Standards
AMERICAN HISTORY: 1787-1908
Generate resourceWORLD HISTORY: 315-1492
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 2nd grade.
Generate resourceThe student can move his or her finger on a map and on a globe in the correct cardinal direction when asked. G
Generate resourceThe student can describe the location of a place on a map and on a globe in relation to the location of a second place by using the terms north, south, east, and west. G
Generate resourceThe student can place images depicting historical events in the correct chronological order and explain their relationship to one another. H
Generate resourceThe student can give examples of virtues and actions related to respecting the rule of law and having the courage to do what is morally right. C
Generate resourceThe student can identify the following manmade landmarks in the United States: GC
Generate resourceThe student explains how the Mexican-American War, the Mexican Cession, and the California Gold Rush reignited the issue of the expansion of slavery. H
Generate resourceThe student explains Abraham Lincoln’s argument against the idea that right and wrong simply depend on what most people want. HC
Generate resourceThe student explains the major and minor causes of the Civil War, especially the political tension surrounding the spread of slavery. H
Generate resourceThe student demonstrates knowledge of the American Civil War and Reconstruction.
Generate resourceThe student identifies the roles or contributions of the major figures in the Civil War, including Robert E. Lee, Clara Barton, Ulysses S. Grant, and William Tecumseh Sherman. H
Generate resourceThe student tells the stories of the Battle of Gettysburg and Sherman’s March to the Sea in the Civil War. H
Generate resourceThe student explains Abraham Lincoln’s view of the war as an effort both to prove that a people could govern themselves on the principle that “all men are created equal,” and to preserve the Union that was founded on this truth. HC
Generate resourceThe student listens to and discusses the meaning of Abraham Lincoln’s Gettysburg Address. HC
Generate resourceThe student tells of the removal and relocation of the Dakota, Lakota, and Nakota. H
Generate resourceThe student tells the story of and explains the reasons why the Union won the Civil War. H
Generate resourceThe student explains the different effects of the Civil War in the North and the South. H
Generate resourceThe student states and explains the successes and failures of Reconstruction. H
Generate resourceThe student tells of the settlement of South Dakota by Union veterans, and their influence on South Dakota civic life. H
Generate resourceThe student demonstrates knowledge of the Gilded Age and the beginning of the 20th Century.
Generate resourceThe student names inventions that transformed the American economy and way of life away from agrarianism in the second half of the 19th century and the early 20th century. HE
Generate resourceThe student explains the reasons and origins of those who immigrated to America after the Civil War. H
Generate resourceThe student describes the life of pioneers in South Dakota during the late 1800s. H
Generate resourceThe student explains the symbols of the Great Seal of the State of South Dakota. C
Generate resourceThe student describes the various responses to poor working conditions and standards of living. HE
Generate resourceThe student explains the kinds of discrimination against African Americans that was present in certain states in the decades following Reconstruction. H
Generate resourceThe student explains the ideas and efforts for the betterment of African Americans around 1900, including those of Booker T. Washington, Anna Julia Cooper, and W.E.B. DuBois. H
Generate resourceThe student tells of the major events in William McKinley’s presidency, including the annexation of Hawaii and the Spanish-American War. H
Generate resourceThe student explains laws concerning child labor, workplace safety regulation, and food regulation. HCE
Generate resourceThe student identifies the major historical events, cultural features, stories, and religious contributions of the early Christians. H
Generate resourceThe student identifies the major events during the rule of Constantine, including the legalization of Christianity and the moving of the Roman capital to Constantinople. H
Generate resourceThe student tells the story of the barbarian invasions and the fall of the Roman Empire. H
Generate resourceThe student explains how society changed with the fall of the Roman Empire. H
Generate resourceThe student explains the establishment of monasteries and their role in the Middle Ages. H
Generate resourceThe student identifies the major historical events, cultural features, stories, and religious contributions of the early Muslims. H
Generate resourceThe student identifies the historical events of the Carolingian dynasty and the Viking invasions. H
Generate resourceThe student tells the stories of the Norman Conquest, the rule of King John of England, and the signing of the Magna Carta. HC
Generate resourceThe student demonstrates knowledge of the Late Middle Ages and the Renaissance.
Generate resourceThe student identifies the origins, historical events, and different perspectives of the conflicts between Muslims and Christians both before and during the crusades. H
Generate resourceThe student identifies the developments and achievements of the high Middle Ages, including the power of the papacy and the founding of mendicant orders. H
Generate resourceThe student identifies key developments in Africa, including the influence of Islam and Christianity and the civilizations of Ghana, Mali, and Songhay. H
Generate resourceThe student identifies key developments in India, including Hinduism and Mongol and Muslim rule. H
Generate resourceThe student identifies key developments in China, including Confucianism and the major dynasties. H
Generate resourceThe student identifies key developments in Japan, including Japanese Buddhism, feudalism, and shoguns. H
Generate resourceThe student identifies the disruptions to society in the late Middle Ages, including the Black Death, the Great Schism of 1378, and the Hundred Years’ War. H
Generate resourceThe student identifies the origins and major ideas of the Renaissance, including a revival of classical Greece and Rome. H
Generate resourceThe student explains the major cultural features and contributions of the Renaissance in Italy and Northern Europe in painting, architecture, and sculpture. H
Generate resourceThe student explains how representation lets the people choose the most responsible individuals to make the laws. C
Generate resourceThe student listens to and discusses the meaning of the Preamble to the U.S. Constitution and selections from the Bill of Rights. C
Generate resourceThe student explains the difference between legislative (law making), executive (law enforcing), and judicial (law judging) powers. C
Generate resourceThe student explains what Congress, the President, and the Supreme Court each do. C
Generate resourceThe student demonstrates knowledge of American citizenship and civic participation.
Generate resourceThe student explains the legal meaning of “citizen” in the United States and how someone becomes a citizen. C
Generate resourceThe student explains the importance of a knowledgeable, good, and hard-working citizenry in America. C
Generate resourceThe student explains each of the following guarantees in the Bill of Rights: freedom of speech, freedom of religion, and right to trial by jury. C
Generate resourceThe student explains the importance of free speech, the free press, and civil dialogue in representative self-government. C
Generate resourceThe student demonstrates knowledge of the early United States under the Constitution.
Generate resourceThe student tells of the major events in George Washington’s presidency, including his efforts to remain neutral in the conflict between revolutionary France and Great Britain. H
Generate resourceThe student listens to and discusses the meaning of George Washington’s Thanksgiving Proclamation in its entirety. H
Generate resourceThe student tells of the major events in Thomas Jefferson’s presidency, including the purchase of the Louisiana Territory, war with the Barbary pirates, and the end of the international slave trade. H
Generate resourceThe student tells the story of the Corps of Discovery exploring the Louisiana Territory, including its path through South Dakota. H
Generate resourceThe student tells the stories of the Burning of Washington and the Battle of New Orleans in the War of 1812. H
Generate resourceThe student listens to and explains the meaning of the first stanza to “The Star-Spangled Banner.” H
Generate resourceThe student demonstrates knowledge of American history between the War of 1812 and the presidency of Andrew Jackson.
Generate resourceThe student names inventions that helped transform the American economy and way of life in the first half of the 19th century, especially in transportation. E
Generate resourceThe student identifies various examples of westward expansion prior to the Civil War. H
Generate resourceThe student describes the lives of slaves on southern plantations and at slave auctions, including cultural developments among African Americans in slavery. H
Generate resourceThe student explains the electoral relationship between the number of slave states and the perpetuation of slavery. H
Generate resourceThe student demonstrates knowledge of westward expansion’s effects on relationships with Native Americans and the electoral divide over slavery.
Generate resourceThe student tells about the fur trade, mountain men, and the Santa Fe Trail. H
Generate resourceThe student tells the story of the Trail of Tears, particularly the 1838 Cherokee removal following the Treaty of New Echota. H
Generate resourceThe student explains the differences between various geographic regions, especially the growing divide in culture, lifestyle, and economics between the northern states and the southern states. H
Generate resourceThe student explains the work of the abolitionist movement and leading abolitionists, such as Frederick Douglass, Harriet Tubman, and the Underground Railroad. H
Generate resourcehis initial and later views on the Declaration of Independence and the Constitution
Generate resourceThe student tells the story of women’s suffrage efforts in the mid-19th century. H
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