2. (A) compares how juveniles and adults are treated differently under law (e.g., due process, trial, age restrictions, punishment, rehabilitation, diversion).

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

• 1. (K) defines the rights guaranteed, granted, and protected by the Kansas Constitution and its amendments.

Benchmark 5: The student understands various systems of governments and how nations and international organizations interact.

• 3. (K) identifies the goods and services provided by local government in the community (e.g., education, health agency, fire department, police, care for local community property, parks and recreation).

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.
Benchmark 3: The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

• 1. (A) describes examples of factors that might influence international trade. (e.g., United States economic sanctions, weather, exchange rates, war, boycotts, embargos).

Benchmark 5: The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

• 1. (A) - ($) compares the benefits and costs of spending, saving, or borrowing decisions based on information about products and services.

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.

Benchmark 1: Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
Benchmark 2: Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.

• 4. (K) identifies the various physical and human criteria that can be used to define a region (e.g., physical: mountain, coastal, climate; human: religion, ethnicity, language, economic, government).

Benchmark 4: Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

3. (K) identifies the geographic factors that influence world trade and interdependence (e.g., location advantage, resource distribution, labor cost, technology, trade networks and organizations).

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

• 1. (K) identifies ways in which technologies have modified the physical environment of various world cultures (e.g., dams, levees, aqueducts, irrigation, roads, bridges, plow).

Kansas,United States,&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.

Benchmark 1: The student understands individuals, groups, ideas, events, and developments during the period before settlement in preterritorial Kansas (pre 1854).

• 4. (A) analyzes the impact of the Indian Removal Act of 1830 on the way of life for emigrant Indian tribes relocated to Kansas (e.g., loss of land and customary resources, disease and starvation, assimilation, inter-tribal conflict).

Benchmark 2: The student understands individuals, groups, ideas, events, and developments during Kansas territory and the Civil War (18541865).

2. (K) describes how the dispute over slavery shaped life in Kansas Territory (e.g., border ruffians, bushwhackers, jayhawkers, the Underground Railroad, free-staters, abolitionists).

Benchmark 3: The student understands individuals, groups, ideas, events, and developments during the period of expansion and development in Kansas (1860s 1870s).

• 1. (K) describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the Sand Creek massacre, broken promises).
• 5. (K) 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).

Benchmark 4: The student understands individuals, groups, ideas, events, and developments during the period of reform in Kansas (1880s 1920s).

2. (K) describes the development of Populism in Kansas (e.g., disillusionment with big Eastern business, railroads, government corruption, high debts and low prices for farmers).

Benchmark 5: The student understands individuals, groups, ideas, events, and developments in Kansas during the Great Depression and World War II. (1930s 1940s).

• 1. (A) compares agricultural practices before and after the dust storms of the 1930s (e.g., rotation of crops, shelter belts, irrigation, terracing, stubble mulch).

Benchmark 7: The student engages in historical thinking skills.

2. (A) 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).

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