Standards
AMERICAN HISTORY: 1492-1787
Generate resourceWORLD HISTORY: To 315
Generate resourceBuilding upon skills learned in previous grades, the student learns the skills to complete the following tasks, completing each task with relative ease by the end of 1st grade.
Generate resourceThe student can identify north, south, east, and west on a map and on a globe. G
Generate resourceThe student can locate the North Pole and the South Pole on a map and on a globe. G
Generate resourceThe student can place events in his or her life in the correct chronological order. H
Generate resourceThe student can draw a depiction of a historical event or figure that intentionally reflects a story learned in class. H
Generate resourceThe student can distinguish between a primary source and a secondary source. H
Generate resourceThe student can give examples of goods (made, gathered, or grown products) that people buy, sell, and use. E
Generate resourceThe student can give examples of services (actions) that people buy and sell. E
Generate resourceThe student can give examples of a trade-off when working, buying, selling, and saving. E
Generate resourceThe student can give examples of different ways that a group of people can make decisions. C
Generate resourceThe student can give examples of virtues and actions related to excellence in character, knowledge, wisdom, and self-government. C
Generate resourceThe student can identify major public buildings in Washington, D.C., and their architectural styles. C
Generate resourceThe student can identify the South Dakota State Capitol Building and name the current governor. C
Generate resourceThe student can recite the following line from the Declaration of Independence from memory: “We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness.” C
Generate resourceThe student can recite the Preamble to the United States Constitution from memory. C
Generate resourceThe student demonstrates understanding of the Declaration of Independence based on the arguments of leading founders.
Generate resourceThe student explains why the colonists declared independence from Great Britain. HC
Generate resourceThe student listens to and discusses the meaning of the following lines from the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” H
Generate resourceThe student explains the meaning of “life, liberty, and the pursuit of happiness,” in particular the founders’ argument that each human being has the freedom to try to be happy. C
Generate resourceThe student explains the meaning of “the consent of the governed,” including the founders’ argument that a government can only tell people what to do if the people have a say over who in the government gets to make those decisions, which is called “self-government.” C
Generate resourceThe student explains that the purpose of government as outlined in the Declaration of Independence is to protect people equally. C
Generate resourcehis freeing of slaves at Mount Vernon upon his death and that of his wife, Martha
Generate resourceThe student tells the story of how the Americans won the War of Independence. H
Generate resourceThe student demonstrates understanding of the modern way of life by comparing the following in history to prior eras. H
Generate resourceability to believe and act on one’s beliefs without fear of arrest or worse
Generate resourceThe student demonstrates knowledge of ancient civilizations in Asia, the Middle East, northern Africa, and the eastern Mediterranean Sea.
Generate resourceThe student identifies the major cultural features, stories, and contributions of Ancient India, Babylon, and Ancient China. H
Generate resourceThe student identifies the major cultural features, stories, and contributions of Ancient Egypt, including agriculture, hieroglyphic writing, and papyrus. H
Generate resourceThe student explains the major historical events and stories of the ancient Hebrews. H
Generate resourceThe student identifies the major figures and stories within Greek mythology. H
Generate resourceThe student tells the story of the Persian Wars, including the battles of Marathon and Thermopylae. H
Generate resourceThe student identifies the major cultural features and contributions of Athens, including pottery, architecture, sculpture, and democracy. HC
Generate resourceThe student demonstrates knowledge of the Roman Republic and the Roman Empire.
Generate resourceThe student tells the stories of the founding of Rome and of the Roman Republic. H
Generate resourceThe student identifies the major cultural features and contributions of Rome, including in architecture, engineering, and government. HC
Generate resourceThe student tells the story of the Roman civil wars and the triumvirates. H
Generate resourceThe student identifies key Roman Emperors and events of the Roman Empire. H
Generate resourceThe student demonstrates knowledge of pre-Columbian indigenous peoples of North America.
Generate resourceThe student describes the similarities and differences in lifestyle, traditional warfare, and culture between two historical pre-Columbian Native American tribes, one of which is from the Oceti Sakowin Oyate (including select standards from Oceti Sakowin Essential Understandings 1-5 and 7). Other tribes to consider include, but are not limited to, the Mandan, Sahnish (Arikara), Cheyenne, Crow, and Hidatsa. HC
Generate resourceThe student demonstrates knowledge of European exploration and settlement of what would become the United States.
Generate resourceThe student tells the biography of Christopher Columbus, including his theories about a faster western route to Asia and his first voyage. H
Generate resourceThe student explains the Columbian Exchange of resources, people, and disease, including how smallpox decimated Native Americans. H
Generate resourceThe student explains how Europeans and indigenous peoples both worked together and also fought against each other and among themselves. HC
Generate resourceThe student explains the history of slavery, including in ancient times and in the 15th century. H
Generate resourceThe student tells the story of the founding of Plymouth and Massachusetts Bay, including: HC
Generate resourceThe student explains why rules and laws are important for ensuring that people live freely and in peace. C
Generate resourceThe student demonstrates knowledge of European exploration and settlement of what would become the United States.
Generate resourceThe student explains the ways of life among the New England, Middle, and Southern colonies. HCE
Generate resourceThe student explains the status and effects of each of the following in colonial society, and the extents to which these were rare in history: private property, education, local selfgovernment, and religious freedom. HCE
Generate resourceThe student explains how the “American” colonist was generally defined by certain traits, including being hard-working, determined, religious, skeptical of authority, and self-governing. HCE
Generate resourceThe student explains how England left the colonists alone to live and govern themselves, and why this was good for the colonists. HC
Generate resourceThe student explains the rule of law, compared and contrasted in the Magna Carta to the arbitrary rule of man. C
Generate resourceThe student tells the story of the French and Indian War, especially the roles of George Washington and Benjamin Franklin, and its effect on American identity and sense of unity. H
Generate resourceThe student demonstrates knowledge of events leading to the American Revolution.
Generate resourceThe student explains why the colonists believed Great Britain’s new claims to control in the colonies violated their rights and freedoms. HC
Generate resourceThe student explains how the colonists responded to Great Britain’s new claims of power over them. H
Generate resourceThe student tells the story of the Boston Massacre and John Adams’s defense of the British soldiers in the murder trial that followed. H
Generate resourceThe student tells the story of the Boston Tea Party and the response by the British. H
Generate resourceThe student tells the stories of Paul Revere’s ride and the Battles of Lexington and Concord. H
Generate resource