South Dakota Social Studies Standards

The standards for third grade students will include distinguishing basic functions of community government and the officials responsible for each. Students will learn about elements of civilizations and their relationships by studying several early civilizations. Third graders will identify geographic features and various landforms on maps and globes. Economic standards will include the interdependence between transportation, communication, mediums of exchange, supply and demand.

1. study their local community and its history.
2. summarize the various reasons for exploration and settlement of the United States through the study of Spanish, English, and French explorers, including religious reasons, economic reasons, and geographical reasons.
3. analyze the obstacles and successes of the early settlers in creating communities, including landforms, resources, and waterways.
4. draw connections to present day migration and settlement patterns, including rural to urban, and the continued global migration to America.

1. integrate the study of communities through map work by identifying, locating, and using map title, map key, compass rose, lines and borders, roads and routes, and objects and symbols.
2. use grid systems to locate communities.
3. construct a map using map key and symbols, map scale, title, compass rose including intermediate directions, and boundaries.
4. construct and label a landform map of the United States, including the five mountain ranges, bordering oceans and the Gulf of Mexico, major rivers, and the Great Lakes.

1. recognize the relationship between rights, respect, responsibilities and consequences of citizenship.
2. analyze human relationships and roles between and among individuals and groups, cultural groups and a community, and communities and state.
3. explain the fundamental ideas and principles that form the foundation of our government and various communities of the past and present with emphasis on life, liberty, pursuit of happiness, and equality under the law.
4. explain why communities have rules or laws and how they protect the rights and freedoms of individuals.
5. explain the process of making rules and laws, enforcing laws, voting, becoming a citizen.
6. recognize that there are various government bodies such as councils, boards, and legislatures.

1. explain scarcity by citing examples of limited supplies and scarce resources.
2. explain goods and services available in the students’ community and how changing modes of transportation and communication impact their distribution.
3. explain the relationships between taxation and government service.
4. summarize how various government regulations affect use of local resources.

The standards for fourth grade students will include the leaders, founders, and achievers of South Dakota and the United States. Fourth graders will apply the concepts of latitude and longitude as they study the geography of South Dakota and the regions of the United States. Students will learn about the influence of technology on productivity and economic growth. Students will learn about South Dakota history from the first written record to the present, including the earliest interactions between Indian and non-Indian cultures.

1. examine various regions of the United States in order to focus on how the following affected development of South Dakota, including site selection of settlements (geographical location – where and why), opportunities available, natural resources, and population influences.
2. explain the impact of people and geographic location on the growth and expansion of South Dakota, emphasizing Manda, Arikara, Sioux, and other historic tribes; explorers (Lewis and Clark and the Veredrye brothers) and traders (Pierre Chorteau and Manuel Lisa); railroad expansion and town building; homesteaders and gold miners; and rainfall, prairie, Great Plains, Black Hills, and the Missouri River system.
3. trace the history of South Dakota with emphasis on notable South Dakotans such as Red Cloud, Sitting Bull, John B. S. Todd, Fred T. Evans, Laura Ingalls Wilder, James Scotty Philip, Niels E. Hansen, Gertrude (Zitkala-Sa) Bonin, Peter Norbeck, and Francis Case; impact of the gold rush; controversy over statehood; and Indian Wars and reservation life.
4. Analyze issues of concern in South Dakota, including water issues; farming and ranching issues; Indian and Non-Indian relationships; and urban/rural population changes.

1. differentiate between state and national boundaries.
2. define regions as categorized by geographic location.
3. use appropriate maps for a specific purpose, including elevation, land use-resource, road maps and mileage tables, time zones, and migration/movement patterns.
4. recognize that longitude and latitude constitute a map grid used in absolute locations.
5. locate major South Dakota geographical features, such as the Missouri River; the Black Hills and Badlands; and the capital (Pierre) and the following cities: Sioux Falls, Rapid City, Aberdeen, Huron, and Yankton.
6. evaluate the impact geography has on the inhabitants of South Dakota such as location of cities, transportation, industries, agricultural products, and culture.

1. analyze the actions and rights of a responsible citizen, such as obey rules (classroom, family, community), the use of conflict resolution and compromise, voting rights, property rights, civil rights, and human rights.
2. compare the changing roles and cultures of the individuals role according to gender, age, and occupation in various groups, such as family, community, and social class structure.
3. analyze the design and purpose of various patriotic celebrations, traditions, customs, and symbols, such as the flag, the Great Seal, Statue of Liberty, Uncle Sam, Mount Rushmore, and Tomb of the Unknown Soldier.
4. identify the South Dakota state flag, song, flower, bird, and nickname.
5. identify examples from South Dakota history of conflicts over rights, how the conflicts were resolved, the important people who helped resolve them, and conflicts that remain unresolved.

1. explain the role of money, banking, savings, and credit in westward expansion.
2. identify how government pays for the goods and services it provides (taxing and borrowing).
3. summarize the factors that affect economic systems, including family finance, drought, and tourism.

The standards for fifth grade relate to the history of the United States from Native American cultures to the Civil War. Students will learn fundamental concepts in civics, economics, and geography. Fifth grade students will learn about change and continuity in our history and examine the everyday life of people at different times in our history. Students will have instruction to strengthen map and globe skills and historical thinking skills (cause and effect, growth and expansion).

1. describe life in America before the 17^th century by identifying and describing the arrival, settlement, and culture of the first Americans, including Indians of the Northwest, Southwest, Plains, Eastern Woodlands, and Middle America; and inferring how climate and geography influenced the way various Indian tribes lived.
2. locate the routes and evaluate early explorations of the Americas in terms of reasons for explorations, obstacles and accomplishments of key expeditions from Spain, Portugal, France, and England; life changing impact on the first Americans; and competition that developed among European powers for control of North America.
3. relate factors of colonial America that led to the founding of the colonies, emphasizing the reasons for settling in the colonies, including escape from religious persecution, release from prison, economic opportunity, and adventure; and contrasts of the colonial regions (New England, mid-Atlantic, and South) in regard to geography, economy, and culture.
4. describe the political and economic relationship between the colonies and England; and conflicts between the colonies and England that led to the American Revolution.
5. compare influential people and events in the American Revolution, such as King George, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, and Patrick Henry.
6. describe military strategies which resulted in the defeat of the British.
7. identify the steps in the formation of the new government in terms of British and Colonial belief in representative government as demonstrated in the Magna Carta, English Bill of Rights, the Mayflower Compact, and the Articles of Confederation; the philosophy of government expressed in the Declaration of Independence; the U.S. Constitution and Bill of Rights; and the separation of powers in the federal government and the powers reserved for states.
8. weigh the challenges faced by the new United States government in regard to ratification of the Constitution, major issues facing the first four presidents in establishing a strong cohesive government, conflicts that resulted in the emergence of two political parties, and conflicts involved with the War of 1812.
9. summarize the growth and change in America from the Revolution to 1861 with emphasis on territorial exploration, expansion, and settlement of the Louisiana Purchase; acquisition of Florida, Texas, Oregon, and California; the influence of geographic, economic, and climatic factors on the movement of people, goods, and services (voluntarily and involuntarily as in the Trail of Tears); the effect of American relationships with other countries on our westward expansion; and the impact of inventions such as the steamboat, cotton gin, and locomotives on life in America.
10. describe key events, and identify causes and effects of the Civil War and Reconstruction in terms of social, economic, and philosophical differences between the North and the South as embodied in the Lincoln/Douglas debates; events leading to secession and war; prominent leaders of the North and South such as Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and Harriet Tubman; campaign strategies and pivotal battles; the Emancipation Proclamation and Gettysburg Address; and the impact of reconstruction policies on both the North and the South.

1. apply longitude and latitude to find absolute locations on a map.
2. determine the purpose of and use appropriate maps, including relief, product, road maps and mileage tables, time zones, migration/movement patterns, population, and historical.
3. compare maps of different scales.

1. describe how citizens of a democracy give the government authority to make decisions on their behalf.
2. define and list examples of various forms of government, including a democracy, republic, monarchy, and dictatorship.
3. define our democratic government in terms of levels of government such as local, state, and national; branches of government such as legislative, executive, and judicial; and the governmental bodies such as councils, boards, and legislatures.
4. discuss democratic principles in regard to political parties and their symbols.
5. interpret patriotic slogans, excerpts from notable speeches, and documents in United States history through the Civil War, including "give me liberty or give me death" by Patrick Henry, "remember the Alamo," Gettysburg Address, Preamble to the Constitution, and Declaration of Independence.
6. identify examples from history of conflicts over rights, how the conflicts were resolved, and the important people who helped resolve them from colonial times through the Civil War with emphasis on the Revolutionary War and the Civil War.

1. summarize the role of supply and demand in early United States history.
2. analyze the economic differences between the North and South during the Civil War period.
3. describe examples of various institutions that make up economic systems, such as households, businesses, banks, government agencies, labor unions, and corporations.