Embedded Files
SOCIAL STUDIES STANDARDS
K-12
Goals and Indicators
U.S. HISTORY
Goal 1 – Students will understand the emergence and development of civilizations and cultures within the United States over time and place.
RATIONALE: United States history is the cultural history of the nation. A knowledge of facts, people, and events that shaped our nation are essential to form a common memory of where our nation has been, what core events and values formed the nation, and what events and persons made decisions in the past that account for present circumstances. The organization of the standards rests on the belief that history is founded in chronology that allows knowledgeable students to appreciate the patterns of cause and effect evident in historical decisions.
Indicator 1: Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.
Indicator 2: Evaluate the influence/impact of various cultures, values, philosophies, and religions on the development of the U.S.
SOUTH DAKOTA SOCIAL STUDIES STANDARDS
9-12
Core High School U.S. History
Standards, Supporting Skills, and Examples
Indicator 1: Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.
Bloom’s Taxonomy
Level
Analysis)
Standard, Supporting Skills, and Examples
9-12.US.1.1. Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from Reconstruction to the present.
• Identify and explain the transition of the U.S. from an agrarian society to an industrial nation.
Examples: urbanization/industrialization/immigration
Examples: key people-Thomas Edison, Henry Ford, Wright brothers
• Identify and explain the causes and impact of Western
Expansion in relation to the settlements of the great plains.
Examples: Homestead Act (1862), Railroad Expansion, Mining
Frontier, Open Range, Morrill Act (1862)
• Describe the role of big business and labor unions in the development of modern America.
Examples: Robber Barons, role of the muckrakers, labor leaders, government policies
• Identify and explain the causes and impact of U. S. Imperialism as evidenced by the Spanish-American War, Open Door
Policies (Japan and China), Panama Canal
Examples: Teddy Roosevelt-Big Stick Imperialism, Boxer
Rebellion, Philippine insurrection
• Identify social and political origins, accomplishments, and limitations of Progressivism.
• Describe the causes and impact of World War I.
• Explain the factors that led to the Great Depression.
Examples: post-World War I economy, dust bowl
(Application)
• Explain the New Deal and its legacy (social and economic).
• Explain the entry, the major battles, and the effects of World
War II.
Example: Native American Code Talkers
• Identify domestic events post-World War II.
Examples: Space Race, Iran-Contra affair, Watergate, Clinton impeachment
• Describe role of the U. S. in world affairs as it relates to the
Cold War.
Examples: post-World War II Europe, Korea, Cuba, Vietnam, Iran conflict
• Identify foreign events, policies, and issues from 1990 to present-day as they relate to U.S. History.
Examples: Middle East events-Gulf Wars, Fall of Berlin Wall,
9/11, Bosnia situation, Afghanistan, North Korea, terrorism
9-12.US.1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.
Examples: American Revolution, Westward Movement, Civil
War/Reconstruction
Indicator 2: Evaluate the influence/impact of various cultures, philosophies, and religions on the development of the U.S.
Bloom’s Taxonomy
Level
(Analysis)
Standard, Supporting Skills, and Examples
9-12.US.2.1. Students are able to describe the causes and effects of interactions between the U.S. government and Native American cultures.
• Explain the causes of conflicts with Native Americans.
Examples: Fort Laramie Treaties of 1851 and 1868, Minnesota Uprising (1862), Sand Creek Massacre (1864), Red Cloud’s War (1864-1868), Battle of Little Big Horn (1876)
• Explain the impact of U.S. policy on Native Americans.
Examples: Manifest Destiny, Black Hills Cession of 1877, General Allotment Act/Dawes Act (1887), Ghost Dance religion, Wounded Knee Massacre (1890)
(Knowledge)
(Application)
9-12.US.2.2. Students are able to describe the causes and effects of cultural, economic, religious, political, and social reform movements on the development of the U.S.
• Cultural movements
Examples: Harlem Renaissance and jazz age, counterculture
• Religious and educational movements
Examples: Social gospel, Evangelicalism, Mormon, Native
American education reform
• Political movements
Examples: Women’s suffrage, Populists and Progressives, Isolationists, Anarchists, Anti-communism, Civil Rights movement, American Indian movement, Reagan revolution
• Social reform movements
Examples: feminism, Social Darwinism, temperance, baby boomer
• Economic movements
Examples: post-World War II affluent society, global economy, Reaganomics
9-12.US.2.3. Students are able to identify the influences of local groups on settlement patterns of South Dakota and the Great Plains Region.
• Native Americans and reservation system
• Railroad, farming, livestock, and mining patterns
• Settlements according to nationality and religion
Examples: German, Swedes, Norwegians, Bohemians, Czech, Dutch, etc.
Examples: Hutterite, Mennonite, etc.
Core High School U.S. History Performance Descriptors
Basic
Advanced
Proficient
High school students performing at the advanced level:
• relate the causes and consequences of historical events to subsequent events and their legacy in current conditions.
High school students performing at the proficient level:
• explain the cause-effect relationships and legacy that distinguish significant historical periods and relationships;
• describe the causes and effects of cultural, economic, religious, political and social reform movements on the development of the U.S.;
• identify the influences of groups on settlement patterns of
South Dakota and the Great Plains Region.
High school students performing at the basic level:
• identify groups who influenced the settlement of South
Dakota;
• given historical periods, sequence events.
Advanced High School U.S. History
Standards, Supporting Skills, and Examples
Indicator 1: Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.
Bloom’s Taxonomy
Level
(Evaluation)
Standard, Supporting Skills, and Examples
9-12.US.1.1A. Students are able to relate the causes and consequences of historical events to subsequent events and their legacy in current conditions.
• Chronicle the transition of the U.S. from an agrarian society to an industrial nation.
• Critique the causes and impact of Western Expansion.
• Critique the causes and impact of U. S. Imperialism.
• Describe social and political origins, accomplishments, and limitations of Progressivism.
• Explain the relationship between domestic events and foreign policies as they relate to the United States’ role in world affairs.
Indicator 2: Evaluate the influence/impact of various cultures, philosophies, and religions on the development of the U.S.
Bloom’s Taxonomy
Level
(Evaluation)
Standard, Supporting Skills, and Examples
9-12.US.2.1A. Students are able to evaluate the significance of interactions between the U.S. government and diverse cultures in relation to cultural preservation versus cultural assimilation.
U. S. HISTORY STANDARDS 9-12
Indicator 1: Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.
Indicator 2: Evaluate the influence/impact of various cultures, philosophies, and religions on the development of the U.S.
Reading Standards for Literacy in History/Social Studies 6–12 RH
The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
By the end of grade 12, read and comprehend history/social studies texts in the grades 11–12 text complexity band independently and proficiently.
Writing Standards for Literacy in History/Social Studies, Subjects 6–12
The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
(See note; not applicable as a separate requirement)
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Conduct short as wells as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Draw evidence from informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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