Standards
AMERICAN HISTORY: 1820-1908
Generate resourceWORLD HISTORY: 1300-1648
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 5th grade.
Generate resourceThe student can give examples of natural resources, limited resources, and unlimited resources. E
Generate resourceThe student can give examples of how natural resources affect the choices of human beings and societies. E
Generate resourceThe student can give examples of how supply and demand influence price, producers, and consumers. E
Generate resourceThe student can use a map of time zones to determine the time in different places in the world. G
Generate resourceThe student can outline and write a narrative essay of 3-4 paragraphs in length about a historical event. H
Generate resourceThe student can outline and write an informative essay of 3-4 paragraphs in length about a historical figure. H
Generate resourceThe student demonstrates knowledge of events around the beginning of the 20th Century.
Generate resourceThe student explains the arguments and efforts of the suffragist movement and its major figures. H
Generate resourceThe student tells of the major events in William McKinley’s presidency, including: H
Generate resourceThe student explains laws concerning child labor, workplace safety, trust busting, and food regulation. HCE
Generate resourceThe student explains the ideas and efforts for the betterment of African Americans around 1900, including: H
Generate resourceThe student locates on a map and describes the features of Europe’s physical geography, including: G
Generate resourceBodies of Water: Atlantic Ocean, Arctic Ocean, Baltic Sea, Irish Sea, Bay of Biscay, English Channel, Mediterranean Sea, Dardanelle Straits, Black Sea, North Sea
Generate resourceMajor Rivers: Volga River, Danube River, Rhine River, Elbe River, Seine River, Po River, Thames River
Generate resourceMajor Mountains: Ural Mountains, Carpathian Mountains, Alps Mountains, Apennine Mountains, Pyrenees Mountains, Mount Blanc
Generate resourceRegions: Iberian Peninsula, Scandinavia, the Balkans, Peloponnesus, Normandy, the Rhineland, the Polish Plain, the Caucuses
Generate resourceThe student locates on a map the countries of Europe and spells all their names and capitals correctly. G
Generate resourceThe student locates on a map and names the country in which major cities are located, including London, Paris, Rome, Berlin, Dublin, Madrid, Lisbon, Athens, Warsaw, Moscow, St. Petersburg, Copenhagen, Brussels, Vienna, Kiev, Amsterdam, Geneva, Milan, Venice, Oxford, and Edinburgh. G
Generate resourceThe student demonstrates knowledge of the Renaissance and the Age of Exploration.
Generate resourceThe student explains the disruptions to society in the late Middle Ages and their effects, including the Black Death, the Great Schism of 1378, the Hundred Years’ War, the ideas of John Wycliffe and Jan Hus. H
Generate resourceThe student explains the origins and major ideas of the Renaissance, including a revival of classical Greece and Rome, humanism, and the growth of towns. H
Generate resourceThe student explains the major cultural features and contributions of the Renaissance in Italy and Northern Europe in painting, architecture, sculpture, and literature. H
Generate resourceThe student explains the Reconquista of the Iberian Peninsula with the decline of Muslim rule and the ascendance of the Portuguese and Spanish crowns. H
Generate resourceThe student explains 15th century trade between Europe and Asia, and different European motivations for exploration. H
Generate resourceThe student explains the 15th century slave trade among Africans, Arabs, and Europeans, and compares it to the practice of indentured servitude. H
Generate resourceThe student explains the main ideas of major Protestant leaders, including Martin Luther, Henry VIII, and John Calvin, and how they contrasted with Catholic ideas and practices. H
Generate resourceThe student explains the major historical events during the Protestant Reformation and the subsequent Catholic Reformation, including their reflection in art, architecture, and politics. H
Generate resourceThe student identifies the historical figures and features of Elizabethan England. H
Generate resourceThe student explains the political and religious elements to the wars of religion in the 16th and 17th centuries, including the Anglo-Spanish War, the French Wars of Religion, and the Thirty Years’ War. H
Generate resourceThe student explains instances of conquest and cooperation between Europeans and indigenous peoples in the Americas. H
Generate resourceThe student explains the Columbian Exchange of resources, people, and disease, including how smallpox decimated Native Americans and the science of why this happened. 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. H
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 tells of the major events in Andrew Jackson’s presidency, including: 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, including the travels and roles of Manuel Lisa and Pierre Chouteau in South Dakota. 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 tells the story of the settlement of Texas and the Texas Revolution, including the Mexican-American War. H
Generate resourceThe student explains the interactions between settlers, governing bodies, and Native Americans in South Dakota (including select standards from Oceti Sakowin Essential Understandings 2 and 6) prior to the Civil War, including the Marshall Trilogy, Indian Removal Act of 1830, Fort Laramie Treaty of 1851 (or Horse Creek Treaty), Treaty of Yankton, the role of Indian agencies, and settlement through homesteading. 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. HG
Generate resourceThe student explains the work of the abolitionist movement and leading abolitionists, including Harriet Tubman, Levi and Catherine Coffin, Frederick Douglass, the efforts of the Underground Railroad, and the effects of Harriet Beecher Stowe’s Uncle Tom’s Cabin. H
Generate resourcehis initial and later views on the Declaration of Independence and the Constitution
Generate resourceThe student reads and discusses the meaning of selections from Frederick Douglass’s The Narrative of the Life of Frederick Douglass. H
Generate resourceThe student tells the story of women’s suffrage efforts in the mid-19th century. H
Generate resourceThe student explains how the Mexican Cession and the California Gold Rush reignited the issue of the expansion of slavery. H
Generate resourcehis views on slavery, Union, and the Civil War and how they changed during the war
Generate resourceThe student explains Abraham Lincoln’s argument that popular sovereignty implied that moral right and wrong simply depended on what most people believed or wanted. 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 tells the stories and explains the effects of major military events, figures, and common soldiers from the Civil War. H
Generate resourceThe student explains how Abraham Lincoln issued and justified the Emancipation Proclamation, including what the order did and did not do, and why. HC
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 reads and discusses the meaning of Abraham Lincoln’s Gettysburg Address. HC
Generate resourceThe student tells the story of and explains the reasons why the Union won the Civil War, including the battles of Antietam, Vicksburg, and Gettysburg. H
Generate resourceThe student explains the different effects of the Civil War in the North and the South. H
Generate resourceThe student explains the successes of Reconstruction, including the Reconstruction Amendments and the election of freedmen to government offices, and its failures in renewed discrimination during Reconstruction and especially after the Compromise of 1877. HC
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 names the major industries that drove industrialization in the late 19th century. HE
Generate resourceThe student explains the reasons for and origins of those who immigrated to America after the Civil War, including the cultural and economic contributions of various immigrant groups in South Dakota, and the extent to which they assimilated. H
Generate resourceThe student describes the challenges that accompanied industrialization and immigration. HE
Generate resourceThe student describes the various responses to poor working conditions and standards of living, including charity, populism, and unionization. HCE
Generate resourceThe student describes the style and identifies pieces from the Hudson River School of art. H
Generate resourceThe student explains the Homestead Act of 1862 and the settlement of the west, especially by European immigrants and former slaves. H
Generate resourceThe student describes the life of pioneers in South Dakota during the late 1800s. H
Generate resourceThe student analyzes and defines the extent to which treaties made between the U.S. government and Native Americans were followed and broken, including the historical and contemporary effects of the Treaty of 1868 and the Agreement of 1877. HC
Generate resourceThe student tells of engagements between U.S. government forces and Native Americans in the west during and following the Civil War. H
Generate resourceThe student tells the stories of the Battle of Little Bighorn (Battle of the Greasy Grass), the Massacre of Wounded Knee, Tȟašúŋke Witkó (Crazy Horse), Tȟatȟáŋka Íyotake (Sitting Bull), Big Foot, Red Cloud, and Black Elk. H
Generate resourceThe student explains the role of the railroad, bonanza farming, the Black Hills gold rush, and open-range cattle ranching on South Dakota history. HE
Generate resourceThe student explains the events and figures that led to statehood for South Dakota. HC
Generate resourceThe student explains the symbols of the Great Seal of the State of South Dakota. C
Generate resourceThe student tells of the effects of boarding schools on Native Americans, including the U.S. government’s enactment of compulsory attendance of Native American children and its enforcement on reservations in South Dakota. H
Generate resourceThe student explains the kinds of discrimination against African Americans that were present in certain states in the decades following Reconstruction. H
Generate resourceThe student explains select standards from Oceti Sakowin Essential Understandings 6 and 7. HC
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