7th Grade Kansas History Standard
Benchmark 3

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

Benchmark e
Indicator 5(K)
In the "Other Resources" category
Below "Exoduster Flier"

[7th Grade Main Page] [Benchmark 1] [Benchmark 2] [Benchmark 3] [Benchmark 4 ] [Benchmark 5]

Seventh Grade Knowledge and/or Application Indicators
Lesson Plans
Ritchie House Resources
Other Resources

1 *(K) The student 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).

Sunflower Journeys

POTAWATOMI CHIEF ABRAM B. BURNETT

REMOVAL OF THE OSAGES FROM KANSAS (Part 1), Berlin B. Chapman - Kansas Collection: Kansas Historical Quarterlies, August, 1938

OSAGE NATION

2 (K) The student describes the United States government’s purpose for establishing frontier military forts in Kansas (e.g. protection of people, land, resources).

3 (A) The student determines the significance of the cattle drives in post-Civil War Kansas and their impact on the American identity (e.g. Chisholm Trail, cowboys, cattle towns).

4 (A) The student traces the migration patterns of at least one European ethnic group to Kansas (e.g. English French, Germans, German-Russians, Swedes).

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).

 

Richard T. Greener:  Defending The “Negro Exodus” 1880 (PDF)

Frederick Douglass:  Arguments Against the “Negro Exodus” 1880 (PDF)

6. (K) The student explains the impact of government policies and the expansion of the railroad on settlement and town development (e.g., preemption, Homestead Act, Timber Claim Act, railroad lands).

   
7. (A) The student uses primarysource documents to determine the challenges faced by settlers and their means of adaptations (e.g., drought, depression, grasshoppers, lack of some naturalresources, isolation).