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Topic: Roles of ordinary people in American democracy 

United States History

 Standard 8.  Understands the institutions and practices of government created during the Revolution and how these elements were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
  Level III (Grade 7-8)
   Benchmark 5.Understands the role of ordinary people in the Whiskey Rebellion and in demonstrations against Jay's Treaty (e.g., the causes of the rebellion, similarities and differences between rebellion against the whiskey tax and British taxation during the revolutionary period, why western farmers objected to Jay's Treaty)
    Knowledge/skill statements
     1.Understands the role of ordinary people in the Whiskey Rebellion
     2.Understands the role of ordinary people in demonstrations against Jay’s Treaty
     3.Understands the causes of the Whiskey Rebellion
     4.Understands the similarities between rebellion against the whiskey tax and British taxation during the revolutionary period
     5.Understands the differences between rebellion against the whiskey tax and British taxation during the revolutionary period

Grades K-4 History

 Standard 4.  Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  Level I (Grade K-2)
   Benchmark 4.Knows how different groups of people in the community have taken responsibility for the common good (e.g., the police department, the fire department, senior citizen home, soup kitchen)
    Knowledge/skill statements
     1.Knows that the police department protects the safety of the community
     2.Knows that the fire department protects the community from fire
     3.Knows that a senior citizen home serves elderly members of the community
     4.Knows that a soup kitchen serves needy members of the community
  Level II (Grade 3-4)
   Benchmark 4.Understands the accomplishments of ordinary people in historical situations and how each struggled for individual rights or for the common good (e.g., James Armistead, Sybil Ludington, Nathan Beman, Lydia Darragh, Betty Zane)
    Knowledge/skill statements
     2.Knows that ordinary Americans have struggled for individual rights
     3.Knows that ordinary Americans have struggled for the common good
     4.Knows that James Armistead was a slave who served as a spy during the American Revolution
     5.Knows that Sybil Ludington alerted American militiamen of the approach of the British during the American Revolution
     6.Knows that Nathan Beman guided Ethan Allen and the Green Mountain Boys at Fort Ticonderoga
     7.Knows that Lydia Darragh warned American troops of an impending British attack during the American Revolution
     8.Knows that Betty Zane crossed through enemy fire to bring gunpowder to American settlers who were under attack from Indians and British soldiers
   Benchmark 5.Understands how people in the local community have displayed courage in helping the common good (e.g., volunteering in unique situations including earthquakes, floods, and fires)
    Knowledge/skill statements
     1.Knows that community members work for the common good of their community
     2.Knows that community members work for the common good of their community by volunteering during natural disasters
   Benchmark 13.Understands how ordinary people have worked to contribute money and ideas to create or enhance our national symbols (e.g., French school children who raised money for the Statue of Liberty, Lee Iaccoca's work to restore Ellis Island)
    Knowledge/skill statements
     1.Knows that ordinary people have contributed money and ideas to create national symbols
     2.Knows that ordinary people have contributed money and ideas to enhance national symbols
     3.Knows that French schoolchildren raised money for the Statue of Liberty
     4.Knows that Lee Iaccoca raised money to restore Ellis Island
   Benchmark 14.Understands how people have helped make the community a better place to live (e.g., working to preserve the environment, helping the homeless, restoring houses in low-income areas)
    Knowledge/skill statements
     1.Knows that community members work to improve their community
     2.Knows that community members work to preserve their community’s environment
     3.Knows that community members help homeless persons in their community
     4.Knows that community members restore houses in low-income areas of their community