Curriculum Connections
KET’s Electronic Field Trip to Fort Harrod and Fort Boonesborough and the accompanying classroom activities address the following Kentucky Core Content:
Elementary School
- SS-04-2.1.1 • Students will identify early cultures (Native American, Appalachian, pioneers) in Kentucky and explain their similarities and differences. DOK 2
- SS-04-2.3.1 • Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers). DOK 2
- SS-04-4.1.3 • Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in Kentucky.
- SS-04-4.3.1 • Students will describe patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics (e.g., climate, landforms, bodies of water). DOK 2
- SS-04-4.3.2 • Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky. DOK 2
- SS-04-4.4.1 • Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain its impact on the environment today. DOK 3
- SS-04-4.4.2 • Students will describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) both promoted and restricted human activities during the early settlement of Kentucky. DOK 2
- SS-04-5.1.1 • Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. DOK 2
- SS-04-5.2.2 • Students will identify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky. DOK 2
- SS-05-5.2.4 • Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships. DOK 3
Middle School
- SS-08-2.3.1 • Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in the United States prior to Reconstruction. DOK 2
- SS-08-3.1.1 • Students will explain and give examples of how scarcity required individuals, groups, and the government in the United States prior to Reconstruction to make decisions about how productive resources (natural resources, human resources, capital goods) were used.
- SS-08-4.1.1 • Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in United States history prior to Reconstruction. DOK 3
- SS-08-4.1.2 • Students will describe how different factors (e.g., rivers, mountains, plains, harbors) affected where human activities were located in the United States prior to Reconstruction.
- SS-08-4.2.1 • Students will describe how regions in the U.S. prior to Reconstruction were made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2
- SS-08-4.2.2 • Students will describe how places and regions in United States history prior to Reconstruction changed over time as technologies, resources, and knowledge became available. DOK 2
- SS-08-4.3.1 • Students will describe patterns of human settlement in the United States prior to Reconstruction and explain how these patterns were influenced by human needs. DOK 2
- SS-08-4.3.2 • Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity, and technology in the United States prior to Reconstruction. DOK 3
- SS-08-4.4.1 • Students will explain how technology in the United States prior to Reconstruction assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment.
- SS-08-4.4.2 • Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in the United States prior to Reconstruction.
- SS-08-4.4.3 • Students will explain how the natural resources of a place or region impacted its political, social, and economic development in the United States prior to Reconstruction.
- SS-08-5.1.1 • Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in U.S. history prior to Reconstruction. DOK 3