Teaching Materials
Ask a Master Teacher
Lesson Plan Gateway
Lesson Plan Reviews
State Standards
Teaching Guides
Digital Classroom
Ask a Digital Historian
Tech for Teachers
Beyond the Chalkboard
History Content
Ask a Historian
Beyond the Textbook
History Content Gateway
History in Multimedia
Museums and Historic Sites
National Resources
Quiz
Website Reviews
Issues and Research
Report on the State of History Education
Research Briefs
Roundtables
Best Practices
Examples of Historical Thinking
Teaching in Action
Teaching with Textbooks
Using Primary Sources
TAH Projects
Lessons Learned
Project Directors Conference
Project Spotlight
TAH Projects
About
Staff
Partners
Technical Working Group
Research Advisors
Teacher Representatives
Privacy
Quiz Rules
Blog
Outreach
Teaching History.org logo and contact info

Kansas: 5th-Grade Standards

  • KS.1. Standard: Civics-Government

    The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.

    • 1.1. Benchmark:

      The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.

      • 1.1.1. Indicator / Proficiency Level:

        (K) The student understands laws must be followed by those in authority as well as those who are governed (limited government).

      • 1.1.2. Indicator / Proficiency Level:

        (K) The student defines the rule of law as a legal principle that is easily understood, and can be applied to all, including those who are rule makers.

    • 1.2. Benchmark:

      The student understands the shared ideals and diversity of American society and political culture.

      • 1.2.1. Indicator / Proficiency Level:

        (K) The student describes the principles contained in the Declaration of Independence and the Constitution of the United States including the Bill of Rights (e.g., right to question the government, having a voice in government through representation).

      • 1.2.2. Indicator / Proficiency Level:

        (K) The student compares how the Magna Carta, Mayflower Compact, Articles of Confederation and other similar documents influenced the development of American constitutional government.

      • 1.2.3. Indicator / Proficiency Level:

        (A) The student explains the basic ideals of the American republican system (e.g., liberty, justice, equality of opportunity, human dignity).

      • 1.2.4. Indicator / Proficiency Level:

        (K) The student identifies important founding fathers and their contributions (e.g., George Mason, Thomas Jefferson, James Madison, George Washington, Benjamin Franklin, Thomas Paine, Samuel Adams, John Adams).

    • 1.3. Benchmark:

      The student understands how the United States Constitution allocates power and responsibility in the government.

      • 1.3.1. Indicator / Proficiency Level:

        (K) The student defines federalism as a system of government in which power is divided between national (central) and state governments as a way to distribute power by preventing a concentration of power.

      • 1.3.2. Indicator / Proficiency Level:

        (K) The student defines the separation of power and gives examples of how power is limited (e.g., the President can nominate a Supreme Court Justice, but Congress has to approve).

      • 1.3.3. Indicator / Proficiency Level:

        (K) The student describes how the United States Constitution supports the principle of majority rule, but also protects the rights of the minority.

      • 1.3.4. Indicator / Proficiency Level:

        (A) The student explains the functions of the three branches of federal government (e.g., legislative-makes laws, executive-enforces laws, judicial-interprets laws).

      • 1.3.5. Indicator / Proficiency Level:

        (K) The student identifies the key ideas of the Preamble.

    • 1.4. Benchmark:

      The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

      • 1.4.1. Indicator / Proficiency Level: (K) The student understands that rights are personal, political and economic (e.g., personal

        privacy, speech, religion; political: holding public office, voting; economic: employment, owning property, copyrights and patents).

      • 1.4.2. Indicator / Proficiency Level: (K) The student understands that privileges require qualifications (e.g., driving

        pass exam, age requirement; running for office: age requirement, must be a United States citizen, residency).

      • 1.4.3. Indicator / Proficiency Level:

        (K) The student recognizes that rights require responsibilities of citizenship (e.g., paying taxes, jury duty, military service, voting, obeying the law, public service).

      • 1.4.4. Indicator / Proficiency Level:

        (K) The student examines the steps necessary to become an informed voter (e.g., voter registration, recognizes issues and candidates, personal choice, and voting).

    • 1.5. Benchmark:

      The student understands various systems of governments and how nations and international organizations interact.

      • 1.5.1. Indicator / Proficiency Level:

        This benchmark will be taught at another grade level.

  • KS.2. Standard: Economics

    The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

    • 2.1. Benchmark:

      The student understands how limited resources require choices.

      • 2.1.1. Indicator / Proficiency Level:

        (K) The student explains how scarcity of resources requires individuals, communities, states, and nations to make choices about goods and services (e.g., what food to eat, type of housing to live in, how to use land).

      • 2.1.2. Indicator / Proficiency Level:

        (A) The student determines how unlimited wants and limited resources lead to choices that involve opportunity costs.

      • 2.1.3. Indicator / Proficiency Level:

        (K) The student describes how specialization results in increased productivity (e.g., when each person in a city specializes in producing one product and then sells or trades with each other, there is more produced than if everyone tried to make everything they need for themselves).

      • 2.1.4. Indicator / Proficiency Level:

        (A) The student gives examples of economic interdependence at either the local, state, regional, or national level. (e.g., Western settlers depended on Easterners for textiles; Easterners depended on Westerners for furs and hides).

    • 2.2. Benchmark:

      The student understands how the market economy works in the United States.

      • 2.2.1. Indicator / Proficiency Level:

        (A) The student defines supply as the quantity of resources, goods, or services that sellers offer at various prices at a particular time and demand as the number of consumers willing and able to purchase a good or service at a given price.

      • 2.2.2. Indicator / Proficiency Level: (K) The student identifies factors that change supply or demand for a product (e.g., supply

        technology changes; demand: invention of new and substitute goods; supply or demand: climate and weather).

      • 2.2.3. Indicator / Proficiency Level:

        (K) The student describes how changes in supply and demand affect prices of specific products.

      • 2.3.1. Indicator / Proficiency Level:

        (K) The student understands that banks are institutions where people (individuals, families, and businesses) save money and earn interest and where people borrow money and pay interest.

      • 2.3.2. Indicator / Proficiency Level: (A) The student gives examples of how positive and negative incentives affect people's behavior (e.g., laws

        Stamp Act, Sugar Act; profit; product price; indentured servant).

      • 2.3.3. Indicator / Proficiency Level:

        (K) The student recognizes barriers to trade among people across nations (e.g., quotas, tariffs, boycotts, geography).

    • 2.4. Benchmark:

      The student analyzes the role of the government in the economy.

      • 2.4.1. Indicator / Proficiency Level:

        (K) The student describes revenue sources for different levels of government (e.g., personal income taxes, property taxes, sales tax, interest, bonds).

    • 2.5. Benchmark:

      The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

      • 2.5.1. Indicator / Proficiency Level:

        (A) The student determines the costs and benefits of a spending, saving, or borrowing decision.

      • 2.5.2. Indicator / Proficiency Level:

        (K) The student recognizes that supply of and demand for workers in various careers affect income.

  • KS.3. Standard: Geography

    The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

    • 3.1. Benchmark: Geographic Tools and Location

      The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

      • 3.1.1. Indicator / Proficiency Level:

        (A) The student explains and uses map titles, symbols, cardinal directions and intermediate directions, legends, latitude and longitude.

      • 3.1.2. Indicator / Proficiency Level:

        (K) The student locates major physical and political features of Earth from memory (e.g., Boston, Philadelphia, England, France, Italy, Spain, North America, Atlantic Ocean, Pacific Ocean, Yucatan Peninsula, Germany, Aleutian Islands, Bering Strait, Chesapeake Bay, Hudson Bay, Mexico City, Montreal, Netherlands, Norway, Ohio River, Portugal, Quebec City, St. Lawrence River).

    • 3.2. Benchmark: Places and Regions

      The student analyzes the human and physical features that give places and regions their distinctive character.

      • 3.2.1. Indicator / Proficiency Level:

        (K) The student identifies and compares the major physical characteristics of New England Colonies, Middle Colonies, and Southern Colonies and French and Spanish territories (e.g., location, climate, and resources).

      • 3.2.2. Indicator / Proficiency Level:

        (K) The student identifies and compares the human characteristics of the New England Colonies, Middle Colonies, and Southern Colonies and French and Spanish territories (e.g., national origins, religion, customs, government, agriculture, industry, and architecture).

    • 3.3. Benchmark: Physical Systems

      The student understands Earth's physical systems and how physical processes shape Earth's surface.

      • 3.3.1. Indicator / Proficiency Level:

        (K) The student identifies renewable and nonrenewable resources and their uses (e.g., fossil fuels, minerals, fertile soil, water power, forests, solar and wind power.

    • 3.4. Benchmark: Human Systems

      The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

      • 3.4.1. Indicator / Proficiency Level:

        (A) The student explains reasons for variation in population distribution (e.g., environment, migration, government policies).

      • 3.4.2. Indicator / Proficiency Level: (A) The student identifies the push-pull factors (causes) of human migration (e.g., push

        war, famine, lack of economic opportunity; pull: religious freedom, economic opportunity, joining family or friends).

      • 3.4.3. Indicator / Proficiency Level:

        (K) The student describes the effects of human migration on place and population (e.g., population shifts, conflict, acculturation; diffusion of ideas, diseases, crops and culture).

      • 3.4.4. Indicator / Proficiency Level:

        (K) The student describes factors that influence and change the location and distribution of economic activities (e.g., resources, technology, transportation and government).

      • 3.4.5. Indicator / Proficiency Level:

        (A) The student understands that forces of conflict and cooperation divide or unite people (e.g., land disputes, religious intolerance, taxation).

    • 3.5. Benchmark: Human-Environment Interactions

      The student understands the effects of interactions between human and physical systems.

      • 3.5.1. Indicator / Proficiency Level:

        (A) The student examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present).

      • 3.5.2. Indicator / Proficiency Level:

        (K) The student identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow).

  • KS.4. Standard: History (Kansas, United States, and World History)

    The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

    • 4.1. Benchmark:

      The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the age of exploration.

      • 4.1.1. Indicator / Proficiency Level:

        (K) The student explains how various American Indians adapted to their environment in relationship to shelter and food (e.g., Plains, Woodland, Northwest Coast, Southeast and Pueblo cultures in the period from 1700-1820).

      • 4.1.2. Indicator / Proficiency Level:

        (A) The student shows how traditional arts and customs of various American Indians are impacted by the environment (e.g., Plains, Woodland, Northwest Coast, Southeast and Pueblo cultures in the period from 1700-1820).

      • 4.1.3. Indicator / Proficiency Level: (A) The student compares the motives and technology that encouraged European exploration of the Americas (e.g., motives

        trade, expansion, wealth, discovery; technology: improved ship building, sextant, cartography).

      • 4.1.4. Indicator / Proficiency Level:

        (A) The student examines the interaction between European explorers and American Indians (e.g., trade, cultural exchange, disease).

    • 4.2. Benchmark:

      The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in colonization era of the United States (1607-1763).

      • 4.2.1. Indicator / Proficiency Level:

        (K) The student explains why early settlements succeeded or failed (e.g., Pilgrims, Puritans, St. Augustine, Quebec).

      • 4.2.2. Indicator / Proficiency Level:

        (A) The student maps the patterns of colonial settlement (e.g., British, French, Spain, and Indigenous populations).

      • 4.2.3. Indicator / Proficiency Level: (K) The student describes political and economic structures in the New England, Middle, and Southern Colonies (e.g., political

        House of Burgesses, town meetings, colonial forms of representation; economics: agriculture, trade).

      • 4.2.4. Indicator / Proficiency Level:

        (A) The student compares and contrasts the impact of European settlement from an American Indian and European point of view.

      • 4.2.5. Indicator / Proficiency Level:

        (A) The student analyzes the causes and impact of forced servitude in North America (e.g., indentured servant, Middle Passage, and slave life).

      • 4.2.6. Indicator / Proficiency Level:

        (K) The student explains the causes and effects of the French and Indian War on the American Revolutionary period.

      • 4.2.7. Indicator / Proficiency Level:

        (K) The student explains the impact of religious freedom as colonies were settled by various Christian groups (e.g., Catholics in Maryland, Quakers in Pennsylvania, Puritans in Massachusetts).

    • 4.3. Benchmark:

      The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the American Revolution and the United States becoming a nation (1763 to 1800).

      • 4.3.1. Indicator / Proficiency Level:

        (K) The student describes the causes of the American Revolution (e.g., Proclamation of 1763, Intolerable Acts, Stamp Act, taxation without representation).

      • 4.3.2. Indicator / Proficiency Level:

        (K) The student explains the significance of important groups in the American Revolution (e.g., Loyalists, Patriots, Sons of Liberty).

      • 4.3.3. Indicator / Proficiency Level:

        (A) The student examines the significance of important turning points in the American Revolution (e.g., Boston Massacre, Continental Congress, Boston Tea Party, Lexington and Concord, Saratoga, Valley Forge, Yorktown).

      • 4.3.4. Indicator / Proficiency Level:

        (K) The student discusses the international support for the American Revolution (e.g., French, Lafayette).

      • 4.3.5. Indicator / Proficiency Level:

        (K) The student discusses the strengths and weaknesses of the Articles of Confederation.

      • 4.3.6. Indicator / Proficiency Level:

        (K) The student describes how the Constitutional Convention led to the creation of the United States Constitution (e.g., Great Compromise, Three-Fifths Compromise).

      • 4.3.7. Indicator / Proficiency Level:

        (K) The student recognizes the importance of the presidency as it was defined by George Washington (e.g., leadership qualities, balance of power, setting precedent, cabinet selection, term limits).

      • 4.3.8. Indicator / Proficiency Level:

        (K) The student explains United States land policy and its impact on American Indians (e.g., sale of western lands, Land Ordinance of 1785, the Northwest Ordinance of 1787).

    • 4.4. Benchmark:

      The student engages in historical thinking skills.

      • 4.4.1. Indicator / Proficiency Level:

        (A) The student uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England).

      • 4.4.2. Indicator / Proficiency Level:

        (A) The student examines multiple primary sources to understand point of view of an historical figure.

      • 4.4.3. Indicator / Proficiency Level:

        (A) The student locates information using a variety of sources to support a thesis statement.

      • 4.4.4. Indicator / Proficiency Level:

        (A) The student uses information including primary sources to debate a problem or an historical issue.

      • 4.4.5. Indicator / Proficiency Level:

        (A) The student observes and draws conclusions.

      • 4.4.6. Indicator / Proficiency Level:

        (A) The student uses research skills to interpret an historical person or event in history and notes the source(s) of information (e.g., discusses ideas; formulates broad and specific questions; determines a variety of sources; locates, evaluates, organizes, records and shares relevant information in both oral and written form).

 
Content