Standards
AMERICAN HISTORY: 1763-1820
Generate resourceWORLD HISTORY: 60 B.C.E.-C.E. 1300
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 4th grade.
Generate resourceThe student can use correctly terms related to time periods or dates in history, including 18th century, 19th century, B.C.E., C.E., and C.E. H
Generate resourceThe student can recite from memory the following lines from the Declaration of Independence: “When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. 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,—That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it…” C
Generate resourceThe student can give examples of virtues and actions related to being a responsible and knowledgeable citizen. C
Generate resourceThe student can sing or recite from memory the first stanza of “The Star-Spangled Banner.” HC
Generate resourceThe student can outline and write a narrative essay of 2-3 paragraphs in length about a historical event. H
Generate resourceThe student can outline and write an informative essay of 2-3 paragraphs in length about a historical figure. H
Generate resourceThe student demonstrates knowledge of American citizenship and civic participation.
Generate resourceThe student explains the different roles and responsibilities of each house of Congress, the Presidency, and the Judiciary. C
Generate resourceThe student explains the legal meaning of “citizen” in the United States, the legal process for becoming a citizen, and the responsibilities, rights, and privileges of citizenship at the different levels of government. C
Generate resourceThe student explains the importance of a well-informed, virtuous, and industrious citizenry within representative self-government. C
Generate resourceThe student identifies the ways in which citizens engage in politics beyond voting, including through political parties, meeting with elected officials, petitions, attending public meetings, writing, speaking, and assembling. C
Generate resourceThe student explains the role of charity, volunteerism, and philanthropy in a self-governing country. C
Generate resourceThe student names and explains the Bill of Rights amendments that guarantee each of the following: free exercise of religion, freedom of speech, and right to trial by jury. C
Generate resourceThe student demonstrates knowledge and understanding of American history from the presidency of George Washington through the War of 1812.
Generate resourceThe student explains the differences between Alexander Hamilton’s and Thomas Jefferson’s visions for America’s future. H
Generate resourceThe student explains how the invention of the cotton gin reinvigorated the practice of slavery and the slave-owning interest. H
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 and the precedents he set for the presidency. H
Generate resourceThe student reads and discusses the meaning of George Washington’s Thanksgiving Proclamation. H
Generate resourceThe student explains George Washington’s warnings about parties and unnecessary involvement in foreign affairs, as expressed in his Farewell Address. H
Generate resourceThe student tells of the major events in Thomas Jefferson’s presidency, including: H
Generate resourceefforts to remain neutral in the conflict between Napoleonic France and Great Britain
Generate resourceThe student tells the story of the Corps of Discovery exploring the Louisiana Territory. H
Generate resourceThe student identifies and explains how history from 1763-1820 is recorded by Native American tribes through winter counts, petroglyphs, and Shirt Wearers shirts. H
Generate resourceThe student explains select standards from Oceti Sakowin Essential Understandings 2-5. H
Generate resourceThe student tells the stories and explains the effects of major military events, figures, and common soldiers from the War of 1812. H
Generate resourceThe student reads and explains the meaning of the first stanza to “The Star-Spangled Banner.” H
Generate resourceThe student will create a map and describe the features of America’s physical geography, including: G
Generate resourceThe student will create a map that identifies and spells correctly cities pertinent to American westward expansion, including Cincinnati, Chicago, St. Louis, Detroit, and Omaha. G
Generate resourceThe student locates on a map and compares the following major regions in South Dakota: G
Generate resourceThe student locates on a map the following major or historical cities in South Dakota: HG
Generate resourceThe student explains the origins and major events of the Roman civil wars and the triumvirates, including the roles of Cicero, Julius Caesar, and Octavian Caesar. H
Generate resourceThe student explains the major historical events and cultural features of the Roman Empire, including under the rule of Octavian Caesar, the Julio-Claudian dynasty, Hadrian, Marcus Aurelius, and Justinian. H
Generate resourceThe student explains the major historical ideas and events surrounding the life of Jesus of Nazareth and their historical effects. H
Generate resourceThe student explains the major historical events, cultural features, stories, and religious contributions of the early Christians. H
Generate resourceThe student explains 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 explains the origins of the barbarian invasions and the other factors that led to the fall of the Roman Empire, including political corruption and economic instability arising from opulence. H
Generate resourceThe student explains the ways in which society changed with the fall of the Roman Empire and the perpetuation of the Eastern Roman Empire in Constantinople. H
Generate resourceThe student explains the establishment of monasteries, the practices of monasticism, and their role in the Middle Ages. H
Generate resourceThe student explains the major ideas and events surrounding the life of Mohammed and their historical effects. H
Generate resourceThe student explains the major historical events, cultural features, stories, and religious contributions of the early Muslims. H
Generate resourceThe student explains the historical events and effects of the Carolingian dynasty, the establishment of the Holy Roman Empire, and the Viking invasions. H
Generate resourceThe student explains the development and practice of feudalism in European societies, including the expectations of each class, and of slavery in the Middle East, Africa, and Asia. H
Generate resourceThe student describes and explains Christian and Muslim art and architecture in the Middle Ages. H
Generate resourceThe student explains the origin of the Great Schism of 1054 and the Investiture Controversy. H
Generate resourceThe student tells of the Norman Conquest, the rule of King John of England, the signing of the Magna Carta, and the emergence of parliament. H
Generate resourceThe student explains the origins, historical events, and different perspectives of the conflicts between Muslims and Christians both before and during the crusades, including the exchange of ideas and culture between Christians and Muslims that took place during these centuries. H
Generate resourceThe student explains 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 explains the history and features of civilizations in Africa, including indigenous religious practices, the influence of Islam and Christianity, the civilizations of Ghana, Mali, and Songhay, and the trans-African slave trade. H
Generate resourceThe student explains the history and features of civilizations in India, including Hinduism, the caste system, and Mongol and Muslim rule. H
Generate resourceThe student explains the history and features of civilizations in China, including Confucianism and the major dynasties. H
Generate resourceThe student explains the history and features of civilizations in Japan, including Shinto and Japanese Buddhism, feudalism, shoguns, and isolationism. H
Generate resourceThe student demonstrates knowledge of events leading to the American Revolution.
Generate resourceThe student explains why and how Great Britain asserted new authority in the colonies after the French and Indian War and why the colonists contested Britain’s new claims to control as violations of their rights and freedom. HC
Generate resourceThe student defines self-government as requiring the rulers to have the permission of the ruled in order to have power to protect the people. C
Generate resourceThe student explains the ways in which 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 explains Great Britain’s responses to the Boston Tea Party and the colonists’ argument that these actions were tyrannical. H
Generate resourceThe student tells the stories of the following military events prior to a formal declaration of independence, including Paul Revere’s ride, the battles of Lexington and Concord, and the Battle of Bunker Hill. H
Generate resourceThe student demonstrates understanding of the Declaration of Independence based on the arguments of leading founders.
Generate resourceThe student reads and discusses the meaning of the first, second, and final paragraphs of the Declaration of Independence. C
Generate resourceThe student explains the meaning of “created equal,” including the founders’ argument that each human being has the same dignity and natural rights on account of being human, and that the existence of human slavery was understood by most, but not all, of the founders to be a contradiction of the principle of human equality. C
Generate resourceThe student explains the meaning of “natural rights” and “unalienable,” including the founders’ argument that each person has certain freedoms to act that are simply part of being a human person, and that cannot be taken away unless the person has used them to violate the rights of another. C
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 right by nature to their own life, to their liberty and the general freedom of thought and action, and to seek the happiness appropriate to human liberty as long as it does not violate the rights of others. 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 how the purpose of government as outlined in the Declaration of Independence is to “secure these rights.” C
Generate resourceThe student explains the different positions on slavery among the founders and their generation, including those who did not hold slaves and worked for its abolition, those who held slaves but wished for its abolition, and those who were in favor of slavery and its continuation. H
Generate resourceThe student explains why the delegates to the Second Continental Congress voted to declare independence from Great Britain, including the list of grievances and other historical events since 1763. H
Generate resourceThe student explains how America’s founding based on these words of the Declaration of Independence was unprecedented in human history: “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 resourcehis crossing of the Delaware River, leadership at Valley Forge, and command at the battles of Trenton and Yorktown
Generate resourcehis freeing of slaves at Mount Vernon upon his death and that of his wife, Martha
Generate resourcehis purchase of Louisiana from France, including present-day South Dakota
Generate resourceThe student explains the roles of key figures and the life, fighting, and background of common soldiers in the War of Independence. H
Generate resourceThe student explains the meaning of the symbols on the American flag, the proper ways to respect the American flag, and the reasons for this respect. HC
Generate resourceThe student explains the meaning of the symbols on the Great Seal of the United States. C
Generate resourceThe student tells the story of how the Americans won the War of Independence, including the battles of Trenton, Saratoga, and Yorktown. H
Generate resourceThe student explains the purpose of a constitution, the history of constitutions, and the differences between unwritten and written constitutions. C
Generate resourceThe student explains how a majority can tyrannize over the rights of the minority. C
Generate resourceThe student explains the representative or republican form of government compared to a direct democracy, aristocracy, and monarchy. C
Generate resourceThe student explains how representation prevents tyranny through the following means: C
Generate resourceencouraging the selection of the country’s most trusted citizens to make the laws
Generate resourceThe student explains how federalism prevents tyranny by dividing governing power among many levels of governments. C
Generate resourceThe student reads and discusses the meaning of the Preamble and selections from the U.S. Constitution and the Bill of Rights. C
Generate resourceThe student explains the difference between legislative (law making), executive (law enforcing), and judicial (law interpreting and judging) powers. C
Generate resourceThe student explains how the separation of powers prevents tyranny from the federal government by dividing legislative, executive, and judicial power into three separate branches. C
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