceived and function today. Students will understand the motivation
and accomplishments of notable Kansans and notable individuals or groups in
other regions, particularly early explorers, entrepreneurs, and civic and cultural
leaders. They will analyze the impact of the Oregon-California Trail, Santa Fe Trail,
and the Pony Express Route on the development of regions in the United States
and compare these routes with transportation routes in other regions of the
country.
Ideas: Kansas, transportation systems, trail systems, emigration, civic
and cultural leaders, explorers, entrepreneurs, United States
regions,
Sample Compelling Questions
● What factors determine the identity of a region?
● What impact does immigration have on a region?
● How are significant accomplishments, events, people, or
inventions recognized in a region?
History Competencies
The student:
● frames historical questions about relationships among people, places, ideas,
and environments as they relate to Kansas and Regions of the United States.
● analyzes multiple perspectives.
● recognizes the source and context of primary sources.
● understands relationships among people, places, ideas, and environments
determine regions of the United States.
Civics/Government
In this discipline, students will recognize and evaluate the rights and responsibilities
of citizens. Students will examine the individual’s role as a citizen of their
community, Kansas, and the United States. They will determine how people can
participate in each level of government and analyze why choosing to participate is
important. Students will investigate ways that responsible citizens can fulfill their
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civic duty, such as, engaging in one or more of the following opportunities: serving
the common good, being law-abiding, showing respect for others, volunteering,
serving the public in an elected or appointed office, and/or joining the military.
Students will examine the services provided by state and national governments.
They will describe the types, characteristics, and services of political units, such as
city, county, state, and country. Students will investigate the function of state
governments. They will recognize that all states have constitutions, and all citizens
have equal rights and responsibilities as set forth in both the state and United
States Constitution. Students will recognize and evaluate the shared ideals in the
United States and the relationships among people, places, ideas, and environment
for each region of the United States.
Ideas: rights and responsibilities, citizenship, civic duty, levels of
government, Kansas Constitution, United States Constitution,
community service
Sample Compelling Questions
● How does a citizen affect change in government?
● How could the active engagement of a citizen impact society?
● How do relationships among people, places, ideas, and
environment influence state and national laws?
Civics/Government Competencies
The student:
● explains how individuals demonstrate good citizenship skills.
● takes responsibility for obeying rules and helping others.
● participates in group decision-making through consensus.
● engages effectively in a range of collaborative discussions with diverse
partners, building on the ideas of others, and expressing their own clearly.
Geography
In this discipline, students will investigate settlement patterns to draw conclusions
about a sense of place, first in Kansas and then in relation to the United States
regions. Students will compare and contrast the Kansa with one prominent tribe
from each region in the United States in the context of their geographic, cultural,
political, and social characteristics. Students will recognize and evaluate the
importance of a prominent immigrant group to Kansas. They will examine the
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relationship among people, places, ideas, and environment in influencing the
immigrant group’s choice of settlement location, investigate its economic and
cultural contributions to Kansas, and compare that Kansas settlement with
immigrant settlements in other regions of the United States. Students will
investigate the human characteristics of Kansas and Regions of the United States,
such as languages, customs, economic activities, and food.
Students will use maps, graphic representations, tools, and technologies to analyze
the regions of the United States. They will identify major landforms and bodies of
water in Kansas, regions of the United States, and the world. Students will identify
and compare the climate and ecosystems of Kansas and to the regions of the
United States. They will draw conclusions about the relationships among people
and their environment that determine the location of human activities. Students
will analyze natural resource challenges and draw conclusions about the solutions
people have developed as they use renewable and nonrenewable resources.
Ideas: Kansas, United States regions, Kansa, geographic characteristics,
cultural characteristics, political features, physical features,
social characteristics, immigration, human characteristics,
absolute location, renewable and nonrenewable resources,
ecosystems
Sample Compelling Questions
● How does the physical environment, climate, and ecosystems
influence the way people live?
● How do people decide who has the right to use renewable and
nonrenewable resources of a region?
● How did immigrant groups impact the region they inhabited?
Geography Competencies
The student:
● uses mapping skills to identify people, places, and environments in the
regions of the United States.
● reads various types of map grid systems, symbols, legends, scales, etc.
● determines absolute and relative location of places.
● uses charts, graphs, and tables to gather information.
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Economic
In this discipline, students will recognize and evaluate how limited resources
require choices. They will analyze the concepts of opportunity cost and cost-benefit
in the context of choices made in Kansas and other United States regions to draw
conclusions about these choices. Students will examine how natural, capital, and
human resources are used in the production of goods and services. They will
analyze the roles of consumer, producer, saver, investor, and entrepreneur.
Students will examine the reasons for economic specialization and how that leads
to trade between regions of the United States. They will trace the production,
distribution, and consumption of a particular good in the state and regions.
Students will describe how a market economy works in the United States and
consider the role of the government in the market economy.
Ideas: opportunity cost, market economy, natural resources, capital
resources, human resources, producer and consumer, saving
and spending, economic specialization, taxes, entrepreneur
Sample Compelling Questions
● How do goods produced in Kansas impact the lives of people in
other regions of the United States?
● How does the availability of natural resources result in different
economic choices across Kansas and Regions of the United
States?
● How do the relationships among people, places, ideas, and
environments impact a market economy?
Economic Competencies
The student:
● explains the production, distribution, and consumption of a product.
● discusses opportunity cost in regards to choices made in different regions of
the country.
● defines the characteristics of a market economy (private property, voluntary
exchange, competition, etc.).
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Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to make a
claim or advance a thesis using evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
● Kansas maps, local and state business people, photographs, artifacts, local
archives, community members, community groups, US maps
● Kansas State Historical Society, National Archives and Records
Administration, Library of Congress
● Local, state and national museums; local, state and national historical sites,
local, state and national Halls of Fame
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Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
(Back to Appendices)
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Appendix
Fifth Grade
US History:
(Beginnings through 1800)
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
responsibilities:
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● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
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3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
The fifth-grade course-of-study begins with the introduction of people and lands
before European exploration. Students use their understanding of social studies
concepts and cause-and-effect relationships to study the development of America
through the establishment of the United States as a new nation. By applying what
they know from civics, economics, and geography, and a developing sense of
history, students learn the ideals, principles, and systems that shaped this country’s
founding. They conclude the Fifth Grade by applying their understanding of the
country’s founding and the ideals in the nation’s fundamental documents to issues
of importance to them today.
Connecting with Past Learning
Students should possess a general understanding of basic social studies concepts
such as economics, cultural and physical geography, civics/government, and
history. They should have experience with the Effective HGSS Classroom Practices and
be able to integrate those into their own learning.
This course should build on prior student-learning of the basic concepts of social
studies. This should include the locations of the western hemisphere and North
America and more specifically, the regions and states of the United States. Students
should be able to apply the concepts of significant people, ideas, and events to the
study of early America. They should be familiar with economic concepts such as
supply and demand, opportunity costs, production of goods and services, and the
use of natural, capital, and human resources. Students should understand civics
concepts, which include the roles, rights, and responsibilities of a member/citizen of
a family, school, Kansas, and the United States.
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Connecting with Future Learning
In sixth grade, students will learn about many of the same social, political, and
economic concepts introduced in Fifth Grade but applied to a different geographic
region and culture. Foundational knowledge and skills taught in Fifth Grade are
essential for success in middle school. Recurring themes are: the expanding role of
the federal government, the continuing tension between the individual and the
state and between minority rights and majority power, the conflict over slavery,
push/pull factors of immigration, and the contentious interaction with Native
Americans.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. A pedagogy that acknowledges, responds to, and celebrates
fundamental cultures offers full, equitable access to education for students from all
cultures. Culturally Relevant Teaching is a pedagogy that recognizes the importance
of including students' cultural and experiential references in all aspects of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards:
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standards that
connects students with relevant content.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are dynamic.
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
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Kansas State Department of Education | www.ksde.org 80
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of history rather than simple acquisition of content
knowledge.
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● Societies of the North America: Lands and People: Ancient—1400s
● Exploration and Conflict: 1000s–1600s
● Colonization: 1600s–1760s
● The Road to Independence: 1750s–1770s
● The American Revolution: 1770s–1780s
● Building a New Nation: 1770s–1790s
Instructional Narrative and Content Outline
This narrative and outline is intended as a guide for unit design, not as a list of required
items, and so was developed with the understanding that content often overlaps.
Because of this overlap, it may seem as if important ideas, people, places, and events are
missing from this outline. But it would be impossible for students to learn, for
example, about the Founding Fathers without also learning about Alexander
Hamilton and Thomas Jefferson so they do not appear in this outline. Teachers may
amend this outline in ways that best fit the instructional needs of their students.
Societies of North America: Lands and People: Ancient—1400s
Students consider the diversity of the various Native American nations in what is
today the United States and their unique experiences before contact from others
outside North America. This will include their locations, populations, and cultural
identities. Students should analyze the impact of these nations on past and current
American society.
Ideas: migration, civilizations, shelter, culture, cultural groups,
beliefs, archaeology, pre-Columbian societies of North
America
Sample Compelling Questions
● What defines a people?
● How do beliefs and history identify a culture?
● Why do people change the way they live?
● Why were natural resources a common cause of conflict among
Native American cultural groups?
Exploration and Conflict: 1000s–1600s
This period begins with the encounters between Native Americans and European
explorers. During this unit students will concentrate on the causes and conflict
associated with the exploration, and settlement of North America. Students will
analyze the competing interests of European nations and their Native American
counterparts.
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Ideas: technology, exploration, European search for wealth and
resources, trade, Imperialism, conflict, conquest, exploitation,
Northwest Passage, Columbian Exchange, spread of
Christianity
Sample Compelling Questions:
● What were the consequences of European exploration?
● What were the perceived rights of the explorers and how did
they impact the rights of the Native Americans?
● How did the differing beliefs of Native Americans and European
nations contribute to conflict?
● What was the impact of the conflict between Europeans and
Native Americans on the people of North America?
● How have the outcomes of these conflicts impacted Native
American groups today?
Colonization: 1600s–1760s
This period of history focuses on the establishment, growth, and distinctive
qualities of the various colonies. This includes the marked regional, political, social,
and economic differences between the New England, Middle, and Southern
colonies. Students should examine how these differences shaped the individuality
of these colonies.
Ideas: wealth and resources, indentured and involuntary
servitude/slavery, trade, religious freedom, governing, salutary
neglect, social and gender issues, aristocracy
Sample Compelling Questions
● Why would a person choose to be an indentured servant?
● Which colony was the most democratic?
● How did the beliefs, ideas, and practices of the Puritans lead to
religious freedom in the United States?
● How did the various colonies change and adapt over time?
● How did the relationship with the Native American groups
impact the colonies?
The Road to Independence: 1750s–1770s
The period leading up to the Declaration of Independence is shaped by
Enlightenment ideas, geography, and conflict. The Enlightenment ideas should be
studied for their influence on individual and natural rights of citizens. The
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geographic separation of the colonies from the English Crown by the Atlantic Ocean
allowed for the free flow of these revolutionary, and at times radical, ideas.
Conflicts abounded in this period from within and without. Students should
examine how the Enlightenment ideas, economics, conflicts, and geography come
together in the Declaration of Independence and ultimately the American
Revolution.
Ideas: taxation without representation, independence, alliance,
natural rights, Enlightenment, monarchy
Sample Compelling Questions
● What were the consequences of the choice by some colonists to
resist British policies?
● How were the rights of colonists different from those of citizens
living in Britain?
● Were the signers of the Declaration of Independence traitors?
● How did the American economy, geography, and politics impact
Britain’s ability to govern?
The American Revolution: 1770s–1780s
The American Revolution cast a vision for a nation founded upon revolutionary
ideas. Students will construct an understanding of colonial efforts to organize a
government based on these ideas, the hardships and successes faced by the
revolutionary army, the effects of the revolution on the home front, and the global
context of the American Revolution.
Ideas: independence, self-government, freedom, liberty, equality,
revolution
Sample Compelling Questions
● Was the American Revolution avoidable?
● What are the revolutionary rights laid out in the Declaration of
Independence?
● Would you have been a Tory or a rebel?
● Did winning the Revolutionary War create revolutionary changes
for Americans?
● Why was France a colonial ally during the Revolutionary war?
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Building a New Nation: 1770s–1790s
The post-revolutionary period in the United States is a critical moment in United
States history. During this era, the American Experiment goes through a period of
refinement while dealing with the difficulties faced by the new nation.
Ideas: individual rights, limited government, separation of powers,
checks and balances, federalism, slavery, suffrage, religious
freedom, states’ rights, US Constitution
Sample Compelling Questions
• What were the choices and consequences faced by the writers
of the Constitution over the issue of slavery?
• How does the Bill of Rights affect individuals today?
• What voices were missing from the Constitutional Convention?
• What changed after the Constitution was ratified?
• Was the government developed under the Constitution an
effective and efficient system?
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
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investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
● Kansas maps, local and state business people, photographs, artifacts, local
archives, community members, community groups, US maps
● Kansas State Historical Society, National Archives and Records
Administration, Library of Congress
● Local, state and national museums; local, state and national historical sites,
local, state and national Halls of Fame
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
Fifth Grade Competencies
In grades K-4, the competencies are discipline-specific and are located within each
discipline section of the respective document. Fifth grade is a transition-year to
teaching social studies as an integrated course with history being the focus.
Although students in grades K-4 have been introduced to primary sources, in Fifth
Grade they should begin to apply the principles of interpretation in their work.
Student assessment should include evaluation of the student competencies listed
below.
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History Competencies
The student:
● discusses the importance of considering the source of a document and
the circumstances under which it was created (Sourcing).
● discusses the importance of the location of something in time and place
and how these factors impact our interpretation (Contextualization).
● identifies corroboration or points of agreement or disagreement across
multiple sources.
● analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
Civics/Government Competencies
The student:
● distinguishes the responsibilities and powers of the branches of
government.
● discusses key United States Constitutional concepts and principles.
● explains how people make rules to create responsibilities and protect
freedoms.
● applies civic virtues and democratic principles in the school setting.
● identifies core civic virtues, democratic principles, beliefs, experiences,
and values that guide societies.
● participates appropriately in discussions with individuals with whom they
disagree.
Cultural
The student:
● demonstrates pride about their identity without making someone else
feel badly about who they are.
● identifies and connects to other people and knows how to talk, work, and
play with others even when they are different or when they disagree.
● understands that the way groups of people are treated today, and the
way they have been treated in the past, is a part of what makes them who
they are.
● knows about the actions of people and groups who have worked
throughout history to bring more justice and fairness to the world.
● pays attention to how people (including themself) are treated, and tries to
treat others how they like to be treated.
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Economic Competencies
The student:
● asks economic questions.
● analyzes economic information from a variety of sources.
● answers economic questions by organizing and presenting economic
information in various modes of communication.
● demonstrates economic decision-making skills.
Geography Competencies
The student:
● asks geographic questions.
● acquires geographic information from a variety of sources.
● organizes and presents geographic information using a variety of
methods and resources.
● analyzes geographic information to seek patterns, relationships, make
predictions, make inferences, and draw conclusions.
Social Emotional Character Development
The student:
● demonstrates ways to increase their own self-confidence when facing
challenging tasks.
● explains how their ability to express their wants, needs, and feelings in a
respectful way is important in their current and future life.
● demonstrates understanding and perspective by asking questions in a
respectful manner.
(Back to Appendices)
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Appendix
Middle-Level
Ancient World History:
(Beginnings to 1300 CE)
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
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responsibilities:
● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
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contemporary issues.
3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
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● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
The Ancient World History course covers the period from the birth of the river
civilizations to approximately 1300 CE. Students will examine the development of
civilizations. The course will include a discussion of characteristics of civilizations
including the development of agriculture, governments, division of labor, social
hierarchies, and culture. Students will focus on causes, effects, and turning points in
the rise and fall of various civilizations. They will investigate major religions and
their impact on governments, society, and culture. The course will include an
examination of the spread and transformation of culture and ideas across these
regions through trade and conquest. Students will draw conclusions about the
significance of various civilizations and their connection to events, ideas, and
culture today.
Connecting with Past Learning
Students should possess a general understanding of social studies concepts related
to geography, economics, and civics/government through their studies in
elementary grades. Students will build on their understanding of history as a
discipline from their study of American history in Fifth by applying this
understanding to the content of Ancient World History. They should have
experience with the Effective HGSS Classroom Practices and be able to integrate
those into their own learning.
Connecting with Future Learning
Students will be asked in high school to continue their study of world history to
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modern times. They will build on concepts of geography, economics,
civics/government and history learned in their Ancient World History course to
understand contemporary events. The skills and content learned at this grade-level
will be used as background and prior knowledge for their study of modern world
history.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. A pedagogy that acknowledges, responds to, and celebrates
fundamental cultures offers full, equitable access to education for students from all
cultures. Culturally Relevant Teaching is a pedagogy that recognizes the importance
of including students' cultural and experiential references in all aspects of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards:
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standards that
connects students with relevant content.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are dynamic.
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
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world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
So, the specific content contained in these units is not mandated but is made
available as a possible course-level scope and sequence to assist in the planning of
lessons and units. It should be remembered that during this planning, emphasis
must be placed on the “doing” of history rather than simple acquisition of content
knowledge.
• Early River Civilizations
• Civilizations and Societies of the Mediterranean and Middle East
• Sub-Saharan African and Southern Asian Civilization
• East Asian Civilizations
• Central and South American Civilizations
• European Civilizations
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Early River Civilizations
Students should focus on the developments of the early river civilizations of
Mesopotamia, Egypt, India, and China. The unit should discuss the impact of
geographic locations and resources in terms of water and rivers on the
development of early civilizations. Particular focus should be placed on the
development of government institutions, culture, religion/philosophy, and cross-
cultural trade.
Ideas: writing, agriculture, religion, conflict & conquest, polytheism,
monotheism, Judaism, Islam, Hinduism, Confucianism,
Buddhism, government, codifying laws (Hammurabi’s Code),
caste system, Mandate of Heaven, Right of Kings
Sample Compelling Questions
• Is the ruler above the law?
• Do rights matter?
• What makes a rule/law just?
• How does religion shape society?
• How were rivers important?
Civilizations and Societies of the Mediterranean and Middle East
Students should trace the development of Greek, Roman, Islamic, and North
African Civilizations and societies and their impact across the globe. The focus of
this unit should cover the continuation and further development of societies. This
may include, how and why changes happened in these societies, noting the rise and
fall of governments, development of culture, and the influence of cross-cultural
exchanges.
Ideas: Direct-democracy, representative-democracy, theocracy,
monarchy, oligarchy, Trans-Saharan caravan routes, Silk Road,
Judaism, Christianity, Islam, Caliphate, Islamic Golden Age,
Abbasid Empire, Ibn Battuta
Sample Compelling Questions
• If you got to choose, what kind of government would you like to
live under?
• What responsibilities might be different for a citizen if they lived
in a theocracy or a monarchy?
• Does identity impact one’s rights in society?
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• How might religion define or refine a society over time?
• How did the rapid rise of Islam impact the existing religions in
the region into which it spread?
Sub-Saharan African and Southern Asian Civilization
Students should trace the advancement of civilizations and societies in Sub-Saharan
Africa and Southern Asia. Instruction should focus on how these societies
developed and formed complex political systems and cultural practices that were
unique to the region. Students should construct an understanding of how the
cross-cultural exchanges amongst societies, specifically those in North Africa, the
Middle East, and East Asia, impacted the development of their own civilizations and
societies.
Ideas: Great Zimbabwe, Bantu Migration, Pagan Empire, Angkor Wat,
Gupta Empire, Mali & Askum Empires, Indian Ocean Trade and
Caste System
Sample Compelling Questions
• Why do people choose to migrate?
• How does a caste-like system help governments to rule?
• What is the impact of having assigned roles in society?
• How might trade change a society?
• What is the relationship between geography and the need to
trade?
East Asian Civilizations
Students should trace the further advancement of civilizations and societies of East
Asia. Instruction will examine the impact of geography on how these dynasties and
empires grew and the impact it had on culture. They should investigate the
innovations of East Asian civilizations and how these ideas were transmitted
through cross-cultural exchanges to other parts of the world.
Ideas: Genghis Khan, Mongol Invasion, Taihō Code, Grand Canal, Heian
Literature, Porcelain, Goryeo, Wu Zetian (Empress Wu)
Sample Compelling Questions
• How did geography help determine the power and influence of
a dynasty?
• Why is a code of laws important?
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• What role did women play in these societies?
• How did these empires change the way we live today?
• Is the role of soldier/warrior different today?
Central and South American Civilizations
Students should construct an understanding of civilizations across Central and
South America. Instruction will compare and contrast civilizations of Central and
South America, examining the impact of geography on the culture and way of life of
these civilizations. They will investigate religion, family and social structure,
government, trade, and innovations of the Mayas, Aztecs, and Incas. They will
examine the causes of the decline and conquest of these civilizations.
Ideas: calendars, astronomical observatories, division of labor
Sample Compelling Questions
• How do people determine who has what job?
• Does a civilization’s culture end with conquest?
• How do religious practices change societies?
• Why do civilizations die?
• Is conquest ever justified?
European Civilizations
Students should construct and understanding of the advancement and spread of
civilizations in Europe. Students will recognize the influence of the Christian church
on the small kingdoms of Europe after the fall of the Roman Empire. Instruction will
examine the conflicts between religious and political leaders and how they shaped
society and culture. Students will draw conclusions about the causes and effects of
the Crusades and will investigate changing views on rights as expressed in the
Magna Carta and through the development of Parliament in England. They will
evaluate the impact of the Black Death on European society.
Ideas: Great Schism, feudalism, chivalry, crusades, missionaries,
parliament, plagues, Charlemagne, Magna Carta
Sample Compelling Questions
• Why did people choose to fight in the Crusades?
• What did the Crusades have to do with perceived rights and
responsibilities?
• What difference does it make what church you belong to?
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• How did the bubonic plague change Europe?
• Can “the people” be trusted to rule?
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks through three by making a
claim and supporting that claim with evidence (Benchmark Four).
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
• National Archives and Records Administration, Library of Congress, Internet History
Sourcebook, Smithsonian Learning Lab, World Digital Library
• National historical sites and national Halls of Fame
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
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Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
Middle-Level Competencies
History
The student:
• analyzes and interprets a variety of texts and media.
• describes what sourcing a document is and communicates its importance
in historical terms.
• describes and communicates what context is and its importance in
understanding history.
• demonstrates historical knowledge about a time period or era by
demonstrating significance and/or recounting an appropriate narrative.
• discusses specific instances of continuity and change over time.
• demonstrates their understanding of history by categorizing the causes
and impact of significant events.
• identifies the relevance of particular sources to a particular inquiry.
Civics/Government
The student:
• demonstrates the connection to personal interest, civic virtue, and
democratic principles in their own life.
• uses personal standards and fact-based criteria to make judgments about
positions on an issue and then to take a position on that issue.
• explains the origins and structures defined by the United States
Constitution and compares those structures to those of other political
systems.
Cultural
The student:
• describes aspects of personal identity and respects differences in the
identities of others.
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• investigates other people’s histories and lived experiences, respectfully
asks questions, and listens nonjudgmentally.
• recognizes and describes unfairness and injustice in many forms
including attitudes, speech, behaviors, practices, and laws.
• demonstrates empathy when people (including self) are mistreated or
excluded because of their identities.
Economic
The student:
• gathers and organizes economic information from a variety of sources.
• analyzes and interprets economic information.
• draws conclusions and answers economic questions.
Geography
The student:
• asks geographic questions about spatial distributions, place, location
scale and perspective, patterns and other geographic concepts.
• gathers and organizes geographic information from a variety of sources.
• analyzes and interprets geographic information.
• draws conclusions and answers geographic questions.
• demonstrates understanding of the relationship between local
environment, and human political and economic activity.
Social Emotional Character Development
The student:
• describes how ability can grow with effort.
• demonstrates the ability to respond to different points of view
respectfully.
• demonstrates questioning as a way to increase their understanding of
other’s feelings and perspectives.
(Back to Appendices)
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Appendix
Middle-Level
Geography
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
responsibilities:
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● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
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3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
The middle-level geography course should familiarize students with their world
using the content topics. Students should develop skills and knowledge about
location, place, human/environmental interaction, movement, and regions. The
course should compare and contrast these themes across all continents. Special
attention should be given to the most essential skills and knowledge of the
discipline. Instruction should feature examples from a variety of geographic
regions. The course should be rigorous and relevant with instruction that integrates
thinking skills, historical processes, and content so that students are able to apply
their learning to their own lives. Students can apply their geographic knowledge to
their community, state, nation, world, and themselves. Instruction should include
the integration of concepts and principles from history, economics, geography,
civics, and the humanities.
Connecting with Past Learning
Students should possess a general understanding of Kansas geography, symbols,
industry, culture, and identify with a community or region of the state. They should
have basic geography skills and an awareness of the different regions of the United
States. They should be familiar with United States History prior to 1800 and World
History to about 1300. They should have experience with the Effective HGSS
Classroom Practices and should be aware of the discipline’s ways of thinking or
habits of mind.
Connecting with Future Learning
Students will be asked to link their understanding of geography with events in
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future integrated courses such as World and United States History. This
understanding will provide needed background knowledge in other courses such as
literature, science, and other technical subjects. The skills and content taught at this
grade-level may be used as background and prior knowledge for future pursuits in
geography. Critical components of their experience in middle-level geography
should include reading, writing, and speaking about geography. Students should
become familiar with specific habits of mind that make up the HGSS disciplines.
Students should also be able to recognize, evaluate, analyze, and investigate
specific topics in order to draw conclusions or parallels between those topics and
others.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. A pedagogy that acknowledges, responds to, and celebrates
fundamental cultures offers full, equitable access to education for students from all
cultures. Culturally Relevant Teaching is a pedagogy that recognizes the importance
of including students' cultural and experiential references in all aspects of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards:
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standards that
connects students with relevant content.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are dynamic.
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Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of geography rather than simple acquisition of content
knowledge.
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• Introduction to Geography
• Physical Geography: The Earth and Landforms
• Physical Geography: Physical Systems
• Human Geography: Culture
• Human Geography: Government, Economics, and Religion
• Human Interactions with the Earth and Environment
Introduction to Geography
Students should address geographic elements, the National Geography standards,
and the National Council for the Social Studies (NCSS) Thematic strands. In addition,
students should interpret various types of geographic information and how
geographers look at the world. Students should be introduced to existing and
emerging technologies in geography. Students should be able to analyze the
characteristics of physical and human geography and apply this analysis to their
world.
Ideas: physical geography, human geography, place, location, regions,
physical systems, human systems, environment, themes of
geography
Sample Compelling Questions
• How do geographers look at the world?
• How might the rights of people be affected by geography?
• How did differing ideas about the earth’s geography impact
development?
• How have absolute and relative location changed over time?
• How does physical and human geography impact my life?
Physical Geography: The Earth and Landforms
This content topic may have significant overlap with science instruction grades
6—8. Collaboration and coordination of curricular design with science is
recommended.
Students should be introduced to physical geography with a concentration on
physical features. They should be able to analyze the characteristics of physical
geography and apply this analysis to their world. Students should address
geographic elements, the National Geography standards, and the NCSS Thematic
strands. In addition, students should interpret various types of geographic
information and how geographers look at the world.
Ideas: surface forces, physical features, Earth’s structure, subterranean
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forces, the water cycle, supply and scarcity, climate zones,
climate change
Sample Compelling Questions
• What is the impact of physical systems on choices people make
on where they live?
• In what ways does scarcity of resources impact the rights of
citizens in a region?
• How do ideas and beliefs about resources impact the daily lives
of people in a given region?
• How might the current physical and ecological processes impact
Earth and its inhabitants in the future?
• How do surface forces and weather impact other physical
systems?
Physical Geography: Physical Systems
This content topic may have significant overlap with science instruction grades
6—8. Collaboration and coordination of curricular design with science is
recommended.
Students should be introduced to physical geography with a concentration on
physical systems. They should address geographic elements, the National
Geography standards, and the NCSS Thematic strands. In addition, students should
interpret various types of geographic information and how geographers look at the
world. Students should be able to analyze the characteristics of physical geography
and apply this analysis to their world.
Ideas: orbit, rotation, revolution, sun, planets, seasons, ecosystems,
natural resources, renewable and nonrenewable resources,
energy
Sample Compelling Questions
• What would be the consequences of a different earth orbit,
rotation, or revolution?
• What are the global responsibilities for managing the physical
environment?
• How might beliefs and ideas about energy impact the world’s
resources?
• How are the physical systems changing?
• What factors contribute to creation of various ecosystems?
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Human Geography: Culture
Students should be introduced to human geography with a concentration on
culture. They should address geographic elements, the National Geography
standards, and the NCSS Thematic strands. In addition, students should interpret
various types of geographic information and how geographers look at the world.
Students should be able to analyze the characteristics of culture and apply this
analysis to their world.
Ideas: culture groups, culture traits, race, ethnicities, languages,
cultural diversity, cultural diffusion, population patterns,
population growth, demographics, movement, immigration,
migration
Sample Compelling Questions
• What types of choices influence the development of a culture?
• How are rights defined within a culture?
• How does the diversity within a region impact its cultural
development?
• What are the most critical factors in bringing about cultural
change?
• What is the impact of climate and resources on culture?
Human Geography: Government, Economics, and Religion
Students should be introduced to human geography with a concentration on
government, economics, and religion. They should address geographic elements,
the National Geography standards, and the NCSS Thematic strands. In addition,
students should interpret various types of geographic information and how
geographers look at the world. Students should be able to analyze these
characteristics of human geography and apply this analysis to their world.
Ideas: democracies, monarchies, dictatorships, oligarchies, military
states, command economy, market economy, mixed market
economy, communism, socialism, impact of religion on
development, Buddhism, Christianity, Hinduism, Islam, Judaism,
Sikhism, etc.
Sample Compelling Questions
• How do religious and economic choices affect a region’s political
systems?
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• What role do individual rights play in political, economic, and
religious systems?
• How do political, economic, and/or religious beliefs shape a
culture?
• What system would be easiest to change: political, economic, or
religious?
• What tension exists between political, economic, and religious
systems within a culture?
Human Impact on the Earth and Physical Systems
Students should be introduced to physical and human geography with a
concentration on interconnectedness and interaction between human and physical
systems and implications of those relationships. Students should address
geographic elements, the National Geography standards, and the NCSS Thematic
strands. In addition, students should interpret various types of geographic
information and how geographers look at the world. Students should be able to
analyze the characteristics of culture and apply this analysis to their world.
Ideas: adaptation, industrialization, technology, energy, resources,
consumption, production, waste, changing the physical
environment, pollution, climate change, globalization
Sample Compelling Questions
• What are the critical factors on people’s decisions on where to
live and work?
• What are the responsibilities of land ownership and
management?
• How will current ideas about resource management impact the
world of the future?
• What critical changes are required to improve the health of the
planet?
• How does change in world population impact the geographic
landscape?
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
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Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
• National Geographic Education, On-line map resources, On-line virtual reality
(VR) resources, geographic information system (GIS), Royal Geographic
Society (UK)
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading,
writing, and communication skills found in the Effective HGSS Classroom Practices
section. Students need these skills to be effective citizens.
Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
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Middle-Level Competencies
Geography
The student:
• asks geographic questions about spatial distributions, place, location
scale and perspective, patterns and other geographic concepts.
• gathers and organizes geographic information from a variety of sources.
• analyzes and interprets geographic information.
• draws conclusions and answers geographic questions.
• demonstrates understanding of the relationship between local
environment, and human political and economic activity.
• constructs maps to describe spatial and cultural patterns.
• uses technology and other representations to explain relationships
between geographic and/or political areas.
• discusses possible reasons for differences between areas with similar
environments yet distinctly different cultures.
Civics/Government
The student:
• demonstrates the connection to personal interest, civic virtue, and
democratic principles in their own lives.
• uses personal standards and fact-based criteria to make judgments about
positions on an issue and to take a position on that issue.
• explains the origins and structures defined by the United States
Constitution and compare those structures to those of other political
systems.
Cultural
The student:
• describes aspects of personal identity and respects differences in the
identities of others.
• investigates other people’s histories and lived experiences, respectfully
asks questions, and listens nonjudgmentally.
• recognizes and describes unfairness and injustice in many forms
including attitudes, speech, behaviors, practices, and laws.
• demonstrates empathy when people (including self) are mistreated or
excluded because of their identities.
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Economic
The student:
• gathers and organizes economic information from a variety of sources.
• analyzes and interprets economic information.
• draws conclusions and answers economic questions.
History
The student:
• analyzes and interprets a variety of texts and media.
• describes and communicates what context is and its importance in
understanding history.
• identifies the relevance of particular sources to a particular inquiry.
Social Emotional Character Development
The student:
• describes how ability can grow with effort.
• demonstrates the ability to respond to different points of view
respectfully.
• demonstrates questioning as a way to increase their understanding of
other’s feelings and perspectives.
(Back to Appendices)
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Appendix
Middle-Level
Kansas History
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
responsibilities:
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● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
3.4 The student will use their understanding of how societies are shaped by
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the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
The Kansas History course begins with a study of early peoples of the land that was
to become Kansas. The course will cover major events, individuals, groups,
innovations, and movements from pre-history to the present. The course should
seek to build a connection or relationship between the student and the state. The
course should be rigorous and relevant with instruction that integrates thinking
skills, historical processes, and content so that students are able to apply their
learning to their own lives. Instruction should include the integration of concepts
and principles from history, economics, geography, civics, and the humanities.
Connecting with Past Learning
Students should possess a general understanding of Kansas geography, symbols,
industry, culture, and identify with a community or region of the state. They should
have basic geography skills and an awareness of the different regions of the United
States. Students should have constructed a basic understanding of Kansas history,
United States history prior to 1800, and early World history. They should have
experience with the Effective HGSS Classroom Practices and be able to integrate
those into their own learning.
Connecting with Future Learning
Students will be asked in future grades to link community and state history with
events in United States History. The skills and content taught at this grade-level will
be used as background and prior knowledge for future pursuits in the discipline.
Critical components of their experience in Kansas History should include reading,
writing, and speaking about Kansas History. Students should become familiar with
specific habits of mind that make up the History/Government/Social Studies
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disciplines. Students should continue to use the Effective HGSS Classroom Practices
so that they can recognize, evaluate, analyze, and investigate Kansas History topics
in order to draw conclusions or parallels between those topics and topics that will
be studied in other middle and upper level courses.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. Instructional designs that acknowledge, respond to, and celebrate
fundamental cultures offer a full and equitable access to education for students
from all cultures. Culturally Relevant Teaching is a pedagogy that recognizes the
importance of including students' cultural and experiential references in all aspects
of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standards that
connects students with relevant content.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are dynamic.
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
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include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of history rather than simple acquisition of content
knowledge.
• Early Peoples, Exploration, and Drawing Boundaries (7000 BCE – 1854 CE)
• Statehood and the Civil War (1854 – 1865)
• Kansas: To the Stars through Difficulty (1865 – 1890s)
• Progress and Reform (1860s – 1920s)
• Good Times and Bad (1920s – 1940s)
• Kansas and a Changing World (1950’s – 2000s)
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• Kansas and a Modern World (1970s – Present)
Early Peoples Exploration and Drawing Boundaries (7000 BCE-1854 CE)
Students will examine and analyze the diversity of peoples and cultures who
inhabited what would become Kansas and investigate how their beliefs, ideas, and
their relationships with the environment changed over time. They will analyze the
motivations and impact of European explorers, American encroachment, and the
relocation of indigenous peoples.
Ideas contrasting cultures, exploration, settlement, adaptation, trade,
indigenous peoples
Sample Compelling Questions
• Why did people choose to live in Kansas?
• Whose land was it?
• Do differing beliefs lead to conflict?
• Are there winners and losers when cultures collide?
• Is assimilation justifiable?
Statehood and Civil War (1854—1865)
Students will investigate the historical context under which the state was settled
and the role Kansas played in the Civil War. They will trace the development of state
government from the territorial period through statehood.
Ideas popular sovereignty, slavery and abolition, underground
railroad, transportation/communication, state constitutions,
Free State Movement
Sample Compelling Questions
• Why move to Kansas?
• When should individuals fight for the rights of others?
• What factors impact social change?
• Does “Bleeding Kansas” tell the story of Kansas’ role in the Civil
War?
• How did popular sovereignty lead to the Civil War?
Kansas: To the Stars through Difficulty (1865—1890s)
Students will evaluate the impact of frontier forts, railroads, cattle, farming,
migration, and immigration on the development of the state’s government, politics,
economy, and cultural identity.
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Ideas homesteading, immigration, romantic image of the West,
promotion and growth of agriculture, railroads
Sample Compelling Questions
• Do businesses need rules?
• Was Kansas the “Promised Land”?
• What impact does immigration have on the state in this time
period?
• Who benefits from industry?
• Why are too few railroads and too many railroads a problem?
Progress and Reform (1860s—1920s)
Students should investigate the development of specific industries within the state
and critical reform movements. The bulk of the time in this unit should be spent
considering the historic, economic, political, and geographic context of these
developments and the conditions which existed to inspire these reforms.
Ideas industrialization, specialization, transportation, communication,
prohibition, populism, progressivism, suffrage movements,
socialism
Sample Compelling Questions
• Do reform movements result in change?
• Do workers have rights?
• Who should be allowed to vote?
• Why do businesses grow?
• Should government protect people from themselves?
Good Times and Bad (1920s—1940s)
Students will investigate the dynamic relationship between the state’s economy and
the United States economy. They will analyze the causes and effects of the Dust
Bowl. Students will investigate Kansas’ role in World War I and II.
Ideas distribution of wealth and resources, Win the War with Wheat,
agricultural conservation, the New Deal, debt, war economy and
industry, growth of entertainment
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Sample Compelling Questions
• Why do economies go bad?
• Does the government have a duty to help those in need?
• What is our responsibility to the environment?
• Does war bring economic prosperity?
• If rich people get richer, does that mean poor people get
poorer?
Kansas and a Changing World (1950s—2000s)
Students will examine the role of Kansas as the United States develops into a world
leader. They will evaluate political, social, and economic changes in the nation and
its impact on Kansas.
Ideas Communism, Cold War, Brown v Topeka Board of Education,
civil rights, rise of interstate transportation, military industrial
complex
Sample Compelling Questions
• Do states need federal funding?
• Did desegregation work?
• Are all Kansans equal?
• How did the Brown v BOE case change life in the United States?
• Is there such a thing as being too prepared for war?
Kansas and a Modern World (1970s—present)
Students will draw a contemporary picture of the state by investigating how the
state is positioned for the future. They will reflect on the state’s history, drawing
conclusions about our past, present, and future.
Ideas globalization, rural depopulation, energy, Kansas economy,
Kansas government, politics
Sample Compelling Questions
• Is Kansas ready for the future?
• How does Kansas matter?
• What does Kansas need to fix?
• How are the beliefs and ideas of Kansans different/similar from
other places?
• What has been the most significant change in Kansas in the last
50 years?
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Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
● Kansas State Historical Society, National Archives and Records
Administration, Library of Congress
● Local, state and national museums; local, state and national historical sites,
local, state and national Halls of Fame
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
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Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
Middle-Level Competencies
History
The student:
• analyzes and interprets a variety of texts and media.
• describes what sourcing a document is and communicate its importance
in historical terms.
• describes and communicates what context is and its importance in
understanding history.
• demonstrates historical knowledge about a time period or era by
demonstrating significance and/or recounting an appropriate narrative.
• discusses specific instances of continuity and change over time.
• demonstrates their understanding of history by categorizing the causes
and impact of significant events.
• identifies the relevance of particular sources to a particular inquiry.
Civics/Government
The student:
• demonstrates the connection to personal interest, civic virtue, and
democratic principles in their own lives.
• uses personal standards and fact-based criteria to make judgments about
positions on an issue and then takes a position on that issue.
• explains the origins and structures defined by the United States
Constitution and compare those structures to those of other political
systems.
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Cultural
The student:
• describes aspects of personal identity and respects differences in the
identities of others.
• investigates other people’s histories and lived experiences, respectfully
asks questions, and listens nonjudgmentally.
• recognizes and describes unfairness and injustice in many forms
including attitudes, speech, behaviors, practices, and laws.
• demonstrates empathy when people (including self) are mistreated or
excluded because of their identities.
Economic
The student:
• gathers and organizes economic information from a variety of sources.
• analyzes and interprets economic information.
• draws conclusions and answers economic questions.
Geography
The student:
• asks geographic questions about spatial distributions, place, location
scale and perspective, patterns, and other geographic concepts.
• gathers and organizes geographic information from a variety of sources.
• analyzes and interprets geographic information.
• draws conclusions and answers geographic questions.
• demonstrates understanding of the relationship between local
environment, and human political and economic activity.
Social Emotional Character Development
The student:
• describes how ability can grow with effort.
• demonstrates the ability to respond to different points of view
respectfully.
• demonstrates questioning as a way to increase their understanding of
other’s feelings and perspectives.
(Back to Appendices)
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Appendix
Middle-Level
US History:
(Constitution through International Expansion)
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
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responsibilities:
● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
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3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
This course-of-study begins with a review of the constitutional principles of our
nation’s founding. The course should lead to deepening understandings of
concepts and ideas associated with the building of the United States in this time
period and the significance of these ideas and concepts in the world today.
The course should be rigorous and relevant with instruction that integrates thinking
skills, historical processes, and content so that students are able to apply the
learning to their own lives. Instruction should include the integration of concepts
and principles from history, economics, geography, civics, and the humanities.
Connecting with Past Learning
From their experience, students should possess a general understanding of the
exploration and colonization of North America and the establishment of the United
States prior to 1800. They should have experience with the Effective HGSS Classroom
Practices and be able to integrate those into their own learning.
This course should build on prior student-learning with a brief review of the major
events and ideas leading to the American War for Independence. This review
should also include the Declaration of Independence and the decisions made
during the Constitutional Convention with a focus on their impact on the new
nation.
Connecting with Future Learning
During their upper level United States history class students will study the events,
places, people, and issues from 1900 to the present. Foundational knowledge of the
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1800s is essential for success in high school. Critical components of their US History
experience must include: reading, writing, and communicating about nineteenth-
century American history. Students should become familiar with the Effective HGSS
Classroom Practices to recognize, evaluate, analyze, and investigate nineteenth-
century topics in order to draw conclusions or parallels between those topics and
topics that will be studied in high school.
Certain themes will be emphasized as part of the high school class: the growing role
of the federal government and judicial branch; tensions between individuals and
the state and between minority rights and majority power; the growth of a modern
corporate economy; changes in the ethnic structure of American culture; the
movements toward increased civil rights; and the role of America as a major world
power.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. Instructional designs that acknowledge, respond to, and celebrate
fundamental cultures offer a full and equitable access to education for students
from all cultures. Culturally Relevant Teaching is a pedagogy that recognizes the
importance of including students' cultural and experiential references in all aspects
of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards:
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standards that
connects students with relevant content.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are dynamic.
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating
a democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
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include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of history rather than simple acquisition of content
knowledge.
• Establishing America (1787—1830s)
• Regionalism and Expansion (1800s—1850s)
• March to War (1850s—1861)
• Toward a More Perfect Union (1861—1877)
• The Rise of America (1870s—1900)
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Establishing America: 1787—1830s
Students consider the enormous tasks that faced the new nation as well as
studying its leaders during this difficult period. The United States had to
demonstrate that it could survive as an independent country. Students will
recognize and evaluate the changes that occurred with the growth of industry and
technology. Americans began moving west during this period affecting the
relationship between the United States and other nations, and Native Americans.
Students should investigate and analyze the impact of these changes on American
society.
Ideas: Federalism, Bill of Rights, Jacksonian democracy, Industrial
Revolution, separation of powers, Monroe Doctrine, judicial
review
Sample Compelling Questions
● Why is freedom of speech so important?
● Does separation of powers strengthen or weaken the federal
government?
● Have Constitutional values changed over time?
● What is the role of a citizen?
● What is the relationship between money and power?
Regionalism and Expansion: 1800s—1850s
This period follows the nation’s regional development in the West, Northeast, and
South. Students will analyze the influence of the West on the politics, economy, and
culture of the nation. The Industrial Revolution in the Northeast during this period
had repercussions throughout the nation. Inventions between the turn of the
century and 1850 transformed manufacturing, transportation, mining,
communications, and agriculture and changed the lives of people. Students should
investigate and draw conclusions about these transformations.
During this period, the South veered away from the democratic and reform
movements taking place in other parts of the United States. Students will recognize
and evaluate the peculiar institution of slavery and its dramatic effects on the
South’s political, social, economic, and cultural development and its relationship
with other areas of the United States.
Ideas: Manifest Destiny, Second Industrial Revolution, sectionalism and
racism, slavery and abolitionism, women’s rights, immigration,
Second Great Awakening
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Sample Compelling Questions
● Why do nations fight?
● Does technology improve the lives of people?
● Is the United States too big?
● What factors promote social change?
● When does reform become civil disobedience?
March to War: 1850s—1861
Students will explore the different points of view that developed during the
continued rise of sectionalism and analyze how the failure of compromise
eventually led to the Civil War. The institution of slavery and the abolitionist
movement should be evaluated in their historical contexts.
The issue of slavery, and its economic impact, became too divisive and led to
secession by the Confederate States of America. Students should investigate the
challenge to the Constitution and the Union caused by the secession of the
Confederate states and their doctrine of nullification.
Ideas: sectionalism, racism, slavery and abolitionism, compromise,
popular sovereignty, state’s rights
Sample Compelling Questions
● Is war justified?
● Why was the idea of popular sovereignty such a big deal?
● How did the concept of abolitionism change over time?
● How did American geography impact Confederate secession?
● Which area contributed most critically to the secession of the
southern states; history, economics, geography, or politics?
Toward a More Perfect Union: 1861–1877
Students should recognize and evaluate broad Union and Confederate strategy by
investigating significant wartime events and battles such as Gettysburg, Antietam,
and Sherman’s March to the Sea. Students should also analyze the human meaning
of the war by investigating the context of the home front as well as the stories of
soldiers, free blacks, enslaved persons, and women.
The withdrawal of troops from the former Confederate states following the election
of 1876 led to the undermining of progress made by former enslaved persons. The
economic and social changes brought about by Reconstruction and their impact on
contemporary America are important for students to understand.
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Ideas: Unionism, Reconstruction, equality, emancipation, total war,
racism, cotton diplomacy, geography of war
Sample Compelling Questions
● Is there a right way to fight a war?
● Is war worth it?
● Did life improve for Americans after the Civil War?
● Are equal rights always protected by the Constitution?
● Should the Union punish or forgive the Confederate states?
The Rise of America: 1870s–1900
The period from the end of Reconstruction to the turn of the century was
transformative. Students will investigate and analyze the settling and conquering of
the West, the expansion of industry, the establishment of large transportation
networks, immigration from Europe, urban growth, accumulation of great wealth in
the hands of a few, the rise of organized labor, and increased American
involvement in foreign affairs. Students should also recognize and evaluate the
political programs and activities of Populists, Progressives, and other reformers.
Ideas: imperialism, populism, progressivism, westward expansion,
immigration, organized labor, spoils system, Federal Native
American policy
Sample Compelling Questions
● What made different parts of the world more important than
others to the United States in the 1800s?
● What has been the legacy of western expansion?
● Is immigration essential for a prosperous nation?
● Why should workers have rights?
● Should nations have colonies?
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
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Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources:
• Kansas maps, local and state business people, photographs, artifacts, local
archives, community members, community groups, US maps
• Kansas State Historical Society, National Archives and Records Administration,
Library of Congress
• Local, state and national museums; local, state and national historical sites,
local, state and national Halls of Fame
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
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Middle-Level Competencies
History
The student:
● asks questions of historical significance.
● analyzes and interprets a variety of texts and media.
● describes what sourcing a document is and communicates its importance
in historical terms.
● describes and communicates what context is and its importance in
understanding history.
● demonstrates historical knowledge about a time period or era by
demonstrating significance and/or recounting an appropriate narrative.
● discusses specific instances of continuity and change over time.
● demonstrates their understanding of history by categorizing the causes
and impact of significant events.
● identifies the relevance of particular sources to a particular inquiry.
Civics/Government
The student:
● demonstrates the connection to personal interest, civic virtue, and
democratic principles in their own lives.
● examines the powers and limits of the three branches of government at
federal, state, and local levels.
● explains the origins and structures defined by the United States
Constitution and compare those structures to those of other political
systems.
● describes and discusses the powers and responsibilities of citizens,
political parties, media, and interest groups if creating public policy.
● describes and discusses how public policy is made and what forces sway
the civic outcome.
● clearly articulates their position on an issue using evidence and
communicate that position to policy makers.
Cultural
The student:
• describes aspects of personal identity and respects differences in the
identities of others.
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• investigates other people’s histories and lived experiences, respectfully
asks questions, and listens nonjudgmentally.
• recognizes and describes unfairness and injustice in many forms
including attitudes, speech, behaviors, practices, and laws.
• demonstrates empathy when people (including self) are mistreated or
excluded because of their identities.
Economic
The student:
● asks economic questions about choices, cost/benefit, how people
respond to incentives, opportunity cost analysis, voluntary exchange and
other economic concepts.
● evaluates alternative approaches to solving economic problems,
identifying the benefits and costs to different individuals, groups, and
society.
Geography
The student:
● uses technology and other representations to explain relationships
between geographic and/or political areas.
● demonstrates understanding of the relationship between local
environment, and human political and economic activity.
Social Emotional Character Development
The student:
● recalls previous successes to motivate their work.
● recognizes an obligation to others.
● appreciates the value of differing perspectives and points of view in
decision-making.
(Back to Appendices)
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Appendix
Upper-Level
Modern World History:
Renaissance to the Present
Kansas Course Code #04053
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
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view the collective obligations of people. The following are aspects of rights and
responsibilities:
● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
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contemporary issues.
3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
The World History course covers the period from around 1300 C.E. through the fall
of the Soviet Union in the early 1990s. The course will cover intellectual trends,
revolutionary movements, social interactions, political ideologies, economic
theories, and geographical impacts. Students will focus on critical events, people,
and turning points during this period including the Renaissance, imperialism, and
twentieth-century issues.
The course should be rigorous and relevant with instruction that integrates thinking
skills, historical processes, and content so that students are able to apply their
learning to their own lives. Instruction should include the integration of concepts
and principles from history, economics, geography, civics, and the humanities.
Connecting with Past Learning
Students should possess a general understanding of World Geography and Ancient
and Medieval Civilizations. Students will build on their prior knowledge of early
civilizations, world religions, and the influence of the Middle Ages on the modern
world leading to the start of the Renaissance. Students should briefly review the
cultural heritage, political systems, and world views leading up to the Renaissance
period. They should have experience with Effective HGSS Classroom Practices and be
able to integrate those into their own learning.
Connecting with Future Learning
Students will be asked in the upper levels to link world events with events in United
States History. The skills and content taught at this grade-level will be used as
background and prior knowledge for future pursuits in the discipline. Critical
components of their experience in World History should include reading, writing,
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and speaking about world history. Students should be able to recognize, evaluate,
analyze, and investigate specific topics in order to draw conclusions or parallels
between those topics and others.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. Instructional designs that acknowledge, respond to, and celebrate
fundamental cultures offer a full and equitable access to education for students
from all cultures. Culturally Relevant Teaching is a pedagogy that recognizes the
importance of including students' cultural and experiential references in all aspects
of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
infographic’s instructional design steps.)
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Start with Standards:
The five standards represent big ideas that can be applied across the social studies
disciplines. Start each lesson/unit design with a focus on the standards that
connects students with relevant content.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are dynamic.
Select Content and Develop Questions:
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
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include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of history rather than simple acquisition of content
knowledge.
• Early Modern Period
• Revolution and Reform
• New Asian Empires
• Nationalism and Imperialism
• The World at War
• Modern Global Issues
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Early Modern Period (approx. 1450-1750)
Students should explore the major events and tensions that led to the birth of the
modern era. Areas of focus could include causes and impact of the Renaissance
and Enlightenment, the expansion of the diverse Asian culture including Islamic and
Chinese influence, and the origins of European exploration and colonialism.
Students will examine the impact of these competing beliefs on society and politics.
Ideas: Columbian Exchange, Atlantic slavery, Islamic Caliphates, African
and Asian Empires, religious schisms, Protestant Reformation,
Renaissance, Scientific Revolution, Capitalism, Sikhism,
humanism, secular, Catholicism, Enlightenment
Sample Compelling Questions
• How do people's beliefs guide how they see others?
• How important is the concept of power in the world?
• Can science and religion coexist?
• Did the Renaissance give birth to the modern world?
• How did the Reformation change the balance of power in
Europe?
Revolution and Reform (approx. 1750-1900)
Students should investigate the cultural and societal shifts that led to revolutions
around the world, and the context under which they took place. Areas of focus can
include thoughts about popular sovereignty, inalienable rights, and nationalism.
Other topics could include the rise of new social and economic systems that
resulted from revolutionary upheavals based on intellectual, political, and
technological change.
Ideas: divine rights, abolitionism, nationalism, liberalism, popular
sovereignty, inalienable rights, counterrevolution, conservatism,
balance of power, industrial power, economic competition,
urbanization, laissez-faire, communism, socialism
Sample Compelling Questions
• How do you know if or when a revolution is successful?
• What are natural rights and how did we get them?
• How does technology impact daily life?
• Are all revolutions unique or are they similar in nature?
• What is the appeal of communism?
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New Asian Empires (approx. 1400–1900)
Students will investigate the progress and development of the great empires and
shifts in power in Asia. Students will identify major shifts in power east of the
Mediterranean Sea including the rise of strong Muslim empires and rulers, the
Chinese recovery from Mongol domination, and the rise of Japanese military
culture. Students should construct knowledge around the rise and fall of these
groups and their connection with present day issues and practices.
Ideas: Ming Dynasty, religious diversity, Confucianism, Civil Service,
Shogunates, Mongul Empire, Silk Road Exchange, Russian
Imperial Expansion
Sample Compelling Questions:
• Why might Asian Empires deserve more recognition?
• Why did warrior cultures flourish?
• Why did Islam grow so rapidly in the region?
• Why do some countries choose to isolate themselves?
• How does foreign trade impact a culture?
Nationalism and Imperialism (approx. 1880-1910)
Students should compare and contrast the influence of nationalism on growing
independence movements around the world. Important concepts include an
examination of the motives of western nations as they competed for new colonies
in Africa, Asia, and Latin America, the effects of colonialism and its relationship to
nationalist ideas. Further consideration includes the impact of imperialism around
the world and how the people of Africa, Asia, and Latin America reacted to
colonization.
Ideas nationalism, imperialism, Social Darwinism, anti-colonialism,
scramble for Africa, unification, Latin American independence,
war of aggression, self-rule, Zionism
Sample Compelling Questions
• Can democracy and human rights coexist with colonization?
• How was colonialism in Africa and Latin America different?
• Why did nations desire to expand their influence and control
over other territories?
• Do colonists have the same rights as citizens?
• Does nationalism always lead to war?
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The World at War (1900—1990)
Students should investigate the major conflicts of the twentieth century. Students
should analyze the causes and effects of World War I. Students should examine
World War II, including origins, relation to human rights, the home front, and the
creation of new political tensions that led to the Cold War. Post-World War II allows
a focus on the role of various international organizations’ attempts to serve as
mediators and examins the economic/social instabilities that led to the
disintegration of the Iron Curtain.
Ideas alliances, militarism, total war, genocide, Holocaust, fascism,
totalitarianism, appeasement, Cold War, ethnic cleansing,
apartheid, human rights, dictatorships, proxy wars, strategic
nuclear weapons, mandate system
Sample Compelling Questions
• Can nations cooperate with each other?
• Is war justifiable?
• In what other ways are wars fought besides militarily?
• To what extent are all people casualties of war?
• What is the role and responsibilities of superpowers?
Modern Global Issues (1980-Present)
Students should study the issues of the modern world by tracing their origins and
effects on people. Students analyze the causes and effects of major conflicts
including pushes for democracy, the war on terror, and the workings of a global
economy. Further topics can include efforts to unify people, the changing role of
technology, and concerns about the health of the planet.
Ideas globalization, terrorism, environmentalism, neoliberalism, social
inequality, Information Revolution, 9/11, climate change
Sample Compelling Questions
• What age are we living in?
• Is the world growing together, or growing apart?
• How are we globally interdependent?
• What is the biggest problem the world faces today?
• Is it possible to be both free and safe?
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Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources:
To solve problems, students require evidence. Instructional designs can and should
include a variety of primary, secondary and tertiary sources for students to
investigate. This includes both teacher-provided resources, as well as those
discovered by students.
Sample Resources: Many print and online resources exist that students can use
while exploring the topics and questions in this World History course. For example,
the Smithsonian is a natural place that educators and students might use to begin
collecting primary, secondary, and tertiary pieces of evidence.
Integrate Reading and Writing:
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
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Apply Best Practices:
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
Upper-Level Competencies
History
The student:
• demonstrates historical knowledge about a time period or era by
explaining significance and/or recounting an appropriate narrative.
• discusses specific instances of continuity and change over time.
• demonstrates their understanding of history by categorizing the causes
and impact of significant events.
• identifies the relevance of particular sources to a particular inquiry.
• asks and answers sophisticated historical questions using evidence and
argument.
• recognizes perspective and points of view.
• uses their knowledge to analyze and create historical understandings.
• identifies, defends, and/or creates an interpretation or narrative using
evidence and argument.
• collects, organizes, categorizes, and constructs understanding of relevant
information for a particular event.
Civics/Government
The student:
• demonstrates an understanding of power at all levels of government and
between all organizations and individuals.
• demonstrates an understanding of competing values and the tensions
that exist between them.
• applies civic virtues and democratic principles when working with others.
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Cultural
The student:
• engages civically to champion issues in thoughtful and creative ways.
• builds connections with other people by showing respect and
understanding, regardless of similarities or differences.
• recognizes traits of the dominant culture, the student’s home culture and
other cultures, and understands how to express their identity in different
settings.
• identifies figures, groups, events, and a variety of strategies and
philosophies relevant to the history of justice around the world.
• demonstrates empathy when people (or self) are excluded or mistreated
because of who they are.
Economic
The student:
• uses economic concepts, evidence and argument to construct a claim for
the solution to an economic problem.
• discusses the role governments and other organization and interests play
in economic systems.
• demonstrates an understanding of economic rights and responsibilities.
Geography
The student:
• organizes, categorizes, and analyzes a variety of geographic information
including text, maps, charts, graphs, and digital media.
• analyzes the dynamic relationship between humans and the
environment.
• evaluates economic and political decision-making as it affects geography.
Social and Emotional Character Development
The student:
• demonstrates an awareness of their level of efficacy and effort in various
challenging tasks.
• predicts how increased assertiveness would affect outcomes of various
situations.
• endeavors to understand others feelings, behaviors, and situational
context.
(Back to Appendices)
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Appendix
Upper-Level
United States History:
International Expansion to the Present
Course Code #04103
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
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view the collective obligations of people. The following are aspects of rights and
responsibilities:
● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority.
The following are aspects of identities, beliefs, and practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
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contemporary issues.
3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
This course-of-study begins with a review of the major ideas, issues, and events of
the late 19
th
century including imperialism, industrialization, and immigration.
Students will then concentrate on the critical events, people, groups, ideas, and
issues of the period from 1900 to the present, including Progressivism, World War I,
the 1920s, the Great Depression and New Deal, World War II and its aftermath, the
Civil Rights Movement, Vietnam, e Modern World including the presidencies from
Nixon to Trump, and the United States’ response to globalization and international
crises.
The course should be rigorous and relevant, with instruction that integrates
thinking skills, historical processes, and content so that students are able to apply
the learning to their own lives. Instruction should include the integration of
concepts and principles from history, economics, geography, civics, and the
humanities.
Connecting with Past Learning
Students should possess a general understanding of the exploration and
colonization of North America and the establishment of the United States prior to
1800, and should be familiar with nation-building and major historic events through
the end of the 19
th
century. Students should possess a general understanding of
the economic, social, political, and international changes experienced by the United
States that created a nation strong enough to take on the challenges of the 20
th
century. They should be familiar with critical events in World History including the
importance of the Renaissance period and how they lead to global changes that
resonate into the 21st century.
This course should build on this prior student-learning with a brief review of these
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major events and ideas of the 1800s. Students should also be proficient with the
Effective HGSS Classroom Practices and be able to integrate those skills and
competencies into their own learning.
Connecting with Future Learning
Certain themes will be emphasized as part of the wider high school curriculum: the
expanding role of the federal government and federal courts; the continuing
tension between the individual and the state, and between minority rights and
majority power; the emergence of a modern corporate economy; and the role of
the United States as a major world power. These issues and others will be reviewed
as a part of the high school United States government curriculum. Critical skills and
knowledge from this course will be used as background knowledge as students
embark on college, career, and citizenship pathways.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. Instructional designs that acknowledge, respond to, and celebrate
fundamental cultures offer a full and equitable access to education for students
from all cultures. Culturally Relevant Teaching is a pedagogy that recognizes the
importance of including students' cultural and experiential references in all aspects
of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards
The five standards and their respective benchmarks are explained in more detail
starting on page 3-5 of this document. Kansas HGSS standards are broad and
conceptual. Educators and students should apply these conceptual understandings
to all content topics and every lesson. Educators should consider selecting one or
more standards as the base for their instructional design.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are
dynamic.
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Select Content and Develop Questions
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
So, the specific content contained in these units is not mandated but is made
available as a possible course-level scope and sequence to assist in the planning of
lessons and units. It should be remembered that during this planning, emphasis
must be placed on the “doing” of history rather than simple acquisition of content
knowledge.
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• Immigration, Industrialization, and the Progressives
• Expansion and Imperialism
• World War I and the Roaring 20s
• Great Depression and World War II
• Cold War and Civil Rights
• The Modern Era
The content included in this appendix is sufficient for a two-semester class. Districts
are encouraged to modify this outline to meet the needs of their students and
curriculum.
Instructional Narrative and Content Outline
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of critical thinking. To develop this foundational
knowledge, experienced teachers of American history would include, but not be
limited to, the following as part of a high-quality course instructional design.
Please remember:
This narrative and outline is not intended to be a state-mandated
curriculum for what is taught or how and when it is taught. It is not a list of
required items and so was developed with the understanding that content
often overlaps. Because of this overlap, it may seem as if important ideas,
people, places, and events are missing from this outline.
This means that the outline should be added to and amended in ways that best fits
the instructional needs of students. While retaining the integrity of the course
scope and sequence, districts may also choose to eliminate certain items from the
list or to teach the outline in a different order.
Immigration, Industrialization, and the Progressives
Students will evaluate the United States’ recovery from the period of the Civil War
and Reconstruction. Immigration and industrialization both experienced change as
the country became more mechanized in all areas of production. Students will
analyze how immigration fed into industrialization, influenced the labor force, and
changed the social and cultural fabric of the United States as a modern nation.
Students will examine how the cost paid by workers in factories that fueled this
rapid growth drew the attention of social activists and led to progressive reforms at
all levels of government.
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Ideas: Immigration, industrialization, progressivism, unionization,
monetary policies, citizenship, socialization, political corruption
Sample Compelling Questions
• How did the Industrial Revolution change the way people lived?
• How did immigration and the Industrial Revolution change the
culture of our nation?
• How effective were progressive reforms?
• Who benefited from an industrialized society?
Expansion and Imperialism
Students will analyze the events and circumstances that started the United States
on the road to becoming a global power. Students will evaluate the motives behind
the acquisition of new territory by the United States. Students will examine how the
United States’ efforts at globalization led to conflict.
Ideas: Isolationism, imperialism, yellow journalism, spheres of
influence, interventionism, territorial expansion
Sample Compelling Questions
• Should the US be the world’s “police force?”
• Is imperialism contrary to the principles of American
democracy?
• Why did the United States seek and acquire new territories and
expand its area, influence, and power during the period?
• Does the Constitution and the Bill of Rights follow the flag?
World War I and the Roaring 20s
Students will trace the chain of events as the entire world erupted into its first
global conflict of the 20
th
century in the summer of 1914. Students will interpret the
reasons why United States was eventually drawn into the conflict. Students will
examine the effects of the war as United States’ troops return to find democracy
challenged in the United States. Students will evaluate changes to American society,
including a growth of consumerism that led to economic growth and prosperity.
Ideas: Nationalism, militarism, imperialism, rationing, punitive treaty,
communism, Harlem Renaissance, immigration legislation,
prohibition, entertainment, government regulation of business,
suffrage
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Sample Compelling Questions
• Did World War I make the US a world power?
• Did “foreign philosophies” threaten the people and government
of the US?
• What social change of the 1920s had the greatest impact on
society over the next half century?
Great Depression and World War II
Students will examine the causes and impacts (social, economic, and
environmental) of the Great Depression and Dust Bowl, including the effectiveness
of the government's response. Students will analyze the response of the United
States to growing global tensions and outbreak of WWII and its impact.
Ideas: Depression, recession, speculation, credit, socialism, the New
Deal, roles of women and people of color, appeasement, League
of Nations, Fascism, Holocaust, localism, global markets
Sample Compelling Questions
• Did the New Deal help people of color?
• Did the New Deal programs work?
• How effective is appeasement as a strategy to avoid conflict?
• How has the United States changed because of the Depression?
• Should we have dropped “the bomb”?
Cold War and Civil Rights
Students will evaluate the impact of the Cold War and Civil Rights on the social,
cultural, environmental, economic, and political fabric of the United States.
Ideas: Containment, McCarthyism, Arms Race, Cold War, domino
theory, industrial military complex, Great Society, economic and
political equality, segregation, integration, civil rights movement,
environmentalism, counter culture, legal challenges to
individual rights feminism
Sample Compelling Questions
• Did the Cold War change the United States?
• Are modern military tactics likely to increase the amount of
military actions?
• What factors have lead the United States toward greater
equality?
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• Is civil disobedience justified?
• What factors led to the rise of the environmental movement and
how has it progressed?
The Modern Era
Students will examine domestic and foreign policy decisions following the end of
the Cold War. Students will analyze the role of these decisions in the current
American political, economic, and social landscape.
Ideas: Polarization of America, terrorism, globalization, technology
integration, immigration and national security, truth in the age
of the internet and social media, ideology vs. pragmatism, the
future
Sample Compelling Questions
• Is the age of America over?
• How should the United States spend taxpayer dollars?
• How does society adapt to increasingly more radical religious,
political, economic, and social ideologies?
• What is your responsibility to your fellow humans?
• Is the future bright?
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
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Curate Resources
Many print and online resources exist that students can use while exploring the
topics and questions in this United States History course. For example, the National
Archives, Library of Congress, and the Smithsonian are natural places that
educators and students might use to begin collecting primary, secondary, and
tertiary pieces of evidence.
Integrate Reading & Writing
All high-quality social studies instruction must incorporate the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Students need these skills to be effective citizens.
Apply Best Practices Focused on Competencies
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
Upper-Level Competencies
History
The student:
• demonstrates historical knowledge about a time period or era by
explaining significance and/or recounting an appropriate narrative.
• discusses specific instances of continuity and change over time.
• demonstrates their understanding of history by categorizing the causes
and impact of significant events.
• identifies the relevance of particular sources to a particular inquiry.
• asks and answers sophisticated historical questions using evidence and
argument.
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• recognizes perspective and points of view.
• uses their knowledge to analyze and create historical understandings.
• identifies, defends, and/or creates an interpretation or narrative using
evidence and argument.
• collects, organizes, categorizes, and constructs understanding of relevant
information for a particular event.
Civics/Government
The student:
• demonstrates an understanding of power at all levels of government and
between all organizations and individuals.
• demonstrates an understanding of competing values and the tensions
that exist between them.
• applies civic virtues and democratic principles when working with others.
Cultural
The student:
• engages civically to champion issues in thoughtful and creative ways.
• builds connections with other people by showing respect and
understanding, regardless of similarities or differences.
• recognizes traits of the dominant culture, the student’s home culture and
other cultures, and understands how to express their identity in different
settings.
• identifies figures, groups, events, and a variety of strategies and
philosophies relevant to the history of justice around the world.
• demonstrates empathy when people (or self) are excluded or mistreated
because of who they are.
Economic
The student:
• uses economic concepts, evidence and argument to construct a claim for
the solution to an economic problem.
• discusses the role governments and other organization and interests play
in economic systems.
• demonstrates an understanding of economic rights and responsibilities.
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Geography
The student:
• organizes, categorizes, and analyzes a variety of geographic information
including text, maps, charts, graphs, and digital media.
• analyzes the dynamic relationship between humans and the
environment.
• evaluates economic and political decision-making as it affects geography.
Social and Emotional Character Development
The student:
• demonstrates an awareness of their level of efficacy and effort in various
challenging tasks.
• predicts how increased assertiveness would affect outcomes of various
situations.
• endeavors to understand others feelings, behaviors, and situational
context.
(Back to Appendices)
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Appendix
Upper-Level
United States Government
Kansas Course Code # 04151
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
responsibilities:
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● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
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3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression.
The following are aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
The high school government course builds upon and adds to students’ previous
learning of history, government, economics, and geography to assist them in
becoming truly informed, thoughtful, and engaged citizens in a democracy. The
course should be rigorous and relevant with instruction that integrates thinking
skills, historical processes, and content so that students are able to apply the
learning to their own lives. Instruction should include the integration of concepts
and principles from history, economics, geography, civics, and the humanities.
Connecting with Past Learning
Students should come to the United States Government course with a foundational
knowledge of the story of how the United States came into being and developed a
government based on the principles laid out in the Declaration of Independence.
The basic structure of the government, including the three branches, separation of
powers, and checks and balances should already be part of their background
knowledge. In world history, they will have learned about the Enlightenment’s
influence on both the structure and principles of the American government. The
narrative of the United States and world history will have introduced the student to
the concepts of democracy and totalitarianism, the interaction of government and
the economy, and the struggle for human and civil rights that has occurred
throughout history. Students should possess a general understanding of Kansas
and its geography, symbols, industry, and culture, and identify with a community or
region of the state. They should have basic geography skills and an awareness of
the different regions of the United States and the world. They should have
experience with the Effective HGSS Classroom Practices of the Kansas standards
and should be aware of the discipline’s ways of thinking or habits of mind.
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Connecting with Future Learning
While a small percentage of students will pursue the post-secondary study of
political science at the university level, most will not continue to study American
government after high school. But they will participate in society as
informed, thoughtful, engaged citizens and voters. Students should leave high
school equipped with the ability to better understand the complex domestic and
international issues which will directly and indirectly impact their lives and assist
them in making decisions as individuals and citizens. Students should be able to
link learning in this class to future learning as they fuse experience, knowledge, and
reasoning to understand, identify, and solve problems.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. Instructional designs that acknowledge, respond to, and celebrate
fundamental cultures offer a full and equitable access to education for students
from all cultures. Culturally Relevant Teaching is a pedagogy that recognizes the
importance of including students' cultural and experiential references in all aspects
of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards
The five standards and their respective benchmarks are explained in more detail
starting on page 3-5 of this document. Kansas HGSS standards are broad and
conceptual. Educators and students should apply these conceptual understandings
to all content topics and every lesson. Educators should consider selecting one or
more standards as the base for their instructional design.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are
dynamic.
Select Content and Develop Questions
A strong foundational knowledge of content is an essential part of creating a
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democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
So, the specific content contained in these units is not mandated but is made
available as a possible course-level scope and sequence to assist in the planning of
lessons and units. It should be remembered that during this planning, emphasis
must be placed on the “doing” of history rather than simple acquisition of content
knowledge.
• The Role of the Citizen: Civic Values, Politics, and Government
• Principles and Foundations of the United States Constitution
• The Structure and Function of the Federal Government
• Human and Civil Rights in American Democracy
• Domestic and Foreign Policy
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• State and Local Government
• Politics, Interest Groups, and Media
The Role of the Citizen: Civic Values, Politics, and Government
Students will examine democracy in the United States and how citizens participate
in the governing of the nation
Ideas citizenship, civic values, Enlightenment, democracy, direct
democracy, indirect democracy, citizen, republic, constitutional
republic, right and responsibilities, freedom, rule of law, civil
liberties, civil rights, registering and voting
Sample Compelling Questions
• What is a “good citizen”?
• Is government necessary?
• Who has the power?
• Who does democracy represent?
• Who are “We the people”?
Principles and Foundations of the U.S. Constitution
The students will examine the beliefs, values, and ideas of Constitution and how,
being influenced by a wide range of cultural and historical experiences, it has
evolved.
Ideas enlightenment, freedom, liberty, justice, patriotism, limited
government, popular sovereignty, separation of powers, checks
and balances, rule of law, natural rights, compromise
Sample Compelling Questions
• Why compromise?
• How free are we?
• Can everyone be free together?
• How much government is too much government?
• Why this government?
The Structure and Function of the Federal Government
The student will analyze and evaluate the creation, structure, processes, and
governance of the United States federal government.
Ideas federalism, separation of powers, checks and balances, popular
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sovereignty, limited government, republicanism, expressed and
implied powers, concurrent and reserved powers, judicial
review, bicameral legislature,
Sample Compelling Questions
• Why did the founders choose a Federal system?
• How have Supreme Court cases affected society?
• How is the Constitution a living document?
• How has the role of government changed in the past 200 years?
• Which of the three branches wields the most power?
Human and Civil Rights in American Democracy
Students will examine how local, state, and federal governance impacts the
evolution of civil rights and liberties in the United States.
Ideas Bill of Rights, procedural due process, substantive due process,
habeas corpus, bills of attainder, ex post facto laws, cruel and
unusual punishment, civil disobedience, majority rule and
minority rights, equality and equity, worker’s compensation
Sample Compelling Questions
• Is civil disobedience justified?
• Where do your rights end and your neighbor’s rights begin?
• How could it be possible for everyone to be in a minority group?
• What is the role of the Supreme Court in determining human
and civil rights?
• When might limits on our rights be justified?
Domestic and Foreign Policy
Students will evaluate the government’s changing role in domestic and foreign
policies through economic, political, and social decisions.
Domestic Policy
Ideas national debt, fiscal policy, Gross Domestic Product (GDP), Gross
National Product (GNP), employment, entitlements, safety
net/social services, social and corporate welfare, judicial
restraint, judicial activism, national security, immigration,
emerging technologies
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Foreign Policy
Ideas alliances, population & economic shifts, role of US in world,
isolationism, diplomatic recognition, treaties (role and process),
hard power vs. soft power, national security, hacking and the
role of technology
Sample Compelling Questions
• What role should the United States play in the global
community?
• How should the United States’ ideas on human rights influence
foreign policy?
• How do “American values” influence foreign and domestic
policy?
• How do historical and current circumstances affect foreign and
domestic policy?
• Is it possible to be both safe and free?
State and Local Government
Students will analyze how local and state governments are structured and how
these interact with each other, citizens, and the federal government
Ideas federalism, popular sovereignty, state’s rights, supremacy clause
of the Constitution, dual court system, local government
structures, eminent domain
Sample Compelling Questions
• Why are local governments important?
• What level of government is best able to protect the rights of
minority groups?
• How does a community’s diversity affect state and local
governments?
• How does the state and local government impact the quality of
life in my community?
• Does the local, state, or federal government govern best?
Politics, Interest Groups, and Media
Students will analyze and evaluate how our political process works, the growing
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role of interest groups, and mass media’s impact on our political ideologies.
Ideas Political parties, interest groups, primary and general elections,
conservatism, liberalism, libertarianism, moderate ideologies,
Political Action Committees, role of journalism, gerrymandering,
grassroots movements, party platforms, internet and traditional
media, voter registration, media bias and sensationalism
Sample Compelling Questions
• How should we decide what to believe?
• How do personal values and beliefs influence who we vote for?
• How has the role of the lobbyist and media in politics changed
over time?
• What are the responsibilities of the media and interest groups in
a democracy?
• What motivates a politician?
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources
Many print and online resources exist that students can use while exploring the
topics and questions in this Government course. For example, the National
Archives, Library of Congress, and the Smithsonian are natural places for educators
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and students might use to begin collecting primary, secondary, and tertiary pieces
of evidence.
Integrate Reading & Writing
High-quality social studies instruction develops the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Disciplinary strategies should include the use of primary, secondary and tertiary
documents as appropriate through the grade-levels. These skills include evaluation,
interpretation, analysis, determining bias, and the creation of products that
effectively communicate the problems and solutions.
Apply Best Practices Focused on Competencies
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
Upper-Level Competencies
Civics/Government
The student:
• demonstrates an understanding of power at all levels of government and
between organizations and individuals.
• demonstrates an understanding of competing values and the tensions that
exist between governments, organizations, and people.
• asks and answers sophisticated civics/government questions using evidence
and argument.
• discusses the role government plays in the lives of citizens.
• discusses the role the US plays in the world.
• demonstrates knowledge of contemporary issues and develops a claim using
evidence and argument.
• works collaboratively and cooperatively to negotiate, compromise, build
coalitions, and create consensus in the school and/or community.
• applies civic virtues and democratic principles when working with others.
• communicates clearly and appropriately with policy makers on issues.
• registers to vote (if applicable).
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Cultural
The student:
• engages civically to champion issues in thoughtful and creative ways.
• builds connections with other people by showing respect and understanding,
regardless of similarities or differences.
• recognizes traits of the dominant culture, the student’s home culture and
other cultures, and understands how to express their identity in different
settings.
• identifies figures, groups, events, and a variety of strategies and philosophies
relevant to the history of justice around the world.
• demonstrates empathy when people (or self) are excluded or mistreated
because of who they are.
Economic
The student:
• uses economic concepts, evidence and argument to construct a claim for the
solution to an economic problem.
• discusses the role governments and other organizations and interests play in
economic systems.
• demonstrates an understanding of economic rights and responsibilities.
Geography
The student:
• organizes, categorizes, and analyzes a variety of geographic information
including text, maps, charts, graphs, and digital media.
• analyzes the dynamic relationship between humans and the environment.
• evaluates economic and political decision-making as it affects geography.
History
The student:
• demonstrates their understanding of history by categorizing the causes and
impact of significant events.
• recognizes perspective and points of view.
• collects, organizes, categorizes, and constructs understanding of relevant
information for a particular event.
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Social and Emotional Character Development
The student:
• demonstrates an awareness of their level of efficacy and effort in various
challenging tasks.
• predicts how increased assertiveness would affect outcomes of various
situations.
• endeavors to understand others feelings, behaviors, and situational context.
(Back to Appendices)
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Appendix
Upper-Level
Electives
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
responsibilities:
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● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
3.4 The student will use their understanding of how societies are shaped by
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the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society.
The following are aspects of continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression.
The following are aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Examples of Possible Elective Courses
Anthropology
• Anthropology
• Particular Topics in Anthropology
• IB Social Anthropology
Specific Area Studies
• Western Civilization
• World Area Studies
• Ancient Civilizations
• Medieval European History
• Ancient and Medieval History
• IB Islamic History
• State-Specific Studies
• United States and World
• Issues of Western Humanities
• Modern Intellectual History
Economics
• Comparative Economics
• AP Microeconomics
• AP Macroeconomics
• AP Economics
• IB Economics
• Business Economics
Equity Studies
• United States Ethnic Studies
• United States Gender Studies
• World People Studies
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General Social Studies
• Social Science
• Social Science Research Humanities Survey
• Humanities
• Particular Topics in Humanities
Geography
• World Geography
• Particular Topics in Geography
• IB Geography
• AP Human Geography
• United States Geography
Government, Politics, and Law
• Political Science
• Comparative Government
• AP United States Government and Politics
• AP Comparative Government and Politics
• Principles of Democracy
• Civics
• Law Studies
• Legal System
Philosophy, Psychology, and Sociology
• Philosophy
• Particular Topics in Philosophy
• IB Philosophy
• Psychology
• Particular Topics in Psychology
• AP Psychology
• IB Psychology
• Sociology
• Particular Topics in Sociology
United States History
• Early United States History
• Modern United States History
• AP United States History
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World and International Studies
• World History and Geography
• Modern World History
• Modern European History
• AP European History
• AP World History
• International Relations Contemporary World Issues
• Particular Topics in World History
• International Business and Marketing
Course Description
The course should pay special attention to the most essential skills and knowledge of the
discipline. The course should focus on habits of mind to promote higher level thinking and
problem-solving. The course should require students to apply skills and knowledge to
content information involving issues of the world. The course should be rigorous and
relevant with instruction that integrates thinking skills, historical processes, and content so
that students are able to apply the learning to their own lives. Students can perform the
competencies of the course in their community, state, nation, and world. Instruction should
include the integration of concepts and principles from history, economics, geography,
civics, and the humanities.
Connecting with Past Learning
Students should have experience with the Effective HGSS Classroom Practices and should
be aware of the discipline’s specific ways of thinking or habits of mind. Students will be able
to link their understanding with events in integrated courses such as World and United
States History. They possess understanding and needed background knowledge in other
social studies disciplines. Students should have experience reading, writing, and speaking.
Students should also be able to recognize, evaluate, analyze, and investigate specific topics
in order to draw conclusions or parallels between those topics and others.
Connecting with Future Learning
Students will be asked to link their understanding in integrated courses such as world and
United States History. This understanding will provide needed background knowledge in
other courses such at literature, science, and other technical subjects, as well as post-
secondary pursuits. The skills and content taught at this grade-level may be used as
background and prior knowledge for the future. Critical components of their experience
should include reading, writing, and speaking. Students should become more familiar with
specific habits of mind that make up the history, government, and social studies disciplines.
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Students should also be able to recognize, evaluate, analyze, and investigate specific topics
in order to draw conclusions or parallels between those topics and others.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. Instructional designs that acknowledge, respond to, and celebrate
fundamental cultures offer a full and equitable access to education for students
from all cultures. Culturally Relevant Teaching is a pedagogy that recognizes the
importance of including students' cultural and experiential references in all aspects
of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards
The five standards and their respective benchmarks are explained in more detail
starting on page 3-5 of this document. Kansas HGSS standards are broad and
conceptual. Educators and students should apply these conceptual understandings
to all content topics and every lesson. Educators should consider selecting one or
more standards as the base for their instructional design.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are
dynamic.
Select Content and Develop Questions
A strong foundational knowledge of content is an essential part of creating a
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democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of history rather than simple acquisition of content
knowledge.
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
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create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources
Many print and online resources exist that students can use while exploring the
topics and questions in this elective course. For example, the National Archives,
Library of Congress, and the Smithsonian are natural places for educators and
students might use to begin collecting primary, secondary, and tertiary pieces of
evidence.
Integrate Reading & Writing
High-quality social studies instruction develops the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Disciplinary strategies should include the use of primary, secondary and tertiary
documents as appropriate through the grade-levels. These skills include evaluation,
interpretation, analysis, determining bias, and the creation of products that
effectively communicate the problems and solutions.
Apply Best Practices Focused on Competencies
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
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Upper-Level Competencies
Lessons and units should be designed to ensure that instruction best practices are
aligned to the Competencies in each grade-level appendix as well as to the
foundational content, standards, and benchmarks. Please select from the following
list of competencies.
Civics/Government
The student:
• demonstrates an understanding of power at all levels of government and
between all organizations and individuals.
• demonstrates an understanding of competing values and the tensions that
exist between governments, organizations, and people.
• asks and answers sophisticated civics/government questions using evidence
and argument.
• discusses the role government plays in the lives of citizens.
• discusses the role the US plays in the world.
• demonstrates knowledge of contemporary issues and develops a claim using
evidence and argument.
• works collaboratively and cooperatively to negotiate, compromise, build
coalitions, and create consensus in the school and/or community.
• applies civic virtues and democratic principles when working with others.
• communicates clearly and appropriately with policy makers on issues.
• registers to vote (if applicable).
Cultural
The student:
• engages civically to champion issues in thoughtful and creative ways.
• builds connections with other people by showing respect and understanding,
regardless of similarities or differences.
• recognizes traits of the dominant culture, the student’s home culture and
other cultures, and understands how to express their identity in different
settings.
• identifies figures, groups, events, and a variety of strategies and philosophies
relevant to the history of justice around the world.
• demonstrates empathy when people (or self) are excluded or mistreated
because of who they are.
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Economic
The student:
• asks and answers sophisticated economic questions using evidence and
argument.
• organizes, categorizes and analyzes a variety of economic information
including text maps, charts, graphs and digital media.
• identifies and implements a process for solving real-world economic
problems.
• analyzes the influence of incentives on economic choices for different
groups.
• uses economic concepts, evidence and argument to construct a claim for the
solution to an economic problem.
• discusses the role governments and other organizations and interests play in
economic systems.
• demonstrates an understanding of economic rights and responsibilities.
Geography
The student:
• asks and answers sophisticated geographic questions using evidence and
argument.
• organizes, categorizes, and analyzes a variety of geographic information
including text, maps, charts, graphs, and digital media.
• uses technology to create maps and displays of spatial, cultural, political, and
physical characteristics.
• uses geographic information to solve real-world problems.
• analyzes the dynamic relationship between humans and the environment.
• evaluates economic and political decision-making as it affects geography.
History
The student:
• demonstrates historical knowledge about a time period or era by explaining
significance and/or recounting an appropriate narrative.
• discusses specific instances of continuity and change over time.
• demonstrates their understanding of history by categorizing the causes and
impact of significant events.
• identifies the relevance of particular sources to a particular inquiry.
• asks and answers sophisticated historical questions using evidence and
argument.
• recognizes perspective and points of view.
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• uses their knowledge to analyze and create historical understandings.
• identifies, defends, and/or creates an interpretation or narrative using
evidence and argument.
• collects, organizes, categorizes, and constructs understanding of relevant
information for a particular event.
Social and Emotional Character Development
The student:
• demonstrates an awareness of their level of efficacy and effort in various
challenging tasks.
• predicts how increased assertiveness would affect outcomes of various
situations.
• endeavors to understand other’s feelings, behaviors, and situational context.
(Back to Appendices)
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Upper-Level
Elective Example:
Economics
Kansas Course Code # 04201
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
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responsibilities:
● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
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3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
This course is to introduce economics as a key strand of history, government, and
social studies, and to develop a critical understanding of the assumptions
underpinning economics. Economics is a unique way of thinking that offers insights
into human behavior in a world of different values, resources, and cultures.
Students who think in an economic way will understand concepts better and how
each concept relates to the others. The integrated nature of economics utilizes
mathematics, statistics, and the interpretation of primary source data to examine
important issues. This course establishes a framework of basic economic theory
which can be extended and applied to future learning. Instruction should facilitate
an appreciation of economic forces in shaping the world in which students live. This
course should be rigorous and relevant with instruction that integrates thinking
skills, historical processes, and content so that students are able to apply the
learning to their own lives. Instruction should include the integration of concepts
and principles from history, economics, geography, civics, and the humanities.
Connecting with Past Learning
Depending upon when the course is taught in high school, students should come to
the course with knowledge of the story of how the United States came into being
and developed a government based on the principles laid out in the Declaration of
Independence. The basic structure of the government, including the three
branches, separation of powers, and checks and balances should already be part of
their background knowledge from previous learning of American history. In world
history they should have learned about the Enlightenment’s influence on both the
structure and principles of the American government. Students should possess a
general understanding of Kansas and its geography, symbols, industry, and culture,
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and identify with a community or region of the state. They should have basic
geography skills and an awareness of the different regions of the United States and
the world. They should have experience with the Effective HGSS Classroom
Practices of the Kansas standards and should be aware of the discipline’s ways of
thinking or habits of mind.
Connecting with Future Learning
While a small percentage of students will pursue the formal study of economics at
the university level, most will not continue studying economics after high school.
But they will participate in society as informed, thoughtful, engaged citizens as well
as producers and consumers. What they have learned in this economics course and
throughout their education should give them the ability to better understand the
complex personal, domestic, and international economic issues which will directly
and indirectly impact their lives and assist them in making decisions as individuals
and citizens. Students should be able to link learning in this class to future learning
as they fuse experience, knowledge, and reasoning to understand, identify, and
solve problems.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. Instructional designs that acknowledge, respond to, and celebrate
fundamental cultures offer a full and equitable access to education for students
from all cultures. Culturally Relevant Teaching is a pedagogy that recognizes the
importance of including students' cultural and experiential references in all aspects
of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 200
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
Start with Standards
The five standards and their respective benchmarks are explained in more detail
starting on page 3-5 of this document. Kansas HGSS standards are broad and
conceptual. Educators and students should apply these conceptual understandings
to all content topics and every lesson. Educators should consider selecting one or
more standards as the base for their instructional design.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are dynamic.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
Kansas State Department of Education | www.ksde.org 201
Select Content and Develop Questions
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of history rather than simple acquisition of content
knowledge.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
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• Foundational Economic Concepts
• Economic Systems
• Economic Measurement Concepts and Methods
• Macroeconomics
• Microeconomics
• International Economics
• Personal Economics/Personal Finance
Foundational Economic Concepts
Students will begin with a self-contained opportunity to attain a deeper
understanding of basic economic concepts and will apply concepts and decisions to
their personal life to gain deeper understanding of these principles in action.
Ideas scarcity, cost benefit analysis, incentives, opportunity cost,
productivity, trade and exchange, demand and supply, money,
productive resources, specialization, division of labor, property
and property rights
Sample Compelling Questions
• How do you make economic decisions?
• When is a division of labor a good idea?
• Should companies always make the best product they can?
• Why is too much of something bad?
• If you could make a product that would last forever, would you?
Economic Systems
Students will focus on how a community, state, or nation allocates its resources,
goods, and services. They should be able to recognize and evaluate the systems
used to draw conclusions about benefits and deficits with these systems. Finally,
students should recognize the importance of choices made at all levels.
Ideas economic philosophies, market systems, planned systems,
mixed systems, unique systems (unique economic
arrangements between groups of people)
Sample Compelling Questions
• Do consumers have rights?
• What are economic rights?
• How do economic and political systems affect each other?
• How do economic systems change or adapt?
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• Who should determine the supply of consumer products?
Economic Measurement Concepts and Methods
Students will analyze different aspects of economies using calculations, graphs,
charts, and other methods of analysis.
Ideas tables, charts, graphs, rates of change, ratios, percentages, real
and nominal values, averages, distributions around averages,
indexes
Sample Compelling Questions
• How do economic measurements and presentations affect
consumer choice?
• What are the responsibilities of economists?
• How might the economic philosophy of economists affect their
evaluation of data?
• What factors could best be used to determine economic growth
over time?
• What is the relationship for a business between profit and
production?
Macroeconomics
The students will focus on large scale economics, at a regional or national scale
especially on factors impacting the performance and management of these
economies. Special attention should be paid to the interconnected factors that
economies share.
Ideas aggregate supply and demand, public debt, budget deficits,
business cycles/economic instability, employment,
unemployment, barter, money, inflation, deflation, economic
growth, fiscal policy, gross domestic product (GDP), monetary
policy
Sample Compelling Questions
• How might a prediction of an impending recession affect
consumer choices?
• What are the responsibilities of government in regulating an
economy?
• How might diverse economic needs promote growth?
• How are business cycles and economic instability the norm?
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• What are the relationships between budget deficits and public
debt?
Microeconomics
Students will look at economic behavior on a smaller, more personal, scale.
Students will analyze decisions to save, invest, produce, and consume goods while
also keeping in mind the factors critical to economic success and failure.
Ideas market structures, prices and competition, market failure,
demand and supply, price ceilings and floors, profit, external
costs and benefits
Sample Compelling Questions
• In what ways do quality and price determine consumer choices?
• What effects might raising the minimum wage have on the
underemployed?
• How might beliefs about government affect economic policy?
• How has the government’s role in the economy changed over
time?
• What impact do government subsidies have on market
economies?
International Economics
The student will assess how economies around the world interact with one another.
Students will focus on trade, economic growth, development of business,
competition, and cooperation.
Ideas balance of trade and payments, barriers to trade, tariffs, free
trade, comparative advantage, specialization, economic
development, currency markets, trade agreements
Sample Compelling Questions
• Is “free trade” a good thing?
• What are the obligations of business to workers, communities,
and/or nations?
• What beliefs and ideas have proven to be obstacles to free
trade?
• How has international trade affected developed and developing
economies?
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• How do the cost of goods and services impact the balance of
trade?
Personal Economics
Students will focus on personal financial management and the processes involved
in the decisions being made. Students need to understand how these elements will
impact their whole lives, personally and professionally.
Ideas: interest (compound and simple), credit and borrowing, financial
markets, banking, human capital, income,
disposable/discretionary income, money management and
budgeting, insurance, saving, spending, investing, risk and
return
Sample Compelling Questions
• What factors should be considered when making choices about
personal finance?
• Should the government be able to mandate personal spending
(i.e., auto and health insurance)?
• How is managing risk and return a function of diversity?
• How do circumstances change personal financial priorities?
• What role do personal values and relationships have on
financial planning?
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
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The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources
Many print and online resources exist that students can use while exploring the
topics and questions in this Economics course. For example, the National Archives,
Library of Congress, and the Smithsonian are natural places for educators and
students might use to begin collecting primary, secondary, and tertiary pieces of
evidence.
Sample Resources:
• The Federal Reserve Economic Data (FRED)
• Bureau of Labor Statistics
• Census Bureau
Integrate Reading & Writing
High-quality social studies instruction develops the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Disciplinary strategies should include the use of primary, secondary and tertiary
documents as appropriate through the grade-levels. These skills include evaluation,
interpretation, analysis, determining bias, and the creation of products that
effectively communicate the problems and solutions.
Apply Best Practices Focused on Competencies
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
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Upper-Level Competencies
Economic
The student:
• asks and answers sophisticated economic questions using evidence and
argument.
• organizes, categorizes and analyzes a variety of economic information
including text maps, charts, graphs and digital media.
• identifies and implements processes for solving real-world economic
problems.
• analyzes the influence of incentives on economic choices for different
groups.
• uses economic concepts, evidence and argument to construct a claim for the
solution to an economic problem.
• discusses the role governments and other organization and interests play in
economic systems.
• demonstrates an understanding of economic rights and responsibilities.
Civics/Government
The student:
• demonstrates an understanding of competing values and the tensions that
exist between governments, organizations, and people.
• discusses the role government plays in the lives of citizens.
• works collaboratively and cooperatively to negotiate, compromise, build
coalitions, and create consensus in the school and/or community.
• applies civic virtues and democratic principles when working with others.
Cultural
The student:
• engages civically to champion issues in thoughtful and creative ways.
• builds connections with other people by showing respect and understanding,
regardless of similarities or differences.
• recognizes traits of the dominant culture, the student’s home culture and
other cultures, and understands how to express their identity in different
settings.
• identifies figures, groups, events, and a variety of strategies and philosophies
relevant to the history of justice around the world.
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• demonstrates empathy when people (or self) are excluded or mistreated
because of who they are.
Geography
The student:
• organizes, categorizes, and analyzes a variety of geographic information
including text, maps, charts, graphs, and digital media.
• analyzes the dynamic relationship between humans and the environment.
• evaluates economic and political decision-making as it affects geography.
History
The student:
• demonstrates their understanding of history by categorizing the causes and
impact of significant events.
• recognizes perspective and points of view.
• collects, organizes, categorizes, and constructs understanding of relevant
information for a particular event.
Social and Emotional Character Development
The student:
• demonstrates an awareness of their level of efficacy and effort in various
challenging tasks.
• predicts how increased assertiveness would affect outcomes of various
situations.
• endeavors to understand others feelings, behaviors, and situational context.
(Back to Appendices)
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Upper-Level
Elective Example:
World Geography
Kansas Course Code # 04001
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
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responsibilities:
● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
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contemporary issues.
3.4 The student will use their understanding of how societies are shaped by
the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
The World Geography course familiarizes students with the world using geographic themes
and essential elements. Students should develop skills and knowledge about location,
place, human/environmental interaction, movement, and regions. The course should
compare and contrast these themes across all continents. Special attention must be given
to the most essential skills and knowledge of the discipline. The course should focus on
geographic habits of mind to promote higher level thinking and problem-solving. The
course should require students to apply skills and knowledge to content information
involving different regions of the world. The course should be rigorous and relevant with
instruction that integrates thinking skills, historical processes, and content so that students
are able to apply the learning to their own lives. Students can apply their geographic
knowledge to their community, state, nation, world, and themselves. Instruction should
include the integration of concepts and principles from history, economics, geography,
civics, and the humanities.
Connecting with Past Learning
Students should possess a general understanding of Kansas geography, symbols, industry,
culture, and identify with a community or region of the state. They should have basic
geography skills and an awareness of the different regions of the United States They will be
familiar with geography themes and general physical and human geography, American
history to 1800 and world history to 1500. They should have experience with the Effective
HGSS Classroom Practices and should be aware of the discipline’s specific ways of thinking
or habits of mind. Students will be able to link their understanding of geography with events
in integrated courses such as World and United States History. They possess
understanding and needed background knowledge in geography and other social studies
disciplines. Students should have experience reading, writing, and speaking about
geography. Students should also be able to recognize, evaluate, analyze, and investigate
specific topics to draw conclusions or parallels between those topics and others.
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Connecting with Future Learning
Students will be asked to link their understanding of geography with events in future
integrated courses such as world and United States History. This understanding will
provide needed background knowledge in other courses such at literature, science, and
other technical subjects, as well as post-secondary pursuits. The skills and content taught
at this grade-level may be used as background and prior knowledge for the future. Critical
components of their experience in world geography should include reading, writing, and
speaking about geography. Students should become more familiar with specific habits of
mind that make up the history, government, and social studies disciplines. Students should
also be able to recognize, evaluate, analyze, and investigate specific topics to draw
conclusions or parallels between those topics and others.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
individuals. Instructional designs that acknowledge, respond to, and celebrate
fundamental cultures offer a full and equitable access to education for students
from all cultures. Culturally Relevant Teaching is a pedagogy that recognizes the
importance of including students' cultural and experiential references in all aspects
of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards
The five standards and their respective benchmarks are explained in more detail
starting on page 3-5 of this document. Kansas HGSS standards are broad and
conceptual. Educators and students should apply these conceptual understandings
to all content topics and every lesson. Educators should consider selecting one or
more standards as the base for their instructional design.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of individuals
and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are
dynamic.
Select Content and Develop Questions
A strong foundational knowledge of content is an essential part of creating a
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democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of history rather than simple acquisition of content
knowledge.
• Geography Themes and Skills
• Latin America
• Europe
• North Africa and the Middle East
• Sub-Saharan Africa
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• North and Central Asia
• South Asia
• Australia, Antarctica, and the Pacific World
Geography Themes and Skills
It is recommended that a review of “Geography Themes and Skills” be the
initial unit to establish what students know and understand about
Geography. Formative assessment of this unit is critical in developing future
lessons, but the decision in which order units are taught remains with the
local district.
Students should address geographic themes, geographic inquiry, and the essential
elements, the National Geography standards, and the National Council for the
Social Studies (NCSS) thematic strands. In addition, students should interpret
various types of geographic information and how geographers look at the world.
Students should be introduced to existing and emerging technologies in geography.
Students should be able to analyze the major geographic regions of the world using
knowledge about geographic spatial terms, physical systems, human systems, and
understand the relationships among people, places, and the environment. Students
will be able to apply these skills to analyze and interpret the past, present, and
future in area studies:
Themes: location, place, human/environment interaction, movement,
region
Terms: absolute and relative location, latitude, longitude, equator,
Prime Meridian, International Date Line, poles, Tropics of
Cancer and Capricorn, Arctic and Antarctic circles, a compass
rose, including cardinal and intermediate directions,
continents, oceans, major physical and political regions,
mountain ranges, river systems, ecosystems, plains, plateaus,
deserts, valley, glacier, strait, peninsula, hills
Technology: satellite mapping, dynamic mapping systems, global
positioning systems (GPS), geographic information systems
(GIS)
Latin America
(Mexico, Central America and the Caribbean Islands, Caribbean South America,
Pacific South America, and Atlantic South America)
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In each regional unit, students will examine the nations, regions, and areas defined.
Students should be asked to recognize the physical features, characteristics, and
human geography of the nations, regions, and areas. Each nation and/or region
should be examined considering geographic themes and essential elements.
Students should be asked to recognize and evaluate critical choices and
consequences, rights and responsibilities, beliefs, ideas and diversity, continuity
and change, and dynamic relationships drawing conclusions about how the world
works.
Physical: physical features, climate, weather, resources, boundaries
Human: demographics, migration, immigration, language, religion,
government, economics, general culture, significant minorities
Interaction
Of Systems: environmental trends and issues, exploited resources
and peoples
Sample Compelling Questions
• What critical decision about land use has had the most significant
impact on the geography of the region?
• What are the circumstances surrounding human rights in the
region?
• How have specific beliefs, ideas, and diversity impacted the
geography of the region?
• How has the geography of the region changed over time?
• How has geography shaped the culture and relationships in the
region?
Europe
(Southern Europe, West-Central Europe, Northern Europe, Eastern Europe, and
Russia)
In each regional unit, students will examine the nations, regions, and areas defined.
Students should be asked to recognize the physical features, characteristics, and
human geography of the nations, regions, and areas. Each nation and/or region
should be examined considering geographic themes and essential elements.
Students should be asked to recognize and evaluate critical choices and
consequences, rights and responsibilities, beliefs, ideas and diversity, continuity
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and change, and dynamic relationships drawing conclusions about how the world
works.
Physical: physical features, climate, weather, resources, boundaries
Human: demographics, migration, immigration, language, religion,
government, economics, general culture, significant
minorities
Interaction
Of Systems: environmental trends and issues, exploited resources and
peoples
Sample Compelling Questions
• What critical decision has had the most significant impact on
the geography of the region?
• What are the circumstances surrounding human rights in the
region?
• How have specific beliefs, ideas, and diversity impacted the
geography of the region?
• How has the geography of the region changed over time?
• How has geography shaped the culture and relationships in the
region?
North Africa and the Middle East
(North Africa, the Eastern Mediterranean, and the Arab Peninsula)
In each regional unit, students will examine the nations, regions, and areas defined.
Students should be asked to recognize the physical features, characteristics, and
human geography of the nations, regions, and areas. Each nation and/or region
should be examined considering geographic themes and essential elements.
Students should be asked to recognize and evaluate critical choices and
consequences, rights and responsibilities, beliefs, ideas and diversity, continuity
and change, and dynamic relationships drawing conclusions about how the world
works.
Physical: physical features, climate, weather, resources,
boundaries
Human: demographics, migration, immigration, language, religion,
government, economics, general culture, significant
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minorities
Interaction of
Systems: environmental trends and issues, exploited resources and
peoples
Sample Compelling Questions
• What critical decision has had the most significant impact on
the geography of the region?
• What are the circumstances surrounding human rights in the
region?
• How have specific beliefs, ideas, and diversity impacted the
geography of the region?
• How has the geography of the region changed over time?
• How has geography shaped the culture and relationships in
the region?
Sub-Saharan Africa
(West Africa, East Africa, Central Africa, Southern Africa)
In each regional unit, students will examine the nations, regions, and areas defined.
Students should be asked to recognize the physical features, characteristics, and
human geography of the nations, regions, and areas. Each nation and/or region
should be examined considering geographic themes and essential elements.
Students should be asked to recognize and evaluate critical choices and
consequences, rights and responsibilities, beliefs, ideas and diversity, continuity
and change, and dynamic relationships drawing conclusions about how the world
works.
Physical: physical features, climate, weather, resources, boundaries
Human: demographics, migration, immigration, language, religion,
government, economics, general culture, significant
minorities
Interaction of
Systems: environmental trends and issues, exploited resources and
peoples
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Sample Compelling Questions
• What critical decision has had the most significant impact on
the geography of the region?
• What are the circumstances surrounding human rights in the
region?
• How have specific beliefs, ideas, and diversity impacted the
geography of the region?
• How has the geography of the region changed over time?
• How has geography shaped the culture and relationships in
the region?
North and Central Asia
(Central Asia, China, Mongolia, Taiwan, Japan, and the Koreas)
In each regional unit, students will examine the nations, regions, and areas defined.
Students should be asked to recognize the physical features, characteristics, and
human geography of the nations, regions, and areas. Each nation and/or region
should be examined considering geographic themes and essential elements.
Students should be asked to recognize and evaluate critical choices and
consequences, rights and responsibilities, beliefs, ideas and diversity, continuity
and change, and dynamic relationships drawing conclusions about how the world
works.
Physical: physical features, climate, weather, resources, boundaries
Human: demographics, migration, immigration, language, religion,
government, economics, general culture, significant
minorities
Interaction of
Systems: environmental trends and issues, exploited resources and
peoples
Sample Compelling Questions
• What critical decision has had the most significant impact on
the geography of the region?
• What are the circumstances surrounding human rights in the
region?
• How have specific beliefs, ideas, and diversity impacted the
geography of the region?
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• How has the geography of the region changed over time?
• How has geography shaped the culture and relationships in
the region?
South Asia
(India, Pakistan & Bangladesh, Himalayan and Island Countries, Mainland Southeast
Asia, and Southeast Island Asia)
In each regional unit, students will examine the nations, regions, and areas defined.
Students should be asked to recognize the physical features, characteristics, and
human geography of the nations, regions, and areas. Each nation and/or region
should be examined considering geographic themes and essential elements.
Students should be asked to recognize and evaluate critical choices and
consequences, rights and responsibilities, beliefs, ideas and diversity, continuity
and change, and dynamic relationships drawing conclusions about how the world
works.
Physical: physical features, climate, weather, resources, boundaries
Human: demographics, migration, immigration, language, religion,
government, economics, general culture, significant
minorities
Interaction of
Systems: environmental trends and issues, exploited resources and
peoples
Sample Compelling Questions
• What critical decision has had the most significant impact on
the geography of the region?
• What are the circumstances surrounding human rights in the
region?
• How have specific beliefs, ideas, and diversity impacted the
geography of the region?
• How has the geography of the region changed over time?
• How has Geography shaped the culture and relationships in
the region?
Australia, Antarctica and the Pacific World
(Australia, New Zealand, Pacific Islands and Antarctica)
In each regional unit, students will examine the nations, regions, and areas defined.
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Students should be asked to recognize the physical features, characteristics, and
human geography of the nations, regions, and areas. Each nation and/or region
should be examined considering geographic themes and essential elements.
Students should be asked to recognize and evaluate critical choices and
consequences, rights and responsibilities, beliefs, ideas and diversity, continuity
and change, and dynamic relationships drawing conclusions about how the world
works.
Physical: physical features, climate, weather, resources, boundaries
Human: demographics, migration, immigration, language, religion,
government, economics, general culture, significant
minorities
Interaction of
Systems: environmental trends and issues, exploited resources and
peoples
Sample Compelling Questions
• What critical decision has had the most significant impact on
the geography of the region?
• What are the circumstances surrounding human rights in the
region?
• How have specific beliefs, ideas, and diversity impacted the
geography of the region?
• How has the geography of the region changed over time?
• How has geography shaped the culture and relationships in
the region?
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
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• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources
Many print and online resources exist that students can use while exploring the
topics and questions in this Geography course. For example, the National Archives,
Library of Congress, and the Smithsonian are natural places for educators and
students might use to begin collecting primary, secondary, and tertiary pieces of
evidence.
Integrate Reading & Writing
High-quality social studies instruction develops the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Disciplinary strategies should include the use of primary, secondary and tertiary
documents as appropriate through the grade-levels. These skills include evaluation,
interpretation, analysis, determining bias, and the creation of products that
effectively communicate the problems and solutions.
Apply Best Practices Focused on Competencies
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
Upper-Level Competencies
Geography
The student:
• asks and answers sophisticated geographic questions using evidence and
argument.
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• organizes, categorizes and analyzes a variety of geographic information
including text, maps, charts, graphs, and digital media.
• uses technology to create maps and displays of spatial, cultural, political and
physical characteristics.
• uses geographic information to solve real-world problems.
• analyzes the dynamic relationship between humans and the environment
• evaluates economic and political decision-making as it affects geography.
Civics/Government
The student:
• demonstrates an understanding of competing values and the tensions that
exist between governments, organizations, and people.
• discusses the role government plays in the lives of citizens.
• works collaboratively and cooperatively to negotiate, compromise, build
coalitions, and create consensus in the school and/or community.
• applies civic virtues and democratic principles when working with others.
Cultural
The student:
• engages civically to champion issues in thoughtful and creative ways.
• builds connections with other people by showing respect and understanding,
regardless of similarities or differences.
• recognizes traits of the dominant culture, the student’s home culture, and
other cultures, and understands how to express their identity in different
settings.
• identifies figures, groups, events, and a variety of strategies and philosophies
relevant to the history of justice around the world.
• demonstrates empathy when people (or self) are excluded or mistreated
because of who they are.
Economic
The student:
• uses economic concepts, evidence and argument to construct a claim for the
solution to an economic problem.
• discusses the role governments and other organizations and interests play in
economic systems.
• demonstrates an understanding of economic rights and responsibilities.
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History
The student:
• demonstrates their understanding of history by categorizing the causes and
impact of significant events.
• recognizes perspective and points of view.
• collects, organizes, categorizes, and constructs understanding of relevant
information for a particular event.
Social and Emotional Character Development
The student:
• demonstrates an awareness of their level of efficacy and effort in various
challenging tasks.
• predicts how increased assertiveness would affect outcomes of various
situations.
• endeavors to understand others feelings, behaviors, and situational context.
(Back to Appendices)
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Upper-Level
Elective Example:
Psychology
Kansas Course Code # 04254
Kansas History, Government, and Social Studies Standards
Standard 1 Choices have consequences.
History, government, economics, and geography are affected by human choice. Choices
made by individuals and groups have consequences, and the desirability of the choices
are dependent on the perceived positive and negative consequences. Often choices are
built and dependent upon earlier choices and consequences. The following are aspects
of choices and consequences:
● Human choices cause change dependent upon conditions which the decision
maker may not be able to control or anticipate.
● Every choice comes with a cost.
● Human choice is affected by culture, geography, politics, economics, social
emotional attachments, and other factors including other people.
Benchmark:
1.1 The student will recognize and evaluate significant choices and
consequences that have impacted our lives and futures.
1.2 The student will analyze the context and draw conclusions about choices
and consequences.
1.3 The student will investigate and connect examples of choices and
consequences with contemporary issues.
1.4 The student will use their understanding of choices and consequences to
make a claim or advance a thesis using evidence and argument.
Standard 2 Individuals have rights and responsibilities.
People and groups throughout history have deliberated the rights and responsibilities
within their society. Rights are the basic freedoms of individuals while responsibilities
view the collective obligations of people. The following are aspects of rights and
responsibilities:
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● Rights tell the bearer what they are at liberty to do, but are not a requirement to
exercise them.
● Rights are something that societies often guarantee and come with
responsibilities.
● A responsibility is a duty or obligation to perform or complete.
Benchmark:
2.1 The student will recognize and evaluate the rights and responsibilities of
people living in societies.
2.2 The student will analyze the context and draw conclusions about rights
and responsibilities.
2.3 The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
2.4 The student will use their understanding of rights and responsibilities to
make a claim or advance a thesis using evidence and argument.
Standard 3 Societies are shaped by the identities, beliefs, and
practices of individuals and groups.
People live in communities comprised and shaped by various identities, beliefs, and
practices of both individuals and groups. Within communities these differing identities,
beliefs, and practices require change. The diversity of a community is not always
represented/reflected by the majority. The following are aspects of identities, beliefs, and
practices:
● Identities are who we are, the way we think about ourselves, and how we view the
world.
● Beliefs are considered or accepted by individuals as true, and impact behaviors
and reactions.
● Practices are the actual application of identities, beliefs, and ideas on real-world
issues.
Benchmark:
3.1 The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
3.2 The student will analyze context and draw conclusions about how
societies are shaped by the identities, beliefs, and practices of individuals
and groups.
3.3 The student will investigate and connect how societies are shaped by the
identities, beliefs, and practices of individuals and groups with
contemporary issues.
3.4 The student will use their understanding of how societies are shaped by
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the identities, beliefs, and practices of individuals and groups to make a
claim or advance a theory using evidence and argument.
Standard 4 Societies experience continuity and change over
time.
People and communities have aspects of continuity but experience some degree of
change over time. Continuity refers to a societies ability to hold on to what is important,
to remain stable, anchored. Change refers to a society’s ability to adapt and make the
adjustments necessary to protect and advance the society. The following are aspects of
continuity and change:
● Change is generally continuous, not simply discrete events happening at their own
pace, and are often determined by “turning or tipping” points.
● Progress and regression are one of several ways of determining change.
● Continuity is the connection between events, ideas or beliefs over time.
Benchmark:
4.1 The student will recognize and evaluate continuity and change over time.
4.2 The student will analyze the context and draw conclusions about
continuity and change.
4.3 The student will investigate and connect continuity and change to a
contemporary issue.
4.4 The student will use their understanding of continuity and change to
make a claim or advance a thesis using evidence and argument.
Standard 5 Relationships among people, places, ideas, and
environments are dynamic.
People, places, ideas, and environments experience change, activity, progress, or
regression. All relationships are in a constant state of adjustment. These adjustments
may also result in additional change, activity, progress, or regression. The following are
aspects of dynamic relationship:
● Relationships are the interactions, connections, or feelings that exist between two
or more parties and are characterized by constant change, activity, progress, or
regression.
● The interaction of a single relationship between individuals, communities, and/or
their environment impacts to some degree all other relationships.
● Dynamic relationships involve circumstances which often create shifts in
priorities, leading to tension and adjustments toward progress.
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Benchmark:
5.1 The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
5.2 The student will analyze the context and draw conclusions about dynamic
relationships.
5.3 The student will investigate and connect dynamic relationships to
contemporary issues.
5.4 The student will use their understanding of dynamic relationships to
make a claim or advance a thesis using evidence and argument.
Course Description
The American Psychological Association defines Psychology as “the study of the mind and
behavior. This course is a general introduction of Psychology and should be rigorous and
relevant with instruction that integrates thinking skills, historical processes, and content so
that students are able to apply their learning to their own lives. Instruction should include
the integration of concepts and principles from history, economics, geography, civics, and
the humanities.
Connecting with Past Learning
This is an introductory class and may be the only psychology class the student ever takes.
Students should have some knowledge of choices and consequences, rights, and
responsibilities, beliefs, ideas, diversity, continuity and change, and dynamic relationships
between people, places, and their environment. They should be practiced in reading,
writing, and other communication skills. Students should have the requisite technical skill
and foundational knowledge to engage in a rigorous introduction to the discipline.
Connecting with Future Learning
The students should be able to discuss major theories and topics in psychology, think
critically about research and methods, apply psychological principles to individual and
social matters, and discuss the complexity of human behavior. The student will be able to
link learning in this class to all future classes and learning as they fuse experience,
knowledge, and reasoning to understand, identify, and solve problems.
Culturally Relevant Pedagogy
Culture is central to learning. It plays a role not only in communicating and
receiving information, but also in shaping the thinking process of groups and
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individuals. Instructional designs that acknowledge, respond to, and celebrate
fundamental cultures offer a full and equitable access to education for students
from all cultures. Culturally Relevant Teaching is a pedagogy that recognizes the
importance of including students' cultural and experiential references in all aspects
of learning.
Instructional Steps to High-level Learning
This standards document represents a research-based approach to teaching and
learning social studies that focuses on a balance between the process of doing
social studies and the foundational content of the disciplines. We want our students
to develop the ability to use evidence, to solve problems, and to share solutions.
But because the document also represents a departure from a more traditional
instructional approach, it may be useful to make use of a structure outlining basic
steps in high-level lesson and unit design.
The following Infographic provides a visual framework for using the content in this
grade-level appendix. For a more in-depth overview of the design process, see
pages 11-15 of this document. (The structure of this appendix follows the
Infographic’s instructional design steps.)
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Start with Standards
The five standards and their respective benchmarks are explained in more detail
starting on page 3-5 of this document. Kansas HGSS standards are broad and
conceptual. Educators and students should apply these conceptual understandings
to all content topics and every lesson. Educators should consider selecting one or
more standards as the base for their instructional design.
1. Choices have consequences.
2. Individuals have rights and responsibilities.
3. Societies are shaped by the identities, beliefs, and practices of
individuals and groups.
4. Societies experience continuity and change over time.
5. Relationships among people, places, ideas, and environments are
dynamic.
Select Content and Develop Questions
A strong foundational knowledge of content is an essential part of creating a
democratic citizen capable of being informed, thoughtful, and engaged in their
world. To develop this foundational knowledge, experienced teachers would
include, but not be limited to the following as part of a high-quality instructional
course design.
Please remember:
The content present in course appendices is not intended to be state-
mandated curriculum for what is taught or how and when it is taught.
It is not a checklist of things that must be “covered,” nor do they act as a
list of state assessment items.
They are provided as possible ways this course may be organized. Teachers should
use the scope and sequence, their professional experience, and other materials to
select appropriate lesson and unit content.
All great instruction starts with a compelling question or problem that requires
students to practice critical thinking skills. Use the sample questions in grade-level
appendices to jump-start your planning.
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The integration of all of the HGSS disciplines is encouraged. Student assessment
should include evaluation of the student competencies included in this appendix.
Suggested Content Topics
For the purpose of instruction, educators have great flexibility in how instructional
content is organized. The topics listed below are provided as a planning guide.
State performance assessments will measure students’ ability to integrate content
as part of their understanding of the Standards and Benchmarks. It is this ability to
use content in authentic ways that will be assessed, not simply the content itself.
The specific content contained in these units is not mandated but is made available
as a possible course-level scope and sequence to assist in the planning of lessons
and units. It should be remembered that during this planning, emphasis must be
placed on the “doing” of history rather than simple acquisition of content
knowledge.
• Perspectives of Psychology
• Biology and Behavior
• Life Development
• Memory and Learning
• Social Interaction
• Sociocultural Diversity
• Mental Health and Treatment
Perspectives on Psychology
This unit is intended to be a general introduction to Psychology. It should include
history of the discipline and the development of psychology as an empirical science.
The student should be given exposure to various methodologies and subfields
within the discipline. Students should be presented differing perspectives and
values on the application of the discipline to both human and nonhuman subjects.
History and development of psychology as empirical science
Define psychology
Goals of psychology
History of psychology
Perspectives employed to understand behavior
Major sub-fields of psychology (Clinical, Developmental, Forensic,
Rehabilitation, Neurological, Sports, etc.)
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Value of “basic” and “applied” psychological research
Role psychology plays in benefiting individuals and society
Sample Compelling Questions
• What are the ethical considerations in deciding to research
human behavior?
• To what degree is a psychologist responsible for the outcome
of behavior experimentation?
• To what degree do personal biases impact the study of
psychology?
• What have been the most significant advances in the study of
psychology?
• What is the relationship between psychology and business,
sports, religion, etc.?
Biology and Behavior
This unit addresses the biological structures and functions of the nervous system.
Students should be given instruction in specific structures of the brain and nervous
system, how neural transmission takes place, brain chemistry, genetics, and
advances in neuroscience.
Structure and Function of nervous systems
Major subdivisions of the human nervous system
Parts of the neuron and the basic process of neural transmission
Structures and functions of the various parts of the central nervous
system
Lateralization of brain functions
Mechanisms and plasticity of the nervous system
Structure and Function of endocrine systems
Endocrine glands and the link to the nervous system
Effects of hormones on behavior and mental processes
Effects of hormones on the immune system
Interaction between biological factors and experience
Concepts of genetic transmission
Interactive effects of heredity and environment
Genetic influences on behavior
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Methods and issues related to biological advances
Tools used to study the nervous system
Advances in neuroscience
Related issues in neuroscience and genetics
Sample Compelling Questions
• In what ways do biological factors affect the way we make
decisions?
• At what point can abnormal or criminal behavior be attributed
to biology?
• How do biological systems affect what you believe?
• What biological factors affect cognitive acuity as individual’s
age?
• How do various parts of the nervous system work together to
create various behaviors?
Life Development
This unit addresses various theories of development from pre-natal to end of life.
Cognitive, moral, and social development is central. Pre-natal, infancy, childhood,
adolescence, adulthood, and aging should be topics. The development of
communication and learning skills should play a significant role in this unit.
Methods and issues in life-span development
Biological and environmental factors in brain development
Issues of continuity and change
Methods used to study development
Sensitive and critical periods in development
End of Life issues
Theories of life-span development
Cognitive
Moral
Social
Infancy
Physical motor development
Perceptual abilities and intellectual development
Attachment and the caregiver
Communication and Language
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Childhood
Physical motor development
Memory and thinking development
Social, cultural, and emotional development
Adolescence
Physical changes
Reasoning and morality
Identity formation
Family and peers
Adulthood and Aging
Physical changes associated with aging
Cognitive changes associated with adulthood and aging
Social, cultural, and emotional issues of aging
Sample Compelling Questions
• What changes occur in decision-making between infancy and
adulthood?
• To what extent does aging, disease, ethics, or other factors,
impact end-of-life issues?
• To what extent does physical development affect self-identity?
• What aspect of being human seems to change the least from
infancy to adulthood?
• To what extent do nature and nurture play in determining
individual human behavior?
Memory and Learning
This unit addresses encoding, storage, and retrieval of information from memory.
Students should be instructed on factors affecting encoding and shallow and deep
processing strategies for improving memory. Students should also receive
instruction in the importance of and factors effecting retrieval. This unit should
address student-learning from both cognitive and metacognitive perspectives.
Classical and operant conditioning, and observational and cognitive leaning should
be discussed. Intelligence may be included here or discussed in the unit on Socio-
cultural diversity.
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Encoding of memory
Factors influencing encoding
Difference between shallow and deep processing
Strategies for improving encoding of memory
Storage of Memory
Differences between working and long-term memory
Biological processes related to how memory is stored
Types of memory and memory disorders
Strategies for improving memory storage
Retrieval of Memory
Retrieval cues in memory
Interference in retrieval
Factors influencing memory retrieval
Strategies for improving retrieval of memories
Classical Conditioning
Principles of classical conditioning
Clinical and experimental examples
Everyday real-life examples
Operant Conditioning
Law of effect
Principles of operant conditioning
Clinical and experimental examples
Everyday real-life examples
Observational and Cognitive learning
Principles of observational and cognitive learning
Everyday examples of observational and cognitive learning
Sample Compelling Questions
• How much control do we have over what we remember?
• What responsibilities do individuals using classical or operant
conditioning have toward their subjects?
• How might your belief about your own ability to learn affect
your memory?
• How does an individual’s ability to encode and retrieve
information change over time?
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• In what ways does learning affect behavior?
Social Interaction
This unit addresses behavior in relation with others. Characteristics such as
attitudes, implicit and explicit behaviors, group dynamics, stereotyping, prejudice,
aggression, attraction, etc., should be covered.
Social Cognition
Attributional explanations of behavior
Attitudes (implicit and explicit) and behavior
Persuasion
Social Influence
Power of the situation
Effects of other’s presence on individual behavior
Group dynamics
Individual influence on group behavior
Social Relations
Stereotyping, prejudice, and discrimination
Determinants to pro-social behavior
Aggression and conflict
Attraction and relationships
Sample Compelling Questions
• What factors influence an individual’s decisions to obey, make
friends, find love, and help others?
• How much responsibility does an individual have for group
behavior and the group for individual behavior?
• How do people explain the behavior of others?
• How are individuals affected by groups?
• In what ways do social relationships and interactions impact
individuals and communities?
Sociocultural Diversity
This unit focuses on how people are different. It defines culture and diversity.
Topics should also include diversity issues such as gender, race, ethnicity,
socioeconomic status, and identity and self-concept. Issues surrounding
personality, emotion, motivation, thinking, and intelligence should also be
discussed.
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Social and Cultural Diversity
Define cultural diversity
Cultures change over time and vary within communities and nations
Culture and conceptions of self and identity
Race and ethnicity
Socioeconomic status
Privilege and social power structures relating to stereotypes,
prejudice and discrimination
Diversity among Individuals
Gender similarities and differences
Gender roles and expectations
Gender identity and sexual orientation
Stereotypes and treatment of minority and majority groups in
society
Perspectives on Personality
Theories on Personality (psychodynamic, trait, humanistic, social-
cognitive, etc.)
Personality assessment techniques and systems
Issues (biological, situational, change, health, work, self-concept,
identity, individual and collective culture)
Sample Compelling Questions
• To what degree does personality and self-identity impact the
choices individuals make?
• What is the relationship between privilege and social power to
prejudice and discrimination?
• In what ways is diversity among individuals positive and
negative?
• What factors are critical to cultural change in a community?
• What is the relationship between socioeconomic status and
personality?
Mental Health and Treatment
Students should address perspectives on abnormal behavior and psychological
disorders. Students should be exposed to cross-cultural views of abnormality and
stigma attached to mental illness or disorder. Students should be made aware of
the challenges associated with diagnosis, and the symptoms of major disorders,
how treatment might occur, and factors that influence those effects. Coping
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procedures, attitudes and behaviors that promote mental health should be
discussed.
Perspectives on Abnormal behavior
Define abnormal behavior
Historical and cross-cultural views of abnormal behavior
Models of abnormality
Stigma related to abnormality
Impact of abnormality on relationships (friends, family, community,
society)
Categories of psychological disorders
Classification of psychological disorders
Diagnosis of disorders
Symptoms and causes of disorders (schizophrenia, mood anxiety,
personality disorders)
Factors influencing individual experiences with psychological
disorders
Perspectives on Treatment
Changes in psychological treatment over time
Methods of treatment and psychological perspectives
Varieties of treatment options
Categories and types of treatment
Biomedical
Psychological
Age specific
Efficacy of treatment for particular disorders
Stress and Coping
Stress as a psychophysiological reaction
Sources of stress
Health consequences
Strategies for dealing with stress
Behaviors and attitudes that promote health
Ways to promote mental and physical health
Characteristics of and factors that promote resilience and optimism
Effective means of dealing with stressors and other health issues
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Sample Compelling Questions
• In what ways do mental health issues impact an individual’s
ability to make choices?
• What protections might exist for individuals with mental
health issues?
• How do beliefs and ideas about mental health issues make
treating mental illness difficult?
• How has the treatment of mental illness changed in the last 75
years?
• What is the relationship between stress and physical and
mental health?
Develop Tasks with Benchmarks:
Benchmarks provide a scaffold with measurable verbs useful for developing
questions, problems, and tasks for assessments, both local and state. And because
Benchmarks also connect with contemporary issues, teachers should use them to
create relevant relationships between past and present.
Benchmarks:
• Recognizes and evaluates from the content.
• Analyzes context and draws conclusions from the content.
• Investigates and makes connections from the content.
• Uses their understanding to make a claim or advance a theory using
evidence and argument.
The Classroom Based State Assessment (CBSA) will ask teachers to develop and
students to respond to “tasks” addressing Benchmarks One through Three by
making a claim and supporting that claim with evidence (Benchmark Four).
Curate Resources
Many print and online resources exist that students can use while exploring the
topics and questions in this Psychology course. For example, the National Archives,
Library of Congress, and the Smithsonian are natural places for educators and
students might use to begin collecting primary, secondary, and tertiary pieces of
evidence.
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Integrate Reading & Writing
High-quality social studies instruction develops the reading, writing, and
communication skills found in the Effective HGSS Classroom Practices section.
Disciplinary strategies should include the use of primary, secondary and tertiary
documents as appropriate through the grade-levels. These skills include evaluation,
interpretation, analysis, determining bias, and the creation of products that
effectively communicate the problems and solutions.
Apply Best Practices Focused on Competencies
Effective instruction always includes research-based practices. These include
culturally relevant instruction, civic-engagement activities, higher-order thinking
practices, authentic assessments and other suggestions listed in the Effective HGSS
Classroom Practices section.
Upper-Level Competencies
Lessons and units should be designed to ensure that instruction best practices are
aligned to the Competencies in each grade-level appendix as well as to the
foundational content, standards, and benchmarks.
Civics/Government
The student:
• demonstrates an understanding of competing values and the tensions that
exist between governments, organizations, and people.
• discusses the role government plays in the lives of citizens.
• works collaboratively and cooperatively to negotiate, compromise, build
coalitions, and create consensus in the school and/or community.
• applies civic virtues and democratic principles when working with others.
Cultural
The student:
• engages civically to champion issues in thoughtful and creative ways.
• builds connections with other people by showing respect and understanding,
regardless of similarities or differences.
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• recognizes traits of the dominant culture, the student’s home culture and
other cultures, and understands how to express their identity in different
settings.
• identifies figures, groups, events, and a variety of strategies and philosophies
relevant to the history of justice around the world.
• demonstrates empathy when people (or self) are excluded or mistreated
because of who they are.
Economic
The student:
• uses economic concepts, evidence and argument to construct a claim for the
solution to an economic problem.
• discusses the role governments and other organization and interests play in
economic systems.
• demonstrates an understanding of economic rights and responsibilities.
Geography
The student:
• organizes, categorizes, and analyzes a variety of geographic information
including text, maps, charts, graphs, and digital media.
• analyzes the dynamic relationship between humans and the environment.
• evaluates economic and political decision-making as it affects geography.
History
The student:
• demonstrates their understanding of history by categorizing the causes and
impact of significant events.
• recognizes perspective and points of view.
• collects, organizes, categorizes, and constructs understanding of relevant
information for a particular event.
Social and Emotional Character Development
The student:
• demonstrates an awareness of their level of efficacy and effort in various
challenging tasks.
• predicts how increased assertiveness would affect outcomes of various
situations.
• endeavors to understand others feelings, behaviors, and situational context.
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Glossary of Terms
Standards and Benchmark Language
Analyze
Examine methodically and in detail, typically for purposes of
explanation and interpretation.
Argument
A reason or set of reasons given with the aim of persuading
others that an action or idea is right or wrong.
Beliefs
Something one accepts as true or real; a firmly held opinion or
conviction.
Change
The act or instance of making or becoming different.
Choice
The act of selecting or making a decision when faced with two or
more possibilities.
Claim
An assertion of the truth of something, typically one that is
disputed or in doubt.
Conclusions
A judgment or decision reached by reasoning.
Connections
A relationship in which a person, thing, or idea is linked or
associated with something else.
Consequences
A result or effect of an action, choice or condition.
Context
The circumstances that form the setting for an event, statement,
or idea, and in terms of which it can be fully understood and
assessed.
Continuity
The unbroken and consistent existence or operation of something
over a period of time.
Dynamic
A process or system characterized by constant change, activity,
progress, or regression.
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Environments
The physical, social, political, economic, or general surroundings
or conditions in which a person lives or acts.
Evaluate
Make a judgement on the value or importance of a thing.
Evidence
The available body of facts or information indicating whether a
belief or proposition is true or valid.
Ideas
A thought or suggestion as to a possible course of action.
Identity
The fact of being who or what a person or thing is.
Individuals
A single human being as distinct from a group, class, or family.
Investigate
Research or study into so as to discover facts or information.
People
Human beings in general or considered collectively or as a part
of a community or group.
Places
Positions or points in space designated for specific purposes or
activities.
Practices
The actual real-life application or use of an idea, belief, or method,
as opposed to theories relating to it.
Recognize
Identify (someone or something) from knowledge or memory.
Relationship
The way in which two or more concepts, objects, or people are
connected, or the state of being connected.
Research
The systematic investigation into and study of materials and
sources in order to establish facts and reach new conclusions.
Responsibilities
A thing that one is required to do as part of a job, role, or a legal
or moral obligation.
Rights
A moral or legal entitlement to have or to act in a certain way.
KANSAS HISTORY, GOVERNMENT, AND SOCIAL STUDIES STANDARDS
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Significant
Choice
A selection of one of several options having a great or important
impact; indicative of something.
Societies
The aggregate of people living together in a more or less ordered
community.
Understanding
The ability to perceive the significance, explanation, or causes of
concrete events or abstract concepts or ideas.
For more information, contact:
Nathan McAlister
Program Manager - Humanities
Career, Standards, and Assessment Services
785 296-3892
nmcalister@ksde.org
Kansas State Department of Education
900 S.W. Jackson Street, Suite 102
Topeka, Kansas 66612-1212
www.ksde.org
