Traveling Resource TrunksThe Mexican American Experience in KansasKansas Curricular Standards ConnectionsThe Mexican American Experience in Kansas traveling resource trunk connects to the 2004 Kansas History and Government; Economics and Geography Standards in the following ways: Fourth GradeGeography, Benchmark 4, Indicator2: Identifies conditions that determine the location of human activities (e.g., resources, population, transportation, and technology).
History, Benchmark 1, Indicator 2: Uses traditional stories from regions of the United States to help define a region.
History, Benchmark 1, Indicator 6: Describes life on the Santa Fe and Oregon-California Trails (e.g., interactions between different cultural groups, hardships such as lack of water, mountains and rivers to cross, weather, need for medical care, size of wagon).
History, Benchmark 2, Indicator 1: Compares the various reasons several immigrant groups settled in Kansas (e.g., English, German, German-Russian, French, Swedish, Czechoslovakian, Croatian, Serbian, Mexican, African American, Vietnamese, Cambodian, Laotian).
History, Benchmark 2, Indicator 2: Explains the economic and cultural contributions made by immigrant groups in Kansas (e.g., jobs, agriculture, mining, arts, customs, celebrations).
History, Benchmark 4, Indicator 1: Creates and uses historical timelines (e.b., time periods, eras, decades, centuries).
History, Benchmark 4, Indicator 4: Identifies and compares information from primary and secondary sources (e.g., photographs, diaries/journals, newspapers, historical maps).
Fifth GradeGeography, Benchmark 4, Indicator 3: Describes the effects of human migration on place and population (e.g., population shifts, acculturation; diffusion of ideas, diseases, crops and culture).
Geography, Benchmark 4, Indicator 5: Understands that forces of conflict and cooperation divide or unite people (e.g., land disputes, religious intolerance, taxation).
History, Benchmark 4, Indicator 1: 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).
History, Benchmark 4, Indicator 4: Uses information including primary sources to debate a problem or an historical issue.
Sixth GradeGeography, Benchmark 1, Indicator 3: Identifies major patterns of world populations, physical features, ecosystems, and cultures using historic and contemporary geographic tools (e.g., maps, illustrations, photographs, documents, data).
Geography, Benchmark 2, Indicator 5: Traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, ideas).
Geography, Benchmark 4, Indicator 2: Describes the forces and processes of conflict and cooperation that divide or unite people (e.g., uneven distribution of resources, water use in ancient Meopotamia, building projects in ancient Egypt and Middle/South America, the Greek city-states, empire building, movements for independence).
History 6, Benchmark 3, Indicator 1: Describes the governmental/political, social, and economic institutions and innovations of the Maya, Aztec, and Inca civilizations.
|
|
 |
