Kansas Standards for History, Government, and Social Studies

1. Kansas Standards for History, Government, and Social Studies

3. Standards 1. Choices have consequences. 2. Individuals have rights and responsibilities. 3. Societies are shaped by beliefs, idea, and diversity. 4. Societies experience continuity and change over time. 5. Relationships between people, place, idea, and environments are dynamic.

4. Standard # 5 Relationships among people, places, ideas, and environments are dynamic 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 of significant relationships and draw conclusions about a contemporary world. • 5.3 The student will investigate the relationship among people, places, ideas, and/or the environment and connect those relationships to contemporary issues. • 5.4 The student will use his/her understanding of these dynamic relationships to create a personal, community, state, and/or national narrative.

6. 5th Grade United States History: A New Nation Units • For the purpose of instruction, educators have great flexibility in how instructional content is organized. • The units listed below are provided as a planning guide and are organized chronologically but this should not prevent teachers and districts from taking a thematic instructional approach. • The state performance assessment prompts and primary/secondary source libraries used as part of the assessment process are based on this unit organization.

7. 5th Grade United States History: A New NationUnits • 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

8. Literacy Expectations Reading a variety of primary and secondary sources so that it is possible to determine the meaning and main idea, identifying and analyzing evidence, relationships, and supporting details. Writing clearly and coherently to inform or explain an event, relationship, position, or opinion. Communicating effectively by preparing and collaborating with diverse partners in conversations about topics within the discipline.

9. How do you do them ALL? You pick – like a standards menu!

10. Standard 5, Relationships between people, place, idea, and environments are dynamic Benchmark: • 5.1 The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.

11. 5th U.S. History Standards, p. 5 • The Road to Independence: 1750s–1770s: “The period leading up to the Declaration of Independence is shaped by Enlightenment ideas, geography, and conflict.” – pg. 5, 5th U.S. History • Ideas: “taxation without representation” – pg. 5, 5th U.S. History • Sample Compelling Questions: How did the deteriorating relationship between Great Britain and the American colonies impact both countries? (Standard 5, Relationships between people, place, idea, and environments are dynamic)

12. Primary Sources The Townshend Acts Taxes on glass, paint, oil, lead, paper, and tea were applied with the design of raising £40,000 a year for the administration of the colonies. The result was the resurrection of colonial hostilities created by the Stamp Act. Special Report: The Townshend Acts

13. The most influential colonial response to the Townshend Acts was a series of twelve essays by John Dickinson entitled "Letters from a Farmer in Pennsylvania", which began appearing in December 1767 “The tighter the British grip grew, the more widespread was the resistance. By 1769, British merchants began to feel the sting of nonimportation. In April 1770, news of a partial repeal — the tax on tea was maintained — reached America's shores. The second compromise came at a high price. It was reached only after a military occupation of Boston and the ensuing Boston Massacre.”

14. Revisit the Standards How did the deteriorating relationship between Great Britain and the American colonies impact both countries?

15. Primary Sources The Boston Massacre Introduction In June 1767, Parliament passed the Townshend Acts, which levied import duties on articles including tea, lead, glass, paint, and paper and established a Board of Customs Commissioners for America to be stationed in Boston. Bostonians protested the import duties by encouraging nonimportation and nonconsumption movements in the colonies. In February 1768, the customs commissioners asked Parliament to guarantee their safety as they carried out their duties in Boston. Troops began arriving in October of that year. Many Bostonians resented the presence of the standing army in their town, and patriot leaders made concerted efforts to feed the population's animosity toward the soldiers. Huge list of resources and background Information : Massachusetts Historical Society, Founded 1791

16. The Boston Massacre became an important symbol for radicals who used the incident to build popular opposition to British rule. For thirteen years after the incident, Boston observed March 5, the anniversary of the incident, as a day of public mourning. Artists continued to redraw, repaint, and reinterpret the Boston Massacre long after it occurred. This engraving based on a painting by Alonzo Chappel was published in 1868. While the artist still omitted Crispus Attucks, a black sailor who was one of those killed in the Massacre, it showed the chaos of the confrontation and captured the horror of soldiers shooting down unarmed citizens. Primary Sources

17. Primary Sources

18. Primary Source Analysis Tool

19. Other Primary Source Analysis Tools

20. Grade 2: Then and Now (p.27) Units: Units in second grade may be taught in any order but the integration of units is encouraged. Each unit should be taught with some consideration of all four social studies disciplines. • History • Civics/Government • Geography • Economics

21. Geography (p.44) S4. Societies experience continuity and change over time Benchmark: 4.1 The student will recognize and evaluate continuity and change over time and its impact on individuals, institutions, communities, states, and nations. Ideas: human characteristics People/Roles: immigrants Places/Institutions: physical characteristics of the local community Events: immigration Compelling Question: How has your community stayed the same and how has it changed over time? (Standard 4)

22. The U.S. bought the land that makes up present-day Kansas from France as part of the Louisiana Purchase in 1803. Kansas History, Government and Social Studies Standards: Standard #1: Choices have consequences. Benchmark 1.1: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.

23. Kansas History, Government and Social Studies Standards • Standard #5: Relationships among people, places, ideas, and environments are dynamic. • 5.2: The student will analyze the context of significant relationships and draw conclusions about a contemporary world. Q: Why should we preserve the Konza Prairie?

24. Native American tribes had long called the land home; the state is named after the Native Americans that the Sioux called the Konza, meaning "people of the south wind." The Kansas Flint Hills Today

25. Kansas Entered the Union as a Free State January 29, 1861 Kansas is admitted to the Union as the 34th state

26. Junction City was formally incorporated (self-governing under the laws of the state) in 1859. Two army officers, Robert Wilson and Abram Barry, incorporated the town.

27. Map of Geary Co., Kansas

28. Holmes stereoscope View-Master 1861

29. Riding the Rails • Essential Questions: • Describe how Kansas was linked or connected to the rest of the United States in the past. • How is it Kansas/Junction City connected to the rest of the United States, today? Kansas History, Government and Social Studies Standards: Standard #5: Relationships among people, places, ideas, and environments are dynamic. 5.1: The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.

30. Artifacts Title: Depot at Junction City, Kansas, 423 miles west of St. Louis, Mo. Creator(s): Gardner, Alexander, 1821-1882, photographer Date Created/Published: Washington : Gardner's Photographic Art Gallery, 1867. Medium: 1 photographic print on stereo card : stereograph, albumen. Rights Advisory: No known restrictions on publication.Notes: No. 107. Title from item. Part of series: Across the continent on the Union Pacific Railway, Eastern Division.

31. Depot at Junction City, Kansas, 423 miles west of St. Louis, Mo.

32. Stone sawing mill, Junction City, Kansas, 423 miles west of St. Louis, Mo.

33. Map of the Land Grant of the Kansas Pacific Railway, from Kansas City, Mo. to Denver Col. T.. It was made in 1869 by Henry Seibert & Bros. The original map is 28 x 40 cm. In addition to the rail line, the map shows Native American habitation and bison ranges. The line between Kansas City (east) and Denver (west) is separated into the two sections (the western extension to Colorado was built in 1879, several years after the eastern section). The coloration indicates the extent of the land grants on either side of the rail line.

34. Union Pacific in Kansas Union Pacific in Kansas: 2013

35. African American soldierPortrait of an unidentified African American soldier who served in the 9th Cavalry at Fort Riley, Kansas. Kansas Standards for History, Government and Social Studies Standard #3: Societies are shaped by beliefs, ideas, and diversity. Benchmark 3.1: The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations Creator:Emery, A. G.Date: Between 1881 and 1885

36. African American Civil War Soldiers: 1863 • First Lieutenant William Dominick Matthews. He was a member of the Independent Battery, U.S. Colored Light Artillery, who served at Fort Leavenworth and helped protect eastern Kansas during Price's invasion in 1864. • In addition, Matthews helped recruit many members of the First Colored Kansas Volunteer Infantry. Prior to the Civil War, Matthews ran a boarding house in Leavenworth, Kansas, that was used as part of the underground railroad. • Assisted by Daniel R. Anthony, the brother of Susan B. Anthony, Matthews helped many Missouri slaves escape to Kansas and other "free" states.

37. Buffalo Soldier Memorial • These regiments served, segregated, until 1944. The 9th Cavalry rode with Theodore Roosevelt during the Spanish-American War in Cuba. • The 9th and 10th remained stateside during World War I, while their white counterparts and a few black infantry regiments endured the horror and earned the glory in Europe. • They were once again overseas in World War II and were in North Africa when the horse cavalry regiments disbanded in 1944.

38. Troop C, First Squadron, Ft. Riley, KansasOctober 7, 1943

39. Agriculture in Kansas: Then and Now Standard # 4 Societies experience continuity and change over time. 4.1 The student will recognize and evaluate continuity and change over time and its impact on individuals, institutions, communities, states, and nations. A thresher was used to separate grain from stalks and husks. For thousands of years, grain was separated by hand. It was very time consuming, taking about ¼ of agricultural labor. Mechanization of this process helped speed up farming. The combine harvester (1834), or simply combine, is a machine that harvests grain crops. The name derives from its combining three separate operations comprising harvesting—reaping, threshing, and winnowing—into a single process.

40. Full Title: Seven Springs Stock Farm, residence of Charles E. Murphy, P.O. Junction City, Davis Co., Kan. (with) Milford Stock Farm, res. and breeding establishment of O.B. Heath & Sons -- Milford, Davis Co., Kansas. (L.H. Everts & Co., publishers, Philadelphia, 1887) Author: L.H. Everts & Co. Date: 1887

41. Work horses near Junction City, Kansas CREDIT: Vachon, John, photographer. "Work horses near Junction City, Kansas," 1942-1943. Prints and Photographs Division, Library of Congress. Reproduction Number LC-DIG-fsac-1a34280.

42. Our farmstead is located west of Junction City in rolling hills that are well suited for wheat, milo and hay production. • Much of our farm ground is located in the fertile Smoky Hill River Valley two miles south of our farmstead. • This is where most of our corn and soybeans are produced. “Our farm is both modern and old-fashioned. You will witness modern equipment and technology along with old-fashioned values of hard work, integrity and friendliness.”

43. Packing house, Junction City, Kansas, 423 miles west of St. Louis, Mo.

44. On February 15, 1930 Arnold received a permit to sell milk in Junction City, Kansas. The milk was sold to individuals that lived in Junction City in glass bottles, door by door.  Currently, Hildebrand Farms Dairy has seven varieties of milk in more than 40 stores throughout Central Kansas.

45. Games Children Play: Then and Now Kansas History, Government and Social Studies Standards: Standard #4: Societies experience continuity and change over time. 4.2: The student will analyze the context of continuity and change and the vehicles of reform, drawing conclusions about past change and potential future change.

46. Resources The Library of Congress The National Archives National Geographic BBC News Kansas Historical Society World Digital Library Google Art Project NCSS-National Council for the Social Studies Character Education Lesson Plans, Activities, Programs, Resources Wikipedia, Junction City Kansapedia Kansas State Historical Society http://www.visitwamego.com/Documents/brochures/Wamego-KS-History.pdf Read Kansas! Teaching Primary and Secondary Sources Bringing History Home