Sleeping Heroes: State Standards Addressed
State standards addressed by the Sleeping Heroes project:
| Third | Communities local history |
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| Fourth | Kansas and regions of the U.S. |
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| Seventh | Kansas history/government; world geography |
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| Eighth | U.S. history (1800-1900) |
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Standards
Third grade
CG Benchmark 2: The student understands the shared ideals and diversity of American society and political culture.
Indicator 1: (K) The student understands the civic values are influenced by people's beliefs and needs (e.g., need for safety, health, and well-being).
G. Benchmark 1: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
Indicator 1: (A) The student applies geographic tools, including grid systems, symbols, legends, scales, and a compass rose to construct and interpret maps.
H. Benchmark 1: The student understands the significances of important individuals and major developments in history.
Indicator 1: (A) The student researches the contributions of historical and current day individuals significant in his/her community.
H. Benchmark 2: The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.
Indicator 1: (A) The student compares life in his/her community with another community. (e.g., population/location, jobs, customs, history, natural resources, ethnic groups, local government).
Indicator 2; (A) The student retells the history of the community using local documents or artifacts.
H. Benchmark 4: The student engages in historical thinking skills.
Indicator 1: (A) The student creates and uses timelines to illustrate a community's history.
Indicator 2: (A) The student locates information about communities from a variety of sources.
Indicator 3: (A) The student uses information to frame important historical questions.
Indicator 4: (A) The student observes and draws conclusions in his/her own words.
Indicator 5: (A) The student identifies and compares information from primary and secondary sources.
Indicator 6; (A) The student uses research skills (e.g., selects relevant information, organizes and shares information in his/her own words, discusses ideas, formulates broad and specific questions at both the knowledge and comprehension level, with help knows there are different formats of information, and records information.)
Fourth grade
G. Benchmark 1: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
Indicator 1: (A) The student applies geographic tools, including grid systems, symbols, legends, scales, and a compass rose to construct and interpret maps.
Indicator 2: (A) The student uses a data source as a tool (e.g., graphs, charts, tables).
G. Benchmark 4: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
Indicator 1: (K) The student describes the types and characteristics of political units (e.g., city, county, state, country).
Indicator 2: (K) The student identifies conditions that determine the location of human activities (e.g., resources, population, transportation, and technology).
H. Benchmark 2: The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.
Indicator 2: (K) The student explains the economic and cultural contributions made by immigrant groups in Kansas (e.g., jobs, agriculture, mining, arts, customs, celebrations).
H. Benchmark 4: The student engages in historical thinking skills.
Indicator 1: (A) The student creates and uses historical timelines (e.g., time periods, eras, decades, centuries).
Indicator 2: (A) The student develops a thesis statement around a historical question.
Indicator 3: (K) The student understands the difference between inferred information and observed information.
Indicator 4: (A) The student identifies and compares information from primary and secondary sources (e.g., photographs, diaries/journals, newspapers, historical maps).
Indicator 4: (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.
Seventh grade
G. Benchmark 1: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
Indicator 2: (A) The student develops and uses different kinds of maps, globes, graphs, charts, databases, and models.
Indicator 4: (A) The student selects and explains reasons for using different geographic tools, graphic representation, and/or technologies to analyze selected geographic problems (e.g., map projections, aerial photographs, satellite images, geographic information systems).
H. Benchmark 3: The student understands individuals, groups, ideas, events, and developments during the period of expansion and development in Kansas (1860s - 1870s).
Indicator 5: (K) The student describes the reasons for the Exoduster movement from the South to Kansas ( e.g., relatively free land, symbol of Kansas as a free state, the rise of Jim Crow laws in the south, promotions of Benjamin "Pap" Singleton.
H. Benchmark 7: The student engages in historical thinking skills.
Indicator 1: (A) The student analyzes changes over time to make logical inferences concerning cause and effect by examining a topic in Kansas history.
Indicator 2: (A) The student examines different types of primary sources in Kansas history and analyzes them in terms of credibility, purpose, and point of view (e.g, census records, diaries, photographs, letters, government documents).
Indicator 3: (A) The student uses at least three primary sources to interpret the impact of a person or event from Kansas history to develop an historical narrative.
Indicator 4: (A) The student compares contrasting descriptions of the same event in Kansas history to understand how people differ in their interpretations of historical events.
Eighth grade
G. Benchmark 1: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
Indicator 2: (A) The student creates maps, graphs, charts, databases and/or models to support historical research.
G. Benchmark 4: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
Indicator 1: (A) The student evaluates demographic data to analyze population characteristics in the United States over time (e.g., birth/death rates, population growth rates, migration patterns: rural, urban ).
Indicator 2: (A) The student analyzes push-pull factors including economic, political, and social factors that contribute to human migration and settlement in United States (e.g., economic: availability of natural resources, job opportunities created by technology; political; Jim Crow laws, free-staters; social factors: religious, ethnic discrimination).
H. Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and turning points in the era of the Industrial era.
Indicator 1: (A) The student interprets the impact of the romance of the west on American culture (e.g., Frederick Jackson Turner, western literature, Buffalo Bill Cody's Wild West show, Frederick Remington,, the cowboy).
Indicator 2: (K) The student explains the impact of the railroad on the settlement and development of the West (e.g., transcontinental railroad, cattle towns, Fred Harvey, town speculation, railroad land, immigrant agents).
Indicator 3: (K) The student describes federal American Indian policy after the Civil War (e.g., Dawes Act, boarding schools, forced assimilation).
Indicator 4: (K) The student explains American Indians' reactions to encroachment on their lands and the government response (e.g., Chief Joseph, Helen Hunt Jackson, Crazy Horse, Sitting Bull, Geronimo, Sand Creek, Washita, Little Big Horn, and Wounded Knee.
H. Benchmark 4: The student engages in historical thinking skills.
Indicator 1: (A) The student examines a topic in United States history to analyze changes over time and makes logical inferences concerning cause and effect.
Indicator 2: (A) The student examines a variety of different types of primary sources in United States history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).
Indicator 3: (A) The student uses at least three primary sources to interpret a person or event from United States history to develop a historical narrative.
Indicator 4: (A) The student compares contrasting descriptions of the same event in United States history to understand how people differ in their interpretations of historical events.
