SouthDakotaSocialStudiesContentStandards

AdoptedAugust24,2015


Acknowledgments

TherevisedSocialStudiesContentStandardsarearesultofthecontributionsofeducatorsfromacrossthestate.Manyhoursweredevotedtoresearchand
thoughtfulconsiderationofissuestoensurethatthestandardswouldreflectrigoroussocialstudiesteachingandprovideopportunitiesforstudentstolearn
importantsocialstudiesconcepts,facts,andprocesses.TheSocialStudiesContentStandardsRevisionCommitteemembersrepresentconcernedindividuals
acrossthestatededicatedtotheirprofessionandtohighqualitysocialstudieseducation.Withouttheircontributions,therevisionoftheSocialStudiesContent
Standardswouldnothavebeenpossible.TheSouthDakotaDepartmentofEducationwishestoexpressappreciationandgratitudetotheindividualsandthe
organizationstheyrepresentwhocontributedexpertiseandtimetotherevisionofSouthDakotasSocialStudiesContentStandards.

SouthDakotaSocialStudiesContentStandardsRevisionCommitteeMembers2014

Name
SchoolDistrict/Affiliation
Title
Bagley,Robin

ChiesmanCenterforDemocracy

DirectorofCivicEducation

Belfrage,Marta

SiouxFallsPublicSchoolsMemorialMS

8thGradeU.S.history

Bell,Erica

SiouxFallsPublicSchoolsEdisonMiddle

8thGradeAmericanhistory

Bohl,Joanne

WestCentralSchoolDistrict

WorldHistory,Government,Economics

Bolstad,Tyler

BrookingsSchoolDistrict

5thGradeTeacher

Brink,Marquette

St.JosephSchoolPierre

5thGradeTeacher

Cass,Patrick

MeadeSchoolDistrict

8thGradeU.S.History

Clercx,Justin

ElkPointJeffersonSchoolDistrict

MSSocialStudiesTeacher

Crown,Sandy

Hermosa(CusterSchoolDistrict)

1stGradeTeacher

Davis,Michele

TechnologyandInnovationinEducation

LearningSpecialist

Garrett,Megan

RapidCityPublicSchools

MiddleSchoolSocialStudies

Gholson,Sean

DouglasSchoolDistrict

912SocialStudiesTeacher

Gritzner,Dr.Charles

SouthDakotaStateUniversity

DistinguishedProfessorEmeritus

Guse,Scott

SiouxFallsSchoolDistrict,WashingtonHS APPsychology

HaffnerBaumeister,Kristie McIntoshSchoolDistrict

812SocialStudiesTeacher

HarderHuwe,Nancy

MSSocialStudies

RapidCityAreaSchools


Harming,Cheryl

ElktonSchoolDistrict

712SocialStudies

Hawkins,George

SiouxFallsNewTechnologyHighSchool

U.S.History,Government,APGovernmentFacilitator

Iverson,Erik

RapidCityAreaSchools/BHSUAdjunct

912U.SSHistory

Karstens,Justin

GayvilleVolinSchoolDistrict

912SocialStudiesTeacher

Krahenbuhl,Dr.Kevin

DakotaStateUniversity

AssistantProfessorintheCollegeofEducation

Lacher,Carol

IpswichSchoolDistrict

5thGradeTeacher

Larsen,Tracey

SiouxFallsSchoolDistrict,PatrickHenryMS 8thGradeU.S.HistoryTeacher

Lein,Kevin

HarrisburgSchoolDistrict

HighSchoolPrincipal

Long,Amy

YanktonSchoolDistrict

8thGradeU.S.HistoryTeacher

May,MaryJo

RapidCityAreaSchools

WorldHistory,NativeAmericanHeritage,Sociology,&CivicsTeacher

NelinMaruani,Michelle

RapidCityAreaSchools

SocialScienceCoordinator

Nystrom,Martha

PierreSchoolDistrict,MiddleSchool

6thGradeSocialStudies

Olson,Lauren

RutlandSchoolDistrict

HighSchoolSocialStudies

Plowman,Laura

BrookingsSchoolDistrict

WorldHistory,U.S.History,andAPU.S.Governmentteacher

Renner,Beth

BrittonHeclaSchoolDistrict

ElementaryTeacher

Schlosser,Brandi

IpswichSchoolDistrict

ElementaryTeacher

Shaw,Sam

DepartmentofEducation

DivisionofLearningandInstruction

Toft,Eric

Brookings

7thGradeGeographyTeacher

Vroman,Beth

SiouxFallsSchoolDistrict,PatrickHenryMS 7thGradeGeographyTeacher

SocialStudiesOverview
Preface

TheseSocialStudiesContentStandardsaresetforthtoensuregraduatesofSouthDakotaspublicschoolshavetheknowledge,skills,andcompetencies
essentialtoleadingproductive,fulfilling,andsuccessfullivesastheycontinuetheireducation,entertheworkforce,andassumetheircivicresponsibilities.

Thefinaldocumentevolvedfromrecentresearchinbestpracticesinteaching,adoptionofrigorouscontentstandardsinothercoresubjects,experiencein
classroomswiththeexistingSouthDakotaContentStandards,theadvancementofpublishedstandardsfromotherstates,theNationalCurriculumStandardsfor
SocialStudies,UnitedStateshistory,geography,civics,andeconomics,numerousprofessionalpublications,andlengthydiscussionsbyexperiencedkindergarten
throughpostsecondarySouthDakotaeducators.

Theoutcomesstudentsareexpectedtoattainateachgradelevelarestatedexplicitlyinthesestandards.Withstudentmasteryofthiscontent,SouthDakota
schoolswillbecompetitivewiththebesteducationalsystemsinotherstatesandnations.Thestandardsarecomprehensiveandspecific,theyarerigorous,and
theyrepresentSouthDakotascommitmenttoexcellence.Thestandardsarefirmbutnotunyielding;theywillbemodifiedinfutureyearstoreflectnew
researchandscholarship.

PurposeandKeyConsiderations

Perhapsmorethananyotherdiscipline,thesocialstudiescanprovidestudentsanopportunitytogrowasindependentdecisionmakers.Thisprovidesthe
foundationforpedagogyandinstructionalstrategies.Thestandardsinthisdocumentmustbeconsideredavehicletoachievegreatereducationalgoals.The
standardsaredevelopmentallyappropriateandlogicallysequencedforuseasaframeworktoassiststudentgrowthinthefollowingskills:

1.ResponsiblecitizenshipfoundintheCivics/Governmentstandards.
2.SpatialawarenessfoundintheGeographystandards.
3.EconomicliteracyfoundintheEconomicsstandards.
4.HistoricalanalysisfoundintheHistorystandards.

TheSouthDakotaSocialStudiesContentStandardsprovidealistingofessentialcorecontenttobetaughtandlearned.Thestandardsaredesignedtoguidethe
planningofinstructionandtoanchortheassessmentoflearningfromkindergartenthroughtwelfthgrade.Outcomesaremeanttoinformcontentstandards,
assessment,provideinformationtoteachersandstudentsregardingstudentprogresstowardmasteryofthestandards,andspecifytargetsforinstructionand
learning.ThedocumentpresentsastartingpointforinformeddialogueamongthosededicatedandcommittedtoqualityeducationinSouthDakota.By
providingacommonsetofgoalsandexpectationsforallstudentsinallschools,thisdialoguewillbestrengthenedandenhanced.


Teacherscanusetheaboveskillstoevaluateinstructionandstudentperformance.Curricularconstructionshouldmakeuseoftheaboveskillstoguide
curriculardecisions.Thestandardsinthisdocumentprovidearoadmaptoavoidredundancyexceptwhennecessaryandtosupplyconsistencyacrossthestate.
Teachers,however,arenotrestrictedtoonlythecontentrepresented.Thedepthandbreadthofthesocialstudiesshouldprovideteachersendlesspossibilities
tocreateenlivenedlessonsthatfosterstudentadvancementinsocialstudiesskills.Teachersareencouragedtomeasureinstructionalsuccessbystudent
advancementandnottheamountofmaterialcoveredorthequantitymemorized.Thefollowingstandardscanguidethecontentselectiontopromotestudent
achievement,butarenotintendedtolimitinstructionalinnovation.Thesocialstudiesteacheraspirestoprovideinstructioninthestandardsthrough
meaningful,challenging,integrated,andactivelessons.Thestandardssupportteachersinthisquest.Thefoundationofthesestatestandardsisdesignedto
fosterresponsibledecisionmakingthatbenefitsthelocalandtribalcommunity,state,nation,andworld.Responsiblecitizensareinformed,active,and
recognizetheirconnectionwiththeworld.TheSocialStudiesContentStandardsareorganizedintofourdisciplines:History,Geography,Civics/Government,and
Economics.Eachdisciplineisaddressedatappropriategradelevelswithincreasingrigorandrelevance.

Asstudentsmovefromkindergartenthroughgrade12,levelsofcognitivedemandandcomplexityofcontent,skills,andprocessesincrease.Newskillsemerge
andbasicskillsaresubsumedwithinmoreadvancedskillsasstudentsprogressthroughthegrades.Gradeleveloutcomesspecifywhatstudentsshouldknow
andbeabletodobytheendofeachgradelevel.Becausestandardsarenotcurriculum,anynecessaryreviewembeddedincurriculumdoesnotappearfrom
gradetogradeacrossgradelevelstandards.Teachersarechargedwithintroducingskillsinearliergradesbeforemasteryisexpectedandwithreviewingskills
studentswillneedtouseinmasteringthegradelevelstandards.

NotableChanges(from2007SSStandardsdocumenttothe2014SSStandardsdocument)

UnifiedstandardsK12inalldisciplines
Usedtheterms"AnchorStandards"and"GradelevelStandards"toindicatelargergoalsandtheirsubsequentgradelevelaim.
MovedWorldandU.S.HistoryunderthedisciplineHistory
UsedC3FrameworkskillsandparallelSouthDakotaLiteracyforHistory/SocialStudiesinReadingandWritingStandardstoinformstandardsand
outcomes
Createdskillbased,contentstandardsincludingcollege,career,andcivicreadinessthinkingskills:inquiry,communication,criticalthinking,andproblem
solving
IntegratedWebbLeveling/DOK(DepthofKnowledge)
RemovedCoreandAdvanceddistinctions
Removedspecificcurriculumexamplesfromwithinthestandards
Removedenablingskillsandensuredtheywereembeddedincontentstandards
WroteHSEconomicsforstandaloneEconomicscoursecomparedtothe2007document,whichhadHSEconomicsstandardscrossreferencedto
anotherdiscipline
IncludedstandardsforhowhumansculturallyadapttotheirenvironmentintheK2Geographystandards
SDHistorynowspans35thgrade,leavingthemajorityoftheSDHistoryoutcomesin4thgradeandalsoensuringthecontentisbuiltuponinalearning
progression
IncludedstandardsforUSHistoryingrades912thatcoverfromtheRevolutiontoReconstruction.

OrganizationoftheSouthDakotaK12SocialStudiesContentStandardsDocument

GuidetotheNumberandSymbolSystem

TheSouthDakotaK12SocialStudiesContentStandardsincludebothK12anchorstandardsandgradelevelstandards(whatstudentsshouldknowandbeable
todo)eachgradelevel(K8)orgradeband(912).

TheAnchorStandardsarecodedtoshowGradeLevel/GradeBand,Discipline,andAnchorStandardonly.AnchorStandardsarethesameforallgradesK
12andensurethatverticalprogressionoccursasstudentsproceedfromonegradetothenext.
TheGradeLevelStandardsarecodedtoshowGradeLevel/GradeBand,Discipline,AnchorStandard,andtheGradeLevelStandard(seeexamplecode
below).GradeLevelStandardsarespecificoutcomesfortherespectivegradelevelorgradeband.

GradeLevelStandardExample

912.

G.

1.

GradeLevel

Discipline

AnchorStandard

Example:912.G.1.1(9ththrough12thgrade,Geography,AnchorStandard1,GradeLevelStandard1)

1
GradeLevel
Standard

AdditionalResources

Sincethisdocumentusesappropriatesocialstudiesterminology,areadermayoccasionallyencounteranunfamiliarterm.Inordertoassistthereaderwith
terminologyusedinthisdocument,aglossaryhasbeenincludedwithspecificdefinitionstoclarifyintendedmeaningbydiscipline.Inaddition,acomprehensive
glossaryisprovidedasasamplingofpossibleinformationsources.Becausenewresourcesareconstantlybecomingavailable,thislistisintendedtobeneither
exhaustivenorrequired.

SouthDakotausedresearchbasedresourcestoinformthenewestSDstandards.StartinginJune2014,theworkgroupreviewedtheC3Frameworkaskillset
neededforstudentstobeCollege,Career,andCivicready.InJunetheworkgroupbeganbyutilizingtheexpertiseofthewritersofC3Framework,reviewedthe
currentSDStandards,anddiscussedhowtheframeworkandthecurrentSDContentStandardscouldinformthenextdraftoftheSDStateSSStandards.The
finalSouthDakotaproductisanamalgamationthatwascreatedfromdocumentsbasedinresearch,nationalassociationscontributions,existingSouthDakota
SocialStudiesStandards,theC3Framework,andtheNationalCurriculumStandardsforSocialStudies.Thefollowingaretheresources/associationsthathad
beenreferredtoatsomepointthroughoutthestandardsrevisionprocess:
AmericanBarAssociation
AmericanGeographicalSociety
AmericanHistoricalAssociation
AssociationofAmericanGeographers
C3Framework
CampaignfortheCivicMissionofSchools
CenterforCivicEducation
ConstitutionalRightsFoundationChicago
ConstitutionalRightsFoundationUSA
CouncilforEconomicEducation
NationalCouncilforGeographicEducation
NationalCouncilforHistoryEducation
NationalCouncilfortheSocialStudies
NationalGeographicSociety
NationalHistoryDay
StreetLaw,Inc.
TheCollegeBoard
WorldHistoryAssociation

GeneralIntroductiontoC3Framework
TheC3FrameworkservedasinspirationforthegraphicdesignedbytheSocialStudiesWorkgroupanditisintendedtogiveavisualrepresentationofthe
overarchingthemeswithinthisstandardsdocument.TheC3FrameworkissplitintofourDimensions:(1)Developingquestionsandplanninginquiries;(2)
applyingdisciplinaryconceptsandtools;(3)evaluatingsourcesandusingevidence;and(4)communicatingconclusionsandtakinginformedaction.

C3Integration&ParallelstotheVisualontheTitlePage

TheSouthDakotaSocialStudiesGraphicutilizeselementsfromeachoftheseDimensionsjust
asourstandardsdocumentssoughttoconnecttheC3skillsintoourstatestandards.Alongthe
righthandsideoftheimageisinquiryanditdirectlycorrelateswithDimension1oftheC3
Framework,whichisdevelopingquestionsandplanninginquiries.Onthelefthandsideis
communication,whichparallelswithDimension4oftheC3Framework:communicating
conclusionsandtakinginformedaction.Finally,thefourcoloredquadrantsoftheSouth
DakotalayoutreflectthefoursubelementsofDimension2applyingdisciplinaryconceptsand
toolsandincludesspecifiedhistory,geography,civics,andeconomicsconceptsandtools.
Thus,thisvisualwasadoptedasagraphicalrepresentationoftheparallelsbetweentheC3
Frameworkrepresentingourcommitmenttoincreasingskilldevelopmentandrigorin
conjunctionwithinthecoredisciplinesofthesocialstudies.

AMessagetoTeachers,Principals,Superintendents,andOthersWhoWillUsetheDocument

TheSocialStudiesContentStandardsRevisionCommitteewasmadeupofagroupofkindergartenthroughpostsecondaryeducatorswhocollaboratedto
establishastartingpointforreachingSouthDakotasgoal:eachstudentgraduatespreparedforcollege,career,andciviclife.

Asetofstandardsissimplyaplacetobeginitlaysthefoundationformeasurable,consistent,highlevelstudentlearning.Teachers,however,havethe
flexibilitytoconsidertheneedsoftheirindividualstudentsandselectthemethodsthatwillworkbestfortheirclassrooms.Clearly,thereismoretoteachingand
learningthanthesestandards.Thestandardsareastartingpointincreatinganenvironmentwherestudentscanlearntoliveandthriveinaconstantlychanging,
increasinglycomplexworld.

Conclusion

Thecommitteeprovides,throughthestandardsdocument,aframeworkfortheteachingandlearningofsocialstudiescontent,concepts,andskills.The
committeememberswishtoemphasize,however,thattherealgoalofsocialstudiesteachersistoinspirestudentstobecomecommitted,participating
citizens.Thisrequiresthatstudentsdevelopskillsanddispositionsthataredifficulttoassess.Teacherswhoaccomplishthisgoalwithstudentspracticetheart
andscienceofteaching.Theyareprofessionalswhoprioritizecontentthatleadstocitizenshipskilldevelopment,oftenbeyondtheachievementofthestated
SocialStudiesContentStandards,ratherthanteachingsimplytocoverthematerial.SocialStudiesissomuchmorethanfacts,places,anddates;itisthe
singulardisciplinethatenablesstudentstoobtainarichandbroadunderstandingofthecomplexworldtheyinhabit.Webelievethatcivicvirtuesareembedded
withinthestandards,butarenotspecificallyaddressedduetotheinabilitytomeasurethem,i.e.,volunteerism,honesty,loyalty.Weareconfidentthatteachers
willemphasizetheimportanceofthesevitalcomponentsofsocialstudiesteachingandlearning.

Kindergarten.page10
1stGrade..page12
2ndGrade..page14
3rdGrade..page16
4thGrade..page18
5thGrade..page21
6thGrade..page25

TableofContentsfortheGradeBand/GradeLevelStandards
7thGrade.page27
8thGrade.page29
912Civics/Governmentpage33
912Geography..page35
912Economics..page36
912U.S.History..page38
912WorldHistorypage39

AnchorStandardsandGradeLevel/BandStandards
Kindergarten
KindergartenHistory
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.
K.H.1.1

Distinguishyesterday,today,andtomorrow

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideas,andsymbolsuponhistoryusingmultiplesources.
K.H.2.1

Identifylocalandnationalcelebrations

KindergartenCivics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesofvariousformsofgovernments.
K.C.1.1

IdentifyourcountrysflagoftheUnitedStatesasasymbolofthenation

K12.C.2Studentswillexplainthehistoricalimpactofprimaryfoundingdocumentsincluding,butnotlimitedto,theDeclarationofIndependence,theU.S.
Constitution,theU.S.BillofRightsandsubsequentamendments.
K.C.2.1

Understandclassroomrulesandwhytheyareimportant

KindergartenGeography
K12.G.1Studentswillapplygeospatialresources,includingdatasourcesandgeographictoolstogenerate,interpret,andanalyzeinformation.
K.G.1.1

Recognizethatmapsandglobesrepresentplaces

K.G.1.2

Useenvironmentaldirectionsorpositionalwordsincludingbutnotlimitedtoup,down,above,andbelowtoidentifysignificantlocationsinthe
classroom

K12.G.3Studentswillrecognizethecharacteristicsoftheprocessesthatshapeplacesandregions.
K.G.3.1

Identifyanddescribeplacesintheimmediateenvironmentincludingtheclassroomand/orplayground

K12.G.6Studentswillunderstandthewaysinwhichhumansculturallyadaptto,use,andmodifythenaturalenvironmentanditsvariouselements

10


K.G.6.1

Describewayspeoplerelyontheenvironmenttomeethumanneedsandwants

KindergartenEconomics
K12.E.1Studentswillapplythefundamentaleconomicideasandconceptsassociatedwiththestudyofeconomics.
K.E.1.1

Describethedifferencebetweenwantsandneeds

11

Grade1
Grade1History
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.
1.H.1.1

Demonstratechronologicalorderusingeventsfromtheirownlives

1.H.1.2

Describewayspeoplelearnaboutthepastincludingbutnotlimitedtophotos,artifacts,stories,andvideos

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideasandsymbolsuponhistoryusingmultiplesources.
1.H.2.1

Connectpeopleandeventshonoredincommemorativecelebrations

Grade1Civics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesofvariousformsofgovernments.
1.C.1.1

IdentifyprimarysymbolsoftheUnitedStates

K12.C.2Studentswillexplainthehistoricalimpactofprimaryfoundingdocumentsincluding,butnotlimitedto,theDeclarationofIndependence,theU.S.
Constitution,theU.S.BillofRightsandsubsequentamendments.
1.C.2.1

Explainwhomakesdecisionsandrulesintheschool

K12.C.3StudentswillexplainhowtheConstitutionorganizesthegovernmentoftheUnitedStates.
1.C.3.1

Identifyservicesinyourlocalcommunityincludingbutnotlimitedtopolice,fire,andambulance

Grade1Geography
K12.G.1Studentswillapplygeospatialresources,includingdatasourcesandgeographictoolstogenerate,interpret,andanalyzeinformation.
1.G.1.1

Constructsimplemapsoftheclassroom

1.G.1.2

Usemaps,globes,andothersimplegeographicmodelstoidentifyabsolutelocation

1.G.1.3

Distinguishbetweenlandmassesandbodiesofwaterusingmapsandglobes

K12.G.3Studentswillrecognizethecharacteristicsoftheprocessesthatshapeplacesandregions.

12


Describe the unifying characteristics and boundaries of different school regions including but not limited to the playground, classroom, and
readingcorner
K12.G.6Studentswillunderstandthewaysinwhichhumansculturallyadaptto,use,andmodifythenaturalenvironmentanditsvariouselements.
1.G.3.1

1.G.6.1

Describewaysinwhichpeoplemodifyandadapttotheenvironment

Grade1Economics
K12.E.1Studentswillapplythefundamentaleconomicideasandconceptsassociatedwiththestudyofeconomics.
1.E.1.1

Distinguishbetweengoodsandservicesandhowfamiliesusethem

1.E.1.2

Describewaysinwhichpeopleearnmoney

13

Grade2
Grade2History
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.
2.H.1.1

Demonstratechronologicalorderusingeventsfromhistory

2.H.1.2

Use historical records and artifacts including but not limited to photos, diaries, oral histories, and videos to draw conclusions about family or
schoollifeinthepast

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideasandsymbolsuponhistoryusingmultiplesources.
2.H.2.1

Comparehowholidaysarecelebratedindifferentcultures

Grade2Civics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesandvariousformsofgovernments.
2.C.1.1

Explain,inwrittenform,throughspeech,orthroughtheuseoftechnology,themeaningbehindournationalsymbols

K12.C.2Studentswillexplainthehistoricalimpactofprimaryfoundingdocuments,includingbutnotlimitedto,theDeclarationofIndependence,theU.S.
Constitution,theU.S.BillofRightsandsubsequentamendments.
2.C.2.1

Explainthebasicpoliticalrolesofleadersinthelargercommunity

K12.C.3StudentswillexplainhowtheConstitutionorganizesthegovernmentoftheUnitedStates.
2.C.3.1

Identifylawsinyourlocalgovernmentandhowlocallawsaremade

2.C.3.2

Identifyhowlocalgovernmentservicesarefunded

Grade2Geography
K12.G.1Studentswillapplygeospatialresources,includingdatasourcesandgeographictoolstogenerate,interpret,andanalyzeinformation.
2.G.1.1

Constructandexplainamapthatincludesdirections,labels,andakey

2.G.1.2

Explainhowlocalcommunitiesarepartofalargerregion

K12.G.3Studentswillrecognizethecharacteristicsoftheprocessesthatshapeplacesandregions.

14


2.G.3.1

Comparethephysicalandmanmadecharacteristicsofthelocalcommunitywiththoseofanothercommunity

K12.G.6Studentswillunderstandthewaysinwhichhumansculturallyadaptto,use,andmodifythenaturalenvironmentanditsvariouselements.
2.G.6.1

Describepositiveandnegativeconsequencesofchangingthephysicalenvironmentofthelocalcommunity

2.G.6.2

Suggestwayspeoplecanresponsiblyinteractwiththeenvironmentinthelocalcommunity

Grade2Economics
K12.E.1Studentswillapplythefundamentaleconomicideasandconceptsassociatedwiththestudyofeconomics.
2.E.1.1

Identifygoodsandservicesavailableinthestudentscommunities

15

Grade3

Grade3History
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.
3.H.1.1

Demonstrateknowledgeoftheobstaclesandsuccessesoftheearlysettlersandincreatingcommunities

3.H.1.2

ExplaincauseandeffectrelationshipsthatimpactedearlysettlementanddevelopmentintheUnitedStates

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideasandsymbolsuponhistoryusingmultiplesources.
3.H.2.1

Generatequestionsaboutindividualsandgroupswhohaveshapedsignificanthistoricalchangesandcontinuities

3.H.2.2

ExplaintheimportanceoffamousAmericanfiguresincludingbutnotlimitedtoGeorgeWashington,AbrahamLincoln,andThomasJefferson

3.H.2.3

Analyzeacommunityscultureandhistory

K12.H.5Studentswilldevelophistoricalresearchskills.
3.H.5.1

Compareinformationprovidedbydifferentprimaryandsecondaryhistoricalsourcesaboutthepast

Grade3Civics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesandvariousformsofgovernments.
3.C.1.1

ResearchandexplainthemeaningbehindSouthDakotassymbols

K12.C.2Studentswillexplainthehistoricalimpactofprimaryfoundingdocumentsincludingbutnotlimitedto,theDeclarationofIndependence,U.S.
Constitution,theU.S.BillofRightsandsubsequentamendments.
3.C.2.1

ExplainthemeaningandimportanceoftheDeclarationofIndependenceandtheConstitution

3.C.2.2

Explainthebasicpoliticalrolesofleadersinthestateandnation

K12.C.3StudentswillexplainhowtheConstitutionorganizesthegovernmentoftheUnitedStates.
3.C.3.1

Identifywhylawsandresponsibilitiesareneededinacommunityandwhytherearelegalconsequences

3.C.2.2

Identifythestructure,roles,andresponsibilityoflocalgovernment

16


K12.C.4StudentswillunderstandthefundamentalprinciplesofAmericasdemocraticrepublicandtheUnitedStatesConstitutionandtheinherentconflicts
thatmayarise.
3.C.4.1

Explaintheroleofgovernmentagenciesinacommunity

3.C.4.2

Explainwhycommunitieshaverulesandlaws

3.C.4.3

Identifytherightsandresponsibilitiesofcitizenshipinstudentsowncommunities

Grade3Geography
K12.G.1Studentswillapplygeospatialresources,includingdatasourcesandgeographictoolstogenerate,interpret,andanalyzeinformation.
3.G.1.1

Identifylocationsinacommunitybyusinggridsystems

3.G.1.2

Locatethesevencontinents,fouroceans,andmajorphysicalfeaturesandregionsoftheUnitedStatesonamaporglobe

K12.G.2 Students will understand the nature and importance of the Five Themes of Geography: location, place characteristics, humanenvironment
interaction,movement,andregion.
3.G.2.1

Identifyreasonswhypeoplemoveandhowitaffectstheircommunities

Grade3Economics
K12.E.1Studentswillapplythefundamentaleconomicideasandconceptsassociatedwiththestudyofeconomics.
3.E.1.1

Explainwaysproducersuseresourcestoproducegoodsandservices

K12.E.5Studentswilldescribehowtradegenerateseconomicdevelopmentandinterdependence.
3.E.5.1

Useexamplestoshowthatpeopleinmodernsocietymaynotbeabletoproduceeverythingtheywantanddependupontradewithothersto
meettheirwants

17

Grade4

Grade4History
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.
4.H.1.1

AnalyzetheimpactofsignificanthistoricaleventsonthedevelopmentofculturesinSouthDakota

4.H.1.2

Generatequestionsaboutmultiplehistoricalsourcesandtheirrelationshipstoparticularhistoricaleventsanddevelopments

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideasandsymbolsuponhistoryusingmultiplesources.
4.H.2.1

ExplaintheeffectsofconflictsandtheestablishmentofreservationsontheAmericanIndiansculture

4.H.2.2

Examinebasicenvironmental,economic,cultural,andpopulationissuesofconcerntoSouthDakota

4.H.2.3

DescribetheinfluenceofnotableSouthDakotansofthedevelopmentofourstate

4.H.2.4

DescribeinfluencesofEuropeanculturesonSouthDakotacommunities

4.H.2.5

DescribehowwarsaffectedSouthDakotans

K12.H.3Studentswillanalyzeandevaluatehistoricaleventsfrommultipleperspectives.
4.H.3.1

Compareandcontrastlifetodaywithlifeinhistoricaltimeperiods

K12.H.4Studentswillidentifyandevaluatethecausesandeffectsofpast,currentandpotentialevents,issuesandproblems.
4.H.4.1

ExplainprobablecausesandeffectsofeventsanddevelopmentsinSouthDakota

4.H.4.2

ExplainfactorsaffectingthegrowthandexpansionofSouthDakota

K12.H.5Studentswilldevelophistoricalresearchskills.
4.H.5.1

Infertheintendedaudienceandpurposeofahistoricalsourcefrominformationwithinthesourceitself

4.H.5.2

Useevidencetodevelopaclaimaboutthepast

18

Grade4Civics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesandvariousformsofgovernments.
4.C.1.1

DescribekeyeventsrelatedtoSouthDakotasentryintostatehood

K12.C.2Studentswillexplainthehistoricalimpactofprimaryfoundingdocumentsincludingbutnotlimitedto,theDeclarationofIndependence,theU.S.
Constitution,theU.S.BillofRightsandsubsequentamendments.
4.C.2.1

CompareandcontrastmajorthemeswithintheSDConstitutionandtheU.S.Constitution

K12.C.3StudentswillexplainhowtheConstitutionorganizesthegovernmentoftheUnitedStates.
4.C.3.1

Explainhowgroupsofpeoplemakerulestocreateresponsibilitiesandprotectfreedoms

4.C.3.2

DiscussSouthDakotasgovernmentandtherolesofthethreebranches

Grade4Geography
K12.G.1Studentswillapplygeospatialresources,includingdatasourcesandgeographictoolstogenerate,interpret,andanalyzeinformation.
4.G.1.1

LocatemajorpoliticalandphysicalfeaturesofSouthDakotaandtheUnitedStatesonamaporglobe

K12.G.2StudentswillunderstandthenatureandimportanceoftheFiveThemesofGeography:location,placecharacteristics,humanenvironment
interaction,movement,andregion.
4.G.2.1

CompareandcontrastregionsofSouthDakotatooneanother

K12.G.3Studentswillrecognizethecharacteristicsoftheprocessesthatshapeplacesandregions.
4.G.3.1

Describehownaturalandhumanconditionsshapeplacesandregions

Grade4Economics
K12.E.1Studentswillapplythefundamentaleconomicideasandconceptsassociatedwiththestudyofeconomics.
4.E.1.1

Discusswhatfactors(bothpositiveandnegative)influenceindividualchoices

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K12.E.3Studentswillanalyzethewaysgovernmentcanimpactthemarket.
4.E.3.1

Describethenecessityforgovernmenttocollecttaxesfromitscitizensinordertoprovideservicestoitscitizens

K12.E.5Studentswilldescribehowtradegenerateseconomicdevelopmentandinterdependence.
4.E.5.1

DescribehowtheeconomicneedsofSouthDakotansandpeopleinotherregionsoftheU.S.havebeenmet

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Grade5

Grade5History
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.
5.H.1.1

Createanduseachronologicalsequenceofrelatedeventstocomparedevelopmentsthathappenedduringthesametimeframe

5.H.1.2

IdentifykeyconflictswithothercountriesoftheworldandtheeffecttheyhadontheU.S.physically,economically,andsocially

5.H.1.3

DescribetheimpactothercountrieshadonNorthAmericathroughexplorationandconflict

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideasandsymbolsuponhistoryusingmultiplesources.
5.H.2.1

DifferentiatetheculturesofvariousAmericanIndiantribes

5.H.2.2

IdentifyanddescribetherolesofinfluentialpeopleduringtheAmericanRevolution

5.H.2.3

IdentifythekeychangesleadingtoandresultingfromgrowthandinventionintheU.S.betweentheRevolutionand1865

5.H.2.4

Evaluatetheinfluence,impact,andinteractionsofvariouscultures,philosophies,andreligionsonthedevelopmentoftheU.S.

K12.H.3Studentswillanalyzeandevaluatehistoricaleventsfrommultipleperspectives.
5.H.3.1

Explainwhyindividualsandgroupsduringthesamehistoricalperiodcandifferintheirperspectives

K12.H.4Studentswillidentifyandevaluatethecausesandeffectsofpast,currentandpotentialevents,issuesandproblems.
5.H.4.1

IdentifythecausesandeffectsofthedevelopmentofColonialAmerica

5.H.4.2

IdentifykeyEuropeanexplorersandthecausesandeffectsoftheirvoyages

ExplainprobablecausesandeffectsofeventsintheAmericanRevolution

IdentifykeyeventsduringtheAmericanRevolutionconsideringhowtheyaffectedpeople,government,andtheeconomy

Compareandcontrastsocial,economic,andphilosophicaldifferencesbetweenthenorthandthesouthpriortotheCivilWar

5.H.4.3
5.H.4.4
5.H.4.5

K12.H.5Studentswilldevelophistoricalresearchskills.

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5.H.5.1

Summarizehowdifferenttypesofhistoricalsourcesareusedtoexplaineventsinthepast

5.H.5.2

Evaluateahistoricalsourcetojustifythevalidityofthatsource

Grade5Civics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesandvariousformsofgovernments.
5.C.1.1

ExplainwhytheU.S.wasestablishedasarepublicoverotherformsofgovernments

5.C.1.2

Explainhowrulesandlawschangesocietyandhowpeoplechangerulesandlaws

5.C.1.3

Developalogicalargumentexplainingwhygovernmentsarenecessary

K12.C.2Studentswillexplainthehistoricalimpactofprimaryfoundingdocumentsincludingbutnotlimitedto,theDeclarationofIndependence,theU.S.
Constitution,theU.S.BillofRightsandsubsequentamendments.
5.C.2.1

Examinetheoriginsandpurposesofrules,laws,andkeyU.S.Constitutionalpowers

5.C.2.2

Usingresearch,showwheretheideascomefromthatinformedtheConstitution

K12.C.3StudentswillexplainhowtheConstitutionorganizesthegovernmentoftheUnitedStates.
5.C.3.1

Usingmultiplesources,distinguishbetweentheresponsibilitiesandpowersofgovernmentofficialsatvariouslevelsandbranchesofgovernment

5.C.3.2

Compareandcontrastproceduresformakingdecisionsinavarietyofsettings,includingclassroom,school,government,and/orsociety

K12.C.4StudentswillunderstandthefundamentalprinciplesofAmericasdemocraticrepublicandtheUnitedStatesConstitutionandtheinherentconflicts
thatmayarise.
Describewaysinwhichpeoplebenefitfromandarechallengedbyworkingtogetheringovernment,workplaces,volunteerorganizations,and
5.C.4.1
families
K12.C.5Studentswillunderstandthewaysinwhichacitizencanusetheirbasicrightstoinfluencedecisionsoftherepublic.
5.C.5.1

Explainhowdemocracyreliesuponcitizensresponsibleparticipation,anddrawimplicationsforhowindividualsshouldparticipate

5.C.5.2

DescribehowvolunteerismhasbenefittedtheU.S.

5.C.5.3

Illustratehistoricalandcontemporarymeansofchangingsociety

22

Grade5Geography
K12.G.1Studentswillapplygeospatialresources,includingdatasourcesandgeographictoolstogenerate,interpret,andanalyzeinformation.
5.G.1.1

Applylatitudeandlongitudetofindabsolutelocationsonaglobeandmap

5.G.1.2

Investigatemapsofdifferenttypesandscales

K12.G.2StudentswillunderstandthenatureandimportanceoftheFiveThemesofGeography:location,place,humanenvironmentinteraction,movement,
andregion.
5.G.2.1

Explainhowculturalandenvironmentalcharacteristicsaffectthedistributionandmovementofpeople,goods,andideas

5.G.2.2

Explainhowhumansettlementsandmovementsrelatetothelocationsanduseofvariousnaturalresources

5.G.2.3

Analyzetheeffectsofenvironmentalandtechnologicalchangesonhumansettlementsandmigration

K12.G.5Studentswillrecognizeandexplaintherolepopulationandcultureplayincreatingdiversitywithintheworldsplacesandregions.
5.G.5.1

Describehowthespatialpatternsofculturalactivitiesinaplacechangeovertimebecauseofinteractionswithnearbyanddistantplaces

K12.G.6Studentswillunderstandthewaysinwhichhumansculturallyadaptto,use,andmodifythenaturalenvironmentanditsvariouselements.
5.G.6.1

Explainhownaturaleventsandhumanactivitiesinoneplaceaffectpeoplelivinginotherplaces

Grade5Economics
K12.E.1Studentswillapplythefundamentaleconomicideasandconceptsassociatedwiththestudyofeconomics.
5.E.1.1

Explainhowsupplyanddemandinfluencessellersinmarkets

5.E.1.2

Explaintheroleofmoneyasameansoftradebetweenindividualsand/orgroups

K12.E.2Studentswilldemonstratehowtheforcesofsupplyanddemandimpacteconomicdecisionmaking.
5.E.1.1

Explainthemeaningofinflation,deflation,andunemployment

K12.E.3Studentswillanalyzethewaysgovernmentcanimpactthemarket.
5.E.3.1

Describeexamplesofvariousinstitutionsthatmakeupeconomicsystems

K12.E.5Studentswilldescribehowtradegenerateseconomicdevelopmentandinterdependence.

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5.E.5.1

DescribetheroleoftradinginearlyU.S.History

24

Grade6
Note: The committee, with input from educators throughout the state, revised the former sixth grade social studies standards to facilitate effective
instruction and student mastery with emphasis on an indepth study of World History.

Grade6WorldHistory
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.

6.H.1.1

Classify key global events in chronological order

6.H.1.2

Examine the chronology of historical events throughout the world to analyze their impact on the past, present, and future

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideasandsymbolsuponhistoryusingmultiplesources.

6.H.2.1

Analyze the development and cultural contributions that gave rise to the earliest human communities

6.H.2.2

Analyze the development and cultural contributions that gave rise to the agrarian societies

6.H.2.3

Analyze the development and cultural contributions including largescale empires and major religions

6.H.2.4

Analyze the development and cultural contributions that gave rise to economic systems and political institutions

K12.H.3Studentswillanalyzeandevaluatehistoricaleventsfrommultipleperspectives.
6.H.3.1

Compare and contrast primary and secondary sources to identify multiple perspectives of the same event

K12.H.4Studentswillidentifyandevaluatethecausesandeffectsofpast,currentandpotentialevents,issuesandproblems.
6.H.4.1

Consider alternative courses of action or outcomes for historical events

6.H.4.2

Determine how decisions made by individuals affected historical events

6.H.4.3

Explain how events and ideas in ancient civilizations influence humans today

K12.H.5Studentswilldevelophistoricalresearchskills.
6.H.5.1

Identify the difference between a compelling question and supporting questions

6.H.5.2

Determine whether a source is appropriate for answering compelling and supporting questions

6.H.5.3

Utilize primary and secondary sources and examine the credibility and intent of those sources

25

Grade6Civics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesandvariousformsofgovernments.
6.C.1.1

Compareandcontrastancientformsofgovernment

6.C.1.2

Identifyhowgovernmentdecisionsimpactpeople,places,andhistory

6.C.1.3

Identifythewaysinwhichgovernmentsmeettheneedsofcitizens,manageconflict,andestablishorderandsecurity

K12.C.2Studentswillexplainthehistoricalimpactofprimaryfoundingdocumentsincludingbutnotlimitedto,theDeclarationofIndependence,theU.S.
Constitution,theU.S.BillofRights,andsubsequentamendments.
6.C.2.1

Explainthehistoricalimpactofancientworldhistorydocumentscreatedbyancientcivilizations

K12.C.5Studentswillunderstandthewaysinwhichacitizencanusetheirbasicrightstoinfluencethedecisionsoftherepublic.
6.C.5.1

Explainwaysthatpeoplecanaffectorinfluencesocietyandgovernment

Grade6Economics
K12.E.4Studentswillexplainhowdifferenteconomicsystemscoordinateandfacilitatetheexchange,production,distribution,andconsumptionofgoods
andservices.
6.E.4.1

Explainsocietiesattemptsthroughouthistorytosatisfytheirbasicneedsandwants

6.E.4.2

Identifybasiceconomicsystemspresentthroughoutancientcivilizationsandhowthosesystemscontributedtothesuccessorfailureofthe
respectivecivilization

6.E.4.3

Identifytheeffectsofeconomicsystemsonsociety

26

Grade7
Note:Thecommittee,withinputfromeducatorsthroughoutthestate,revisedtheformerseventhgradesocialstudiesstandardstofacilitateeffective
instructionandstudentmasterywithemphasisonanindepthstudyofGeography.

Grade7Civics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesandvariousformsofgovernments.
7.C.1.1

Identifyanddescribedifferentformsofgovernmentusedthroughouttheworld

Grade7Geography
K12.G.1Studentswillapplygeospatialresources,includingdatasourcesandgeographictoolstogenerate,interpret,andanalyzeinformation.
7.G.1.1

Gatherinformation,analyzedataanddemonstratenavigationwithamap

7.G.1.2

Constructmapsorothergeographicrepresentationsandexplainthespatialpatternsofculturaland/orphysicalcharacteristics

K12.G.2StudentswillunderstandthenatureandimportanceoftheFiveThemesofGeography;location,place,humanenvironmentinteraction,movement,
andregion.
7.G.2.1

CreateanargumentfortheimportanceofthestudyofGeography

7.G.2.2

RecognizeandapplytheFiveThemesofGeography

7.G.2.3

Analyzepoliticalandeconomicsystems

K12.G.3Studentswillrecognizethecharacteristicsoftheprocessesthatshapeplacesandregions.
7.G.3.1

Identifyanddifferentiatebetweenthehumanand/orphysicalcharacteristicsthatcreatearegion

7.G.3.2

Describehowculturalpatterns,includingbutnotlimitedtoeconomicandpoliticaldecisions,influenceenvironmentsandthedailylivesofpeople
inbothnearbyanddistantplaces

7.G.3.3

Explainhowthephysicalandhumancharacteristicsofplacesandregionsareconnectedtohumanidentitiesandcultures

K12.G.4StudentswillidentifyEarthsphysicalsystemsandthewaysinwhichtheyaredynamicandinteractive.
7.G.4.1

Demonstrateunderstandingoftheprocessesthatresultinthenaturallandscape

7.G.4.2

Explainhowandwhydifferentculturesinteractwithearthsphysicalsystemsinvariousways

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K12.G.5Studentswillrecognizeandexplaintherolepopulationandcultureplayincreatingdiversitywithintheworldsplacesandregions.
7.G.5.1

Analyzebasiccomponentsofculture,includinghowandwhytheydifferspatially

7.G.5.2

Identifypopulationdistributionandcharacteristicsofhumanpopulations

7.G.5.3

Explainhowchangesinlanduseaffectpopulationdistributionpatterns

K12.G.6Studentswillunderstandthewaysinwhichhumansculturallyadaptto,use,andmodifythenaturalenvironmentanditsvariouselements.
7.G.6.1

Clarifyhowhumangroupsadaptto,anddependupon,thenaturalenvironment

7.G.6.2

Recognizeandexplainhowculturesandculturallandscapeschange

K12.G.7StudentswillbeapplyinggeographicknowledgetounderstandthediversityofEarthsphysicalandhumanconditions,past,present,andfuture.
7.G.7.1

Evaluatehowtherelationshipbetweenphysicalandculturalcharacteristicsofaplaceimpactseconomicactivity

7.G.7.2

Articulatehowchangesintechnologyinfluencethespatialconnectionsamonghumansettlementsandaffectthediffusionofideasandcultural
practices

7.G.7.3

Drawconclusionsonhowpasthumanand/orphysicalconditionsinfluencepresentand/orfutureconditions

Grade7Economics
K12.E.3Studentswillanalyzethewaysgovernmentcanimpactthemarket.
7.E.3.1

Describetherelationshipbetweengovernmentandeconomicsystemsindifferentcountries

K12.E.4Studentswillexplainhowdifferenteconomicsystemscoordinateandfacilitatetheexchange,production,distribution,andconsumptionofgoods
andservices.
7.E.4.1

Describehoweconomicactivityaffectsstandardofliving

7.E.4.2

Describehowtechnologyaffectstheeconomicdevelopmentofplacesandregions

7.E.4.3

Describetheroleoftradebarriersandagreementsintheglobaleconomy

7.E.4.4

Explainhowtheavailabilityofresourcesprovidesfororchallengeshumanactivities

28

Grade8
Note:Thecommittee,withinputfromeducatorsthroughoutthestate,revisedtheformereighthgradesocialstudiesstandardstofacilitateeffectiveinstruction
andstudentmasterywithemphasisonanindepthstudyofU.S.History.(Updated12/04/14)

Grade8History
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.
8.H.1.1

DescribemajormilitarybattlesintheAmericanRevolution

8.H.1.2

IdentifycausesandeffectsoftheWarof1812,TexasRevolution,andtheMexicanAmericanWar

8.H.1.3

UnderstandthechangingcharacterofAmericanpoliticallifeafter1800

8.H.1.4

ExplainhowandwhythelandwestoftheMississippiwasacquiredandsettled

8.H.1.5

DescribemajormilitarybattlesandcampaignsoftheCivilWar

8.H.1.6

DescribethechangingfederalpolicytowardNativeAmericansaftertheCivilWar

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideasandsymbolsuponhistoryusingmultiplesources.
8.H.2.1

ConstructahistoricalargumentthatacknowledgesthestrengthsandweaknessesofPatriotandLoyalistsides

8.H.2.2

AnalyzehowwestwardexpansionwasmotivatedbyeconomicgainandManifestDestiny

8.H.2.3

AnalyzethemajorsourcesofconflictthatledtotheCivilWar

8.H.2.4

AssociatekeyindividualswiththeirrolesintheCivilWar

8.H.2.5

InvestigatewaystheCivilWarchangedtheUnitedStatesgovernment

K12.H.3Studentswillanalyzeandevaluatehistoricaleventsfrommultipleperspectives.
8.H.3.1

Comparethepoliticalandsocialdifferencesbetween13separatecoloniesandoneindependentnation

8.H.3.2

Evaluatecompetingideasaboutthepurposesgovernmentshouldserve

8.H.3.3

CompareandcontrasttheFederalistandAntiFederalistphilosophiesofAmericansduringtheratificationprocess

8.H.3.4

InvestigatehowtheabolitionofslaveryaffectedthelifeofAfricanAmericansinUnitedStatessociety

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K12.H.4Studentswillidentifyandevaluatethecausesandeffectsofpast,currentandpotentialevents,issuesandproblems.
8.H.4.1

AnalyzethesourcesofconflictwhichledtotheAmericanRevolution

8.H.4.2

ExplainhowtheDeclarationofIndependenceinfluencedthecolonies

8.H.4.3

IdentifyeconomicsupportforthePatriotsduringtheAmericanRevolution

8.H.4.4

CritiquetheUnitedStatesgovernmentundertheArticlesofConfederation

8.H.4.5

SummarizethebasicstructureofgovernmentadoptedthroughcompromisesattheConstitutionalConvention

8.H.4.6

Connectthefundamentallibertiesandrightsstatedinthefirst15amendmentsoftheConstitutiontocurrentevents

8.H.4.7

DescribewaysinwhichmigrationledtoconflictsbetweenAngloEuropeanandNativeAmericanculture

8.H.4.8

DrawconclusionsonhowthereformmovementsofthemidnineteenthcenturyaffectedtheU.S.

8.H.4.9

Assesstheimpactofsignificantinventors,technologyandindustrializationonmid1800sAmerica

8.H.4.10

Explainhowthewaraffectedsoldiers,civilians,women,thephysicalenvironment,andfuturewarfare

8.H.4.11

Drawconclusionsaboutthepolitical,economicandsocialeffectsofReconstructionintheUnitedStates

K12.H.5Studentswilldevelophistoricalresearchskills.
8.H.5.1

GenerateacompellingquestionandsupportingquestionsthataddresstheimpactofconflictingpointsofviewsinU.S.government

8.H.5.2

Generatequestionstoanalyzewhyindividualsorgroups,andtheirdevelopments,areseenashistoricallysignificant

8.H.5.3

Critiquesignificantpoliticalprimarysourcesandtheirimpactoneventsofthistimeperiod

Grade8Civics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesandvariousformsofgovernments.
8.C.1.1

ExplainhowEuropeanidealsofgovernmentinfluencedthedevelopmentoftheU.S.government

8.C.1.2

Explainhowgovernmentdecisionsimpactpeople,places,andhistory

8.C.1.3

Explainthewaysinwhichgovernmentsmeettheneedsofcitizens,manageconflict,andestablishorderandsecurity

30


K12.C.2Studentswillexplainthehistoricalimpactofprimaryfoundingdocumentsincludingbutnotlimitedto,theDeclarationofIndependence,theU.S.
Constitution,theU.S.BillofRightsandsubsequentamendments.

Referto8.H.2.2and8.H.2.3,asthesegradelevelstandardsincludegovernmentcontentrelatedtothisanchorstandard.

K12.C.3StudentswillexplainhowtheConstitutionorganizesthegovernmentoftheUnitedStates.
8.C.3.1

IdentifythethreebranchesofgovernmentincludingtheseparationofpowersandchecksandbalancesintheConstitution

8.C.3.2

DescribetherationalebehindtheUnitedStatesabilitytoamendtheConstitution

8.C.3.3

ExplainwhyandhowtheBillofRightsandsubsequentamendmentswereaddedtotheConstitution

K12.C.4StudentswillunderstandthefundamentalprinciplesofAmericasdemocraticrepublicandtheUnitedStatesConstitutionandtheinherentconflicts
thatmayarise.
8.C.4.1

DescribetheelectionprocessandtheElectoralCollege

8.C.4.2

ApplytherightsandresponsibilitiesofU.S.citizenstostudentslives

8.C.4.3

Compareandcontrastmethodsofcivicinvolvement

K12.C.5Studentswillunderstandthewaysinwhichacitizencanusetheirbasicrightstoinfluencethedecisionsoftherepublic.
8.C.5.1

AnalyzewaysthatcitizenscanaffectorinfluencetheU.S.societyandgovernment

8.C.5.2

Explaintherolesandinfluencesofindividuals,groups,andthemediaongovernments

K12.C.6StudentswilldescribetheelementsofhowU.S.foreignpolicyismadeandunderstandthechallengesandinfluencesoftheUnitedStates
government
8.C.6.1

IdentifytheimpactofforeignpolicydecisionsthroughoutU.S.history

Grade8Economics
K12.E.3Studentswillanalyzethewaysgovernmentcanimpactthemarket.
8.E.3.1

Describetheimpactoftechnologyandindustrializationonmid1800sAmerica

K12.E.4Studentswillexplainhowdifferenteconomicsystemscoordinateandfacilitatetheexchange,production,distribution,andconsumptionofgoods
andservices.
8.E.4.1

DescribetheeconomiceffectsofReconstructionintheUnitedStates

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8.E.4.2

IdentifyeconomicsupportforAmericaduringconflicts

8.E.4.3

Describehoweconomicgainwasthemotivationforwestwardexpansion

32

HighSchoolSocialStudies

HighSchoolCivics/Government
K12.C.1Studentswillexplain,compareandcontrast,andanalyzethehistoricalprinciplesandphilosophicalpurposesandvariousformsofgovernments.
912.C.1.1

Rationalizethepurposesofgovernmentthroughoutworldhistorythroughtheuseofcompellingquestions,

912.C.1.2

Summarizethecriticalsimilaritiesanddifferencesinthevariousformsofgovernment

912.C.1.3

SequenceandidentifycriticaleventsinBritishhistorythathadadirectorindirectimpactontheoriginsoftheUnitedStatesgovernment

912.C.1.4

Describetheinfluenceofreligiononwesternpoliticalthought

Explaintherelationshipbetweenpoliticalideologiesandcorrespondingeconomicideologiesandtheirimpactongovernmentsystemsthroughthe
useofcompellingandsupportingquestions
K12.C.2Studentswillexplainthehistoricalimpactofprimaryfoundingdocumentsincludingbutnotlimitedto,theDeclarationofIndependence,theU.S.
Constitution,theU.S.BillofRightsandsubsequentamendments.
912.C.1.5

912.C.2.1

Differentiatebetweenaconstitutionalorlimitedgovernmentandunconstitutionalorunlimitedgovernment

912.C.2.2

CritiquetheclaimsandevidenceofferedintheDeclarationofIndependence,justifyingtheindependenceoftheAmericancolonies

912.C.2.3

EvaluateitseffectivenessthroughidentifyingstrengthsandweaknessesoftheArticlesofConfederation

912.C.2.4

ExplainhowthegoalssetforthinthepreambleoftheUnitedStatesConstitutionreflectenduringissuesofAmericansociety

912.C.2.5

ExplaintheconstructionoftheUnitedStatesConstitutionasabundleofcompromisesreflectingdifferingpointsofview

912.C.2.6

IdentifythepointsofagreementanddisagreementbetweentheFederalistsandtheAntiFederalistsovertheratificationoftheUnitedStates
ConstitutionandhowthedisagreementwasresolvedviatheprotectionofrightsintheBillofRights

K12.C.3StudentswillexplainhowtheConstitutionorganizesthegovernmentoftheUnitedStates.
912.C.3.1

Evaluatetheeffectivenessoftheseparationofpowersandtheroleofchecksandbalances

912.C.3.2

Outlinethelawmakingprocess

912.C.3.3

MakeargumentsforandagainsttheuseoftheElectoralCollegegivenitsintendedpurpose

912.C.3.4

Citehistoricalevidencejustifyingthepowerofjudicialreview

33


Differentiateamongtherolesofthelevelsofauthorityinthenational,state,local,andtribalgovernmentsregardingAmericanfederalismthrough
theuseofcompellingquestions,
K12.C.4StudentswillunderstandthefundamentalprinciplesofAmericasdemocraticrepublicandtheUnitedStatesConstitutionandtheinherentconflicts
thatmayarise.
912.C.3.5

912.C.4.1
912.C.4.2
912.C.4.3
912.C.4.4

Definetheconceptofcivicvirtuethroughtheuseofcompellingquestions
SummarizethegeneralprinciplesofAmericandemocracysuchasthefundamentalworthoftheindividual,equalityofallpersons,majority
rule/minorityrights,necessityofcompromise,andindividualfreedominlightofthepurposeofgovernment
Summarizetheconstitutionalprinciplesofpopularsovereignty,limitedgovernment,separationofpowers,checksandbalances,judicialreview,
andfederalism
DifferentiatebetweenpositiveandnegativerightsprotectedbytheUnitedStatesConstitutionandgiveexamplesofhowtheymaycomeinto
conflict

K12.C.5Studentswillunderstandthewaysinwhichacitizencanusetheirbasicrightstoinfluencethedecisionsoftherepublic.
912.C.5.1

Differentiatebetweenrightsandresponsibilitiesofacitizenandthepracticeofcivicvirtue

912.C.5.2

IdentifywaysofbecomingaUnitedStatescitizenincludingthekeysstepsinthenaturalizationprocessandrecognizetheintendedandunintended
consequencesofthisprocess

912.C.5.3

Explainhowdemocracyreliesuponresponsibleparticipationofitscitizensandidentifywaysacitizencaneffectivelyparticipate

912.C.5.4

Demonstratetheabilitytomakeinformeddecisionsthroughtheuseofmultiple,crediblesources

912.C.5.5

Explaintheroleofpoliticalpartiesandspecialinterestgroupsinthepoliticalprocess

912.C.5.6

Critiqueconsistenciesandinconsistenciesthroughoutavarietyofmediasources

912.C.5.7

ExplainhowcivildisobediencehasbeenusedtoinfluencepolicymakinginUnitedStatesgovernment

912.C.5.8

Assessoptionsforactiontoaddresslocal,regional,andglobalproblemsbyvolunteerengagement

912.C.5.9

Demonstrateand/orshowexamplesofhowtechnologyhaschangedthewaypeopleparticipatebeyondtheirtraditionalsphereofinfluence

K12.C.6StudentswilldescribetheelementsofhowU.S.foreignpolicyismadeandunderstandtheinternationalchallengesandinfluencesoftheUnited
Statesgovernment
912.C.6.1

ExplaintheforeignpolicyprocessintheUnitedStatesandgiveexamplesofitsimpactonforeignpolicyinitiatives

912.C.6.2

IdentifythepurposeofvariousinternationalorganizationsinwhichtheUnitedStatesisinvolved

34

HighSchoolGeography
K12.G.1Studentswillapplygeospatialresources,includingdatasourcesandgeographictoolstogenerate,interpret,andanalyzeinformation.
912.G.1.1

Usemapsandothergeographicrepresentations,toolsandtechnologiestoacquire,process,andreportinformationfromaspatialperspective

912.G.1.2

Employmentalmapstoorganizeinformationaboutcultures,places,andenvironmentinaspatialcontext

K12.G.2StudentswillunderstandthenatureandimportanceoftheFiveThemesofGeography;location,place,humanenvironmentinteraction,movement,
andregion.
912.G.2.1

DistinguishbetweentheFiveThemesofGeographyandtheirkeycomponents

912.G.2.2

DescribeagivenregionorareautilizingtheFiveThemesofGeography

K12.G.3Studentswillrecognizethecharacteristicsoftheprocessesthatshapeplacesandregions.
912.G.3.1

Analyzetheculturalandphysicalprocessesthatmakeplacesunique

912.G.3.2

Gather,organize,andanalyzeevidencethatshowshowthephysicalenvironmentandculturecontributetothecharacteristicsofplacesand
regions

912.G.3.3

Differentiatebetweenformal,functional,andperceptualregions

912.G.3.4

Applytheconceptofinterdependencetoregionsandplaces

K12.G.4StudentswillidentifyEarthsphysicalsystemsandthewaysinwhichtheyaredynamicandinteractive.
912.G.4.1

Recognizethecomponents,processes,interdependenceandspatialdistribution,ofEarthsphysicalsystems.

K12.G.5Studentswillrecognizeandexplaintherolepopulationandcultureplayincreatingdiversitywithintheworldsplacesandregions.
912.G.5.1

Analyzethecharacteristics,distribution,andmigrationofhumanpopulations

912.G.5.2

Identifyandexplainthecharacteristics,distribution,andcomplexityofEarthsvariouscultures

912.G.5.3

Explainhowhumanmigrationimpactslocalandglobalpolitics,economies,societies,andregions

K12.G.6Studentswillunderstandthewaysinwhichhumansculturallyadaptto,use,andmodifythenaturalenvironmentanditsvariouselements.
912.G.6.1

Identifyspecificadaptivestrategiesemployedbydifferentculturesinsimilarenvironments

912.G.6.2

Evaluatehowdifferentculturesidentifyandutilizenaturalresources

35


912.G.6.3

Explainthewaystechnologyexpandsthehumancapacitytouseandmodifythephysicalenvironment

912.G.6.4

Examinewayshumansperceiveandreacttoextremenaturalevents

K12.G.7StudentswillapplygeographicknowledgetounderstandthediversityofEarthsphysicalandhumanconditions,past,present,andfuture.
912.G.7.1

AnalyzekeyprocessesthathaveresultedinchangeswithinEarthsphysicalandhumansystems

912.G.7.2

Elaborateupontheinteractionofphysicalandhumansystemsandtheirinfluenceoncurrentandfuturecondition

912.G.7.3

Critiquetheroleofmultipleperspectivesincontemporarygeographicpoliciesandissues

HighSchoolEconomics
K12.E.1Studentswillapplythefundamentaleconomicideasandconceptsassociatedwiththestudyofeconomics.

912.E.1.2

Throughtheconstructionofcompellingquestions,explainhowthefundamentaleconomicproblemofunlimitedwantswithlimitedresources
reflectsenduringissuesatalllevels
Analyzethefactorsthatmayleadtodifferentresponsestothebasiceconomicquestions

912.E.1.3

Differentiateamongthefactorsofproductionofland,labor,capital,andentrepreneurship

912.E.1.4

Analyzetherelationshipbetweenhouseholdsandbusinessesinamarketeconomyusingthecircularflowchart

912.E.1.5

Defineandassessadvantagesanddisadvantagesofsoleproprietorship,partnership,andcorporationsinamarketeconomy

912.E.1.6

Explainhowscarcity,choice,andopportunitycostsimpacteconomicdecisionmakingatalllevelsbyusingaproductionpossibilitiescurve

912.E.1.7

Applymarginalanalysisintheeconomicdecisionmakingprocess

912.E.1.1

K12.E.2Studentswilldemonstratehowtheforcesofsupplyanddemandimpacteconomicdecisionmaking.
912.E.2.1

Compareandcontrastthecharacteristicsofperfectlycompetitiveandlesscompetitivemarketstructures

912.E.2.2

Explainthelawofsupplyandanalyzethefactorsthatcreateachangeinsupply

912.E.2.3

Explainthelawofdemandandanalyzethefactorsthatcreateachangeindemand

912.E.2.4

Connecttheroleofsupplyanddemandincreatingpriceandquantityequilibriumsinaperfectlycompetitivemarket

36


912.E.2.5

Analyzehowpriceandquantityequilibriumscanbeimpactedthroughchangesinsupply,demand,andelasticity

912.E.2.6

Explaintheconcernswithsurplusandshortageinthemarketplaceandwhatfactorscanpotentiallycreatedisequilibriuminamarket

K12.E.3Studentswillanalyzethewaysgovernmentcanimpactthemarket.
912.E.3.1

IdentifyandcritiquethesocioeconomicgoalsofvariouscountriesincludingtheU.S.

912.E.3.2

Analyzeandexplaintherelationshipbetweenhouseholds,businesses,andgovernmentagenciesintheeconomyoftheU.S.byusingthecircular
flowchart

912.E.3.3

Interpreteconomicindicatorsusedbyeconomiststhatmayleadtodifferingconclusionsregardingthecurrentphaseofthebusinesscycle

912.E.3.4

Predictthedegreeofeconomicimpactofdifferenttypesofunemploymentanddifferentvariablescreatinginflationbyusingappropriatedata

912.E.3.5

DescribethewaysinwhicheachlevelofgovernmentintheU.S.generatesrevenueandcritiquethemethodofusingthatrevenueforpublic
services

912.E.3.6

Analyzethepotentialpositiveand/ornegativeimpactofchangesingovernmentpolicy

912.E.3.7

CompareandcontrasteconomicstabilizationapproachestotheU.S.economy

912.E.3.8

ExplainthestructureofU.S.bankingsystem

912.E.3.9

AssessandcritiquethetoolsusedbytheFederalReserveSystemtoinfluencethemoneysupply

K12.E.4Studentswillexplainhowdifferenteconomicsystemscoordinateandfacilitatetheexchange,production,distribution,andconsumptionofgoods
andservices.
912.E.4.1

Comparethegeneralcharacteristicsofcommunism,socialism,andcapitalism

912.E.4.2

GiveadetailedexplanationofthecharacteristicsofcapitalismcitingexamplesfromtheU.S.

912.E.4.3

Weightheimpactoffactorssuchastheavailabilityofeconomicresources,leveloftechnology,anddegreeofeconomicfreedomonanations
economicgrowth

912.E.4.4

Explain,citingevidence,whytheU.S.isanexampleofamixedeconomy

912.E.4.5

Differentiatebetweenadevelopingandnewlydevelopednations

912.E.4.6

AnalyzedifferingargumentsregardingtheimpactoftransitionaleconomiesontheglobaleconomyandspecificallyontheU.S.economy

K12.E.5Studentswilldescribehowtradegenerateseconomicdevelopmentandinterdependence.

37


912.E.5.1

Applytheconceptofcomparativeadvantagetoexplainwhygoodsandservicesareproducedinonenationversusanother

912.E.5.2

Constructanargumentforfreetradersandconstructacounterargumentforprotectionists

912.E.5.3

Identifyandcritiquevariousbarrierstointernationaltrade

912.E.5.4

IdentifyandprovidethehistoricalfoundationsforvariousinternationaltradeagreementsandanyimpactontheU.S.economy

912.E.5.5

Explaintheimpactofexchangeratesonthevalueofgoodsandservices

912.E.5.6

AnalyzehowtheglobaleconomyhaschangedtheinteractionofbuyersandsellersintheU.S.economy

HighSchoolU.S.History
Note:TheSouthDakotaHighSchoolGraduationRequirementsincludearequirementfor1creditofU.S.History.Thestandardshavebeenlabeled,below,to
allowforflexibilitywithinschooldistrictsacrossthestate.ThoselabelsindicatecourseoptionsincludingEarlyU.S.History,ModernU.S.History,and
ComprehensiveU.S.History.AsurveywassenttoU.S.HistoryteachersinSouthDakotatogainfeedbackontheinclusionofEarlyU.S.Historyinthestandards.
Fromthissurvey,itwasdeemednecessarytoconveneanissuespecificworkgroupofSouthDakotaU.S.HistoryTeacherstohelpdeterminethebestcourseof
addressingtherequiredcontentandtimeperiodsforHighSchoolU.S.History.Thespecialworkgroupiscreditedattheendofthestandardsdocument.
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.
912.H.1.3
912.H.1.4
912.H.1.5

DescribecausesandeffectsoftheprocessofUnitedStatesterritorialexpansionbetweenthefoundingandtheCivilWar.(Courses:Early,
Comprehensive)
Analyzehowindividualsandgroupsreactedtosocial,political,andeconomicproblemsintheU.S.fromReconstructionthroughtheProgressive
Era.(Courses:Modern,Comprehensive)
ExplainthetransformationofAmericafromWorldWarIthroughtheGreatDepression.(Courses:Modern,Comprehensive)

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideasandsymbolsuponhistoryusingmultiplesources.
912.H.2.6

EvaluatetheimpacttheAmericanRevolutionhadonpolitics,economy,andsociety.(Courses:Early,Comprehensive)

912.H.2.7

CritiquerecentdevelopmentsintheUnitedStatesaddressingtherolesofpeople,ideas,andgroupsintermsofforeign&domesticissues.
(Courses:Modern,Comprehensive)

K12.H.3Studentswillanalyzeandevaluatehistoricaleventsfrommultipleperspectives
912.H.3.3

CritiquethedevelopmentofAmericanindustrialsocietyincludingitsimpactsonmigration,systemsofslavery,andthenationaleconomy.
(Courses:Early,Comprehensive)

38


912.H.3.4

Explaincauses,events,andeffectsoftheCivilWar.(Courses:Early,Comprehensive)

912.H.3.5

Assessthecauses,events,andimpactsoftheColdWarondomesticandinternationalaffairsinAmericanhistory.(Courses:Modern,
Comprehensive)

K12.H.4Studentswillidentifyandevaluatethecausesandeffectsofpast,currentandpotentialevents,issuesandproblems
912.H.4.5

AnalyzethedevelopmentofAmericanconstitutionalframeworksduringtheRevolutionaryEra.(Courses:Early,Comprehensive)

912.H.4.6

Evaluatethecauses,events,andeffectsofreformmovementsstimulatedfromthe2ndGreatAwakening.(Courses:Early,Comprehensive)

912.H.4.7

EvaluatethecausesandeffectsoftheFirstWorldWarontheUnitedStates.(Courses:Modern,Comprehensive)

912.H.4.8

AssesstherootsandoutcomesoftheGreatDepressionincludingitstransformationofAmericanpoliticalandeconomicinstitutions.(Courses:
Modern,Comprehensive)

912.H.4.9

Explainthecauses,events,andconsequencesoftheSecondWorldWarincludingissuesathomeandabroad.(Courses:Modern,Comprehensive)

K12.H.5Studentswilldevelophistoricalresearchskills.
912.H.5.4

Investigatethephilosophicalfoundations,thecauses,andtheeffectsoftheRevolutionaryErainAmericanhistory.(Courses:Early,
Comprehensive)

912.H.5.5

EvaluatetowhatextentReconstructionbothsucceededandfailedinitsintentions.(Courses:Modern,Comprehensive)

912.H.5.6

Investigatethesocial,political,andeconomictransformationoftheUnitedStatesintheaftermathoftheSecondWorldWar.(Courses:Modern,
Comprehensive)

HighSchoolWorldHistory
K12.H.1Studentswillanalyzehowmajoreventsarechronologicallyconnectedandevaluatetheirimpactononeanother.
912.H.1.1

DistinguishbetweenlongtermcausesandtriggeringeventsinthedevelopmentandeventsoftheRenaissanceandReformation

912.H.1.2

Identifypatternsandanalyzechangeandcontinuityinhistoricaleras

K12.H.2Studentswillanalyzeandevaluatetheimpactofpeople,events,ideasandsymbolsuponhistoryusingmultiplesources.
912.H.2.1
912.H.2.2

UsequestionsgeneratedaboutindividualsandgroupsoftheScientificRevolutionandEnlightenmenttoassessthesignificanceoftheiractions
andwork
EvaluatehowhistoricaleventsanddevelopmentsoftheFrenchRevolutionandNapoleonicErawereshapedbyuniquecircumstancesoftime
andplaceaswellasbroaderhistoricalcontexts

39


912.H.2.3

Evaluatehowagriculturalandindustrialrevolutionswereshapedbytheuniquecircumstancesoftimeandplace

912.H.2.4

Analyzecomplexandinteractingfactorsthatinfluencedtheperspectivesandchangesinideologiesofpopulations

912.H.2.5

AnalyzemultipleandcomplexeffectsofeventsandpeoplerelatedtotheColdWar

K12.H.3Studentswillanalyzeandevaluatehistoricaleventsfrommultipleperspectives
912.H.3.1

Analyzethewaysinwhichtheperspectivesofthosewritinghistoryshapedthehistorytheyproducedinrelationtoexploration,imperialism,and
expansion

912.H.3.2

Interpretandcritiquehistoricalpropagandasourcesbasedontheirmaker,date,placeoforigin,intendedaudience,andpurpose

K12.H.4Studentswillidentifyandevaluatethecausesandeffectsofpast,currentandpotentialevents,issuesandproblems.
912.H.4.1

IdentifyanddistinguishbetweenlongtermcausesandtriggeringeventsofWWI

912.H.4.2

Evaluatehoweconomicconditionswereshapedbytheuniquecircumstancesofthetimeandplace

912.H.4.3

AnalyzemultipleandcomplexcausesandeffectsofeventsofWWII

912.H.4.4

Identifyandanalyzehistoricalcontentandeventsusingdisciplinaryandinterdisciplinarylensestounderstandthecharacteristicsandcausesof
contemporarylocal,regional,andglobalproblems,challenges,andopportunities

K12.H.5Studentswilldevelophistoricalresearchskills.
912.H.5.1

Determinethekindsofsourcesthatwillbehelpfulinansweringcompellingandsupportingquestions,takingintoconsiderationmultiplepointsof
viewrepresentedinthesources,thetypesofsourcesavailable,andthepotentialusesofthesources

912.H.5.2

Evaluatethecredibilityofasourcebyexamininghowexpertsvaluethesource

912.H.5.3

Identifyhistoricalevidencethatdrawsinformationdirectlyandsubstantivelyfrommultiplesourcestodetectinconsistenciesinevidenceinorder
toreviseorstrengthenclaims

40

GLOSSARY
AreaAnydefinedspaceonEarthssurfaceexpressednumericallyinsquareunits(as1,000squaremilesorkilometers),orbygenerallocation(asopposedto
regionwhichimplieshomogeneity).

CardinaldirectionsThefourmaincompasspoints:north(towardNorthPole),south(towardSouthPole),east(directionfromwhichEarthrotatesonitsaxis),
andwest(directionofEarthsrotationonaxis).Intermediatedirectionsarethosebetween,e.g.,NNWN.Termssuchasupordownshouldneverbeusedin
referencetocardinaldirections.

CompellingQuestionsTheseareopenendedquestionthatpromotehigherorderthinkingandstimulatethoughtanddiscussiontoachievefurther
understanding.Thesehavealsobeencalledessentialquestionsinthepast.

Example:Howdoweimprovecleanwaterwhileprovidingjobs,economicdevelopmentandstillmaintainprivatepropertyrights?

CultureLearnedhumanbehavior.Culturetraitsarethethingshumansdoorcreate,including:language,religion,economicandpoliticalsystems,social
patterns,ideasandsentiments,andtechnologyandmaterialgoods.Acultureisagroupofpeoplewhosharearelativelycommonwayoflife(e.g.,Japanese;
French;Inuit).

EnvironmentThetotalityofphysicalandhumanelementsfoundinaparticularplace;onessurroundings.

GridAsystemofcoordinates(lines)onachart,map,orglobe,suchasthoserepresentedbylatitudeandlongitude,whichhelpsdeterminethespecificlocation
ofplacesandthingsonEarthssurface.

HumanenvironmentinteractionsThesearethemyriadofwaysbywhichhumans,actingasculturalagents,adaptto,use,andmodifythenatural
environment.Thenaturalenvironmentoffersresources,options,andchallengesthatconfrontallhumansocieties.

LandscapeThetotalityofonessensed(e.g.,seen)surroundings,includingallphysicalandculturalelements.

LatitudeAngulardistancenorthorsouthoftheequatormeasuredindegrees(0oto90oNorS).Parallelsaretheeastwestlinesonmapsandglobesthat
measurelatitudinallocations.

LocationWhereitisinreferencetospecificorabsolutepositiononEarthssurface,asexpressedbymeansofagridsystem,orrelativetothepositionof
otherplaces(usuallyexpressedindirectionanddistance).

41


LongitudeAngulardistanceeastorwestfromthearbitrarilyestablishedPrimeMeridian(0o)tothe180thmeridian(whichgenerallycoincideswiththe
InternationalDateLine).Meridiansarethenorthsouthlinesappearingonmapsandglobesthatmarklongitudinallocations.

MapAgraphicrepresentationofallorpartofEarthssurfacethatusuallyisdrawntoscaleonaflatsurface.Mostmapsincludereferencetodirectionand
distance(scale),andhaveakeyorlegend.

MentalmapAmapthatrepresentsthementalimageapersonhasofanarea,includingknowledgeoffeaturesandspatialrelationships,aswellasthe
personsperceptionsandattitudesregardingtheplace.

NationTerritoryoccupiedbyanationality(selfidentity,suchasKurds,orFlemish)ofpeople.Thisisnottobeconfusedwithstate,whichisapolitically
organizedandgovernedterritory.Anationstateisacountryoccupiedbyadominantnationalityofpeople(e.g.,thosecountriesinwhichthenameisderived
fromthenationallanguage,suchasItaly,Norway,orGermany).

NaturalresourceAnythinginnaturethatisactuallyusedbyacultureisconsideredanaturalresource.Resourceisaneconomicconceptbaseduponacultures
perceptions,values,needs,andtechnology.

PhysicalsystemsEarthsnaturalelements:thelithosphere,atmosphere,hydrosphere,andbiosphere.

PlaceWhatisitlikethereinreferencetophysicalandhumanfeaturesandconditionsofaparticularlocation.

PrimarySourcesOriginalmaterialsfromthetimeperiodonwhichotherresearchisbased

Examples:artifacts,audiorecordings,diaries,email,interviews,photographs,art,music

RegionAnareawithoneormorecommonorunifyingfeaturesorcharacteristics,whichgiveitadegreeofuniformityandsetitapartfromsurrounding
areas.Geographersrecognizethreetypesofregions:formal(e.g.,CornBelt,MiddleWest,GreatPlains),functional(usuallyidentifiedbyacontrolpointornode,
e.g.,SouthDakota,SiouxFalls,DeltaAirlines,HyVeeorSafewaygrocerychains),orvernacular/perceptual(regionsrecognizedbythegeneralpopulace,suchas
EastRiver/WestRiverinSouthDakota).

ScaleTherelationshiporratiobetweenalinearmeasurementonamaporglobeandthecorrespondingdistanceonEarthssurface.Itcanbeexpressedin
words(Oneinch=10miles),shownasaline(barscale),orgivenasafraction(1:1,000,000).

SecondarySourcesAccountswrittenafterthefactwiththebenefitofhindsight.

Examples:Bibliographies,commentaries,encyclopedias,textbooks,magazinesandnewspapers

SettlementWherepeoplereside,asruralvs.urban,orclusteredvs.dispersed.Oftenincludesthosestructuresthathouseandotherwiseindicateahuman
presence,suchastown,farm,suburb.

42

SpatialReferstospaceonEarthssurface,includingsuchconceptsasarea,region,location,distance,distribution,andpattern.Geography(spatial=where?),
likehistory(temporal=when?),isauniquemethodology,orwaytoorganizeandanalyzeinformationpertainingtothevariedfeaturesofEarthssurface.

SupportingQuestionsQuestionsrelatedtothecompellingquestion(s)thatallowthelearnertoconstructresponsesthatfocusondescriptions,definitionsand
processes.

Example:Whataremyrightsasalandowner?

Whataretheacceptableparametersofcleanwater?

Whatkindsofjobsarecreatedbythedesireforcleanwater?

SystemAcollectionofelementsthatareinterrelatedorlinkedinsomewayastoformafunctioningwhole,suchasthehydrologiccycle,acity,aneconomicor
politicalentity,ortransportationnetwork.

43

HighSchoolU.S.HistoryIssueSpecificWorkgroup
ThisworkgroupconvenedforameetingonOctober7th,2014andformattedtheHighSchoolU.S.HistorystandardsandspecifiedwhethertheywereEarly,
Modern,and/orComprehensiveU.S.HistoryStandards.Thisguidancewillhelpschoolsmakedecisionsregardingcourseofferingsforstudents.Furtherguidance
onthehighschoolgraduationrequirementscanbeobtainedbycontactingtheDepartmentofEducationand/orbyvisitingtheDOEwebsite:DOE.SD.GOV

Name
ScottDeBoer
RickGereau
SeanGholson*
CherylHarming*
ErikIverson*
BeckyKelley

District
Pierre 322
Bowdle 221
Douglas 511
Elkton 053
RapidCity Area514
SiouxFalls 495

AngieKulesa
JeffreyPalmer
LauraPlowman*

Ipswich Public226
RapidCity Area514
Brookings 051

ShawnSpurell
CarissaVanderLey

Parkston 333
Chamberlain 071

Note:Theasterisk(*)designatesapersonwhowasalsoamemberofthestandardsworkgroup

44

TeachingRole
U.S. History,Sociology
AmericanHistory,Government
912SocialStudies
712SocialStudies
U.S. History
APU.S. History,ModernU.S.
History
912SocialStudies
U.S. History
WorldHistory,U.S. History,APU.S.
Government
11th U.S. History,712PE
U.S. History,APU.S. History,
Sociology,Psychology