Kentucky academic standards
Celebrating the Sounds of KY
2nd Grade: 2.I.UE.1 Identify characteristics of primary and secondary sources.
2.H.KH.1 Explain how events in North America impacted Kentucky.
2.H.CE.2 Describe the events and innovations that had effects on North America.
2.E.ST.1 Explain why people specialize in the production of goods and services.
MU:Cn11.1.2 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
3rd Grade: 3.G.HI.1 Explain how the cultural aspects of a region spread beyond its borders.
3.G.KGE.1 Describe the impact of cultural diffusion and blending on Kentucky in the past and today.
3.H.CE.1 Compare diverse world communities in terms of members, customs and traditions to the local community.
MU:Cn11.1.3 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
4th Grade: 4.H.KH.1 Identify and describe the significance of diverse groups of people in Kentucky from European Exploration to the Thirteen Colonies.
4.I.UE.1 Integrate evidence from two or more sources to answer compelling and supporting questions.
MU:Pr4.2.4 c. Explain how context (such as social and cultural, and historical) informs performances.
MU:Re7.2.4 Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).
MU:Cn10.1.4 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
MU:Cn11.1.4 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
5th Grade: 5.G.KGE.1 Compare the lives of Kentucky settlers to those living in other areas during the early years of the United States.
MU:Pr4.2.5 c. Explain how context (such as social and cultural, and historical) informs performances.
MU:Re7.2.5 Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).
MU:Cn10.1.5 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
MU:Cn11.1.5 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
6th Grade: MU: Re7.1.6 Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.
MU: Re7.2.6 a. Describe how the elements of music and expressive qualities relate to the structure of the pieces. b. Identify the context of music from a variety of genres, cultures, and historical periods.
MU: Re8.1.6 Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
7th Grade: MU:Re7.1.7 Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose.
MU:Re7.2.7 a. Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces. b. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
MU:Re8.1.7 Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent.
8th Grade: 8.G.HI.1 Explain how global interconnections impacted culture, land use and trade in the United States during Colonial Era through Reconstruction from 1600-1877.
8.H.KH.1 Articulate Kentucky’s role in early American history from the earliest colonial settlement to 1877.
MU:Re7.1.8 Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.
MU:Re7.2.8 a. Compare how the elements of music and expressive qualities relate to the structure within programs of music. b. Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
Brother against Brother
4th Grade:
4.I.Q.1 Ask compelling questions about migration and settlement
4.I.UE.1 Integrate evidence from two or more sources to answer compelling and supporting questions
4.I.UE.2 Determine the value and limitations of primary and secondary sources
4.E.MI.1 Explain the role of producers, consumers, products and labor in economic markets.
4.E.MA.1 Compare and contrast different ways that the government interacts with the economy.
5th Grade: 5.I.Q.1 Ask compelling questions about the founding of the United States
5.C.CP.1 Analyze the development and establishment of the U.S. federal government.
5.C.CV.1 Describe the democratic principles of equality before the law, inalienable rights, consent of the governed and right to alter or abolish the government
5.G.MM.1 Analyze how cultural, economic and environmental factors encouraged and restricted the movement of people, ideas and goods to and within the United States.
5.H.CH.1 Describe the impact of foundational documents on the development of the United States.
5.H.CE.3 Describe the social and economic impact of the slave trade on diverse groups.
8th Grade: 8.C.RR.2 Analyze expansion of and restriction on citizenship and voting rights on diverse groups in the United States from the Colonial Era to Reconstruction from 1600-1877.
8.C.PR.2 Explain how the U.S. Constitution was interpreted and amended through the amendment process, legislative processes, judicial review, executive actions and Supreme Court Cases between 1789 – 1877.
8.C.KGO.1 Examine the role of Kentucky and Kentuckians within national politics between 1792-1877
8.E.ST.1 Analyze why economic interdependence existed between the regions of the United States between 1783-1877.
8.G.KGE.1 Analyze Kentucky’s role in the early nation through Reconstruction based on its physical geography and location
8.H.CE.2 Analyze the cause and effect of Westward Expansion, the Civil War and Reconstruction on the diverse populations of the United States.
8.H.CO.4 Explain how sectionalism and slavery within the United States led to conflicts between 1820-1877.
Kentucky’s Hidden Histories
4th Grade:
4.I.Q.1 Ask compelling questions about migration and settlement.
4.I.UE.2 Determine the value and limitations of primary and secondary sources.
4.C.RR.1 Describe the importance of civic participation, and locate examples in past and current events.
4.G.MM.1 Compare the distinctive cultural characteristics of groups that immigrated or were brought forcibly to the United States from other nations from European Exploration to the Thirteen Colonies.
4.H.KH.1 Identify and describe the significance of diverse groups of people in Kentucky from European Exploration to the Thirteen Colonies.
5th Grade: 5.I.Q.1 Ask compelling questions about the founding of the United States.
5.C.CV.1 Describe the democratic principles of equality before the law, inalienable rights, consent of the governed and right to alter or abolish the government.
5.G.MM.1 Analyze how cultural, economic and environmental factors encouraged and restricted the movement of people, ideas and goods to and within the United States.
5.H.CH.1 Describe the impact of foundational documents on the development of the United States.
5.H.CE.3 Describe the social and economic impact of the slave trade on diverse groups.
7th Grade: 7.G.MM.1 Analyze the push and pull factors that influenced movement, voluntary migration and forced migration in the societies and empires of Afro-Eurasia and the Americas between 600-1600.
7.G.HI.2 Examine ways in which one culture can both positively and negatively influence another through cultural diffusion, trade relationships, expansion and exploration.
7.H.CH.1 Indicate changes resulting from increased interactions and connections between Afro-Eurasia and the Americas between 1450-1600.
7.I.UE.3 Gather relevant information from multiple sources while using the origin, authority, structure and context of the sources to guide the selection to answer compelling and supporting questions.
8th Grade: 8.I.UE.1 Use multiple sources to develop claims in response to compelling and supporting questions.
8.C.CP.2 Explain the origins, functions and structure of government, with reference to the Declaration of Independence, Articles of Confederation, U.S. Constitution, Bill of Rights and other founding documents, and their impacts on citizens.
8.C.RR.2 Analyze expansion of and restriction on citizenship and voting rights on diverse groups in the United States from the Colonial Era to Reconstruction from 1600-1877.
8.C.PR.2 Explain how the U.S. Constitution was interpreted and amended through the amendment process, legislative processes, judicial review, executive actions and Supreme Court Cases between 1789 – 1877.
8.C.KGO.1 Examine the role of Kentucky and Kentuckians within national politics between 1792-1877.
8.H.CO.4 Explain how sectionalism and slavery within the United States led to conflicts between 1820-1877.
High School - US History: HS.UH.I.Q.2 Generate supporting questions to develop knowledge, understanding and/or thinking relative to key concepts in U.S. history framed by compelling questions.
HS.UH.CH.1 Examine the ways diverse groups viewed themselves and contributed to the identity of the United States in the world from 1877-present.
HS.C.CV.3 Analyze the impact of the efforts of individuals and reform movements on the expansion of civil rights and liberties locally, nationally and internationally.
HS.UH.CE.5 Evaluate the ways in which groups facing discrimination worked to achieve expansion of rights and liberties from 1877-present
HS.UH.KH.1 Examine how Kentuckians influence and are influenced by major national developments in U.S. history from 1877-present.
Lewis and Clark
Kindergarten: K.I.Q.1 Ask compelling questions about their community.
K.C.CV.1 Explain ways people can work together effectively to make decisions.
K.E.ST.1 Demonstrate ways trade can be used to obtain goods and services.
K.H.CH.1 Identify and describe how communities change over time.
K.H.CE.1 Identify the cause and effect of an event in a community.
1st Grade: 1.I.Q.1 Ask compelling questions about communities in Kentucky
1.I.UE.1 Identify information from two or more sources to describe multiple perspectives about communities in Kentucky.
1.E.IC.2 Explain how choices are made as a result of scarcity.
1.G.MM.1 Explain why and how people and goods move to and within communities.
1.H.KH.1 Compare life in Kentucky in the past to life in Kentucky today.
2nd Grade: 2.I.UE.1 Identify characteristics of primary and secondary sources.
2.E.IC.1 Categorize different limited resources as renewable and non-renewable resources.
2.G.MM.1 Explain patterns of human settlement in North America.
2.G.GR.1 Examine geographic features of places in North America, using a variety of geographic data, including maps, photos and other geographic tools.
2.H.KH.1 Explain how events in North America impacted Kentucky.
3rd Grade: 3.E.MI.2 Describe the relationship between supply and demand.
3.G.MM.1 Analyze how human settlement and movement impact diverse groups of people.
3.I.UE.2 Explain the relationship between two or more sources on the same theme or topic.
3.I.UE.1 Describe how multiple perspectives shape the content and style of a primary and secondary source.
4th Grade: 4.I.Q.1 Ask compelling questions about migration and settlement.
4.E.MA.1 Compare and contrast different ways that the government interacts with the economy
4.I.UE.1 Integrate evidence from two or more sources to answer compelling and supporting questions
4.E.IC.1 Describe and evaluate the relationship between resource availability, opportunity costs, migration and settlement.
4.G.GR.1 Analyze how location and regional landforms affect human settlement, movement and use of various national resources, using maps, photos and other geographic representations.
5th Grade: 5.I.Q.1 Ask compelling questions about the founding of the United States
5.C.CV.1 Describe the democratic principles of equality before the law, inalienable rights, consent of the governed and right to alter or abolish the government
5.G.MM.1 Analyze how cultural, economic and environmental factors encouraged and restricted the movement of people, ideas and goods to and within the United States.
5.H.CE.3 Describe the social and economic impact of the slave trade on diverse groups.
5.I.UE.3 Analyze primary and secondary sources on the same event or topic, noting key similarities and differences in the perspective they represent
8th Grade: 8.I.Q.2 Generate supporting questions, using the disciplines of social studies, to help answer compelling questions in U.S. history between 1600 - 1877
8.I.UE.1 Use multiple sources to develop claims in response to compelling and supporting questions.
8.C.KGO.1 Examine the role of Kentucky and Kentuckians within national politics between 1792-1877
8.H.CE.2 Analyze the cause and effect of Westward Expansion, the Civil War and Reconstruction on the diverse populations of the United States.
Uniquely Kentucky
3rd Grade: 3.E.MI.2 Describe the relationship between supply and demand.
3.E.ST.1 Describe examples of economic interdependence.
3.E.KE.1 Explain how trade between people and groups can benefit Kentucky.
3.G.KGE.1 Describe the impact of cultural diffusion and blending on Kentucky in the past and today.
4th Grade: 4.I.Q.1 Ask compelling questions about migration and settlement.
4.I.UE.1 Integrate evidence from two or more sources to answer compelling and supporting questions.
4.E.MI.1 Explain the role of producers, consumers, products and labor in economic markets.
4.E.ST.1 Explain how trade leads to increasing economic interdependence.
4.G.GR.1 Analyze how location and regional landforms affect human settlement, movement and use of various national resources, using maps, photos and other geographic representations.
4.H.KH.1 Identify and describe the significance of diverse groups of people in Kentucky from European Exploration to the Thirteen Colonies.
5th Grade: 5.E.MI.1 Explain the relationship between supply and demand.
5.E.ST.1 Explain how specialization, comparative advantage and competition influence the production and exchange of goods and services in an interdependent economy.
5.G.MM.1 Analyze how cultural, economic and environmental factors encouraged and restricted the movement of people, ideas and goods to and within the United States.
5.G.KGE.1 Compare the lives of Kentucky settlers to those living in other areas during the early years of the United States.
8th Grade: 8.I.Q.2 Generate supporting questions, using the disciplines of social studies, to help answer compelling questions in U.S. history between 1600 - 1877
8.I.UE.1 Use multiple sources to develop claims in response to compelling and supporting questions.
8.C.KGO.1 Examine the role of Kentucky and Kentuckians within national politics between 1792-1877
8.E.MA.2 Assess how regions of the United States specialized based on supply and demand due to their geographic locations.
8.H.KH.1 Articulate Kentucky’s role in early American history from the earliest colonial settlement to 1877.
8.H.KH.2 Examine patterns of collaboration and conflict between immigrants to Kentucky and those already in residence from 1775 to 1877.
What is a Vote Worth?
4th Grade: 4.I.UE.1 Integrate evidence from two or more sources to answer compelling and supporting questions
4.C.RR.1 Describe the importance of civic participation, and locate examples in past and current events.
4.C.PR.1 Describe the processes people use to change rules and laws.
4.C.CV.1 Assess the ability of various forms of government to foster civic virtues and uphold democratic principles.
5th Grade: 5.I.Q.1 Ask compelling questions about the founding of the United States
5.C.RR.1 Analyze responsibilities of U.S. citizens by explaining and demonstrating ways to show good citizenship.
5.C.CV.1 Describe the democratic principles of equality before the law, inalienable rights, consent of the governed and right to alter or abolish the government
5.C.KGO.1 Explain the roles and responsibilities of a Kentucky citizen.
5.I.UE.3 Analyze primary and secondary sources on the same event or topic, noting key similarities and differences in the perspective they represent
8th Grade: 8.I.Q.2 Generate supporting questions, using the disciplines of social studies, to help answer compelling questions in U.S. history between 1600 - 1877
8.I.UE.1 Use multiple sources to develop claims in response to compelling and supporting questions.
8.C.CP.2 Explain the origins, functions and structure of government, with reference to the Declaration of Independence, Articles of Confederation, U.S. Constitution, Bill of Rights and other founding documents, and their impacts on citizens.
8.C.RR.2 Analyze expansion of and restriction on citizenship and voting rights on diverse groups in the United States from the Colonial Era to Reconstruction from 1600-1877.
High School - US History: HS.UH.CH.1 Examine the ways diverse groups viewed themselves and contributed to the identity of the United States in the world from 1877-present.
HS.C.RR.1 Evaluate the civic responsibilities of individuals within a society.
HS.C.RR.2 Explain how active citizens can affect the lawmaking process locally, nationally and internationally.
HS.C.CV.3 Analyze the impact of the efforts of individuals and reform movements on the expansion of civil rights and liberties locally, nationally and internationally.
HS.C.KGO.3 Describe how active citizens can affect change in their communities and Kentucky.
HS.C.I.UE.2 Gather information and evidence from credible sources representing a variety of perspectives relevant to compelling and/or supporting questions in civics.
HS.UH.CE.5 Evaluate the ways in which groups facing discrimination worked to achieve expansion of rights and liberties from 1877-present.
HS.UH.KH.1 Examine how Kentuckians influence and are influenced by major national developments in U.S. history from 1877-present.