Office of Curriculum, Technology, & Assessment

Social Studies Standards Document: Goals

1. Students will understand the emergence and development of civilization over time and place.
2. Students will understand the interrelationships of people, places, and the environment.
3. Students will understand the historical development and contemporary role of governmental power and authority.
4. Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

Goals and Rationales

In this 1999 South Dakota Content Standards document, the format has been organized into four overall K-12 goals, which represent the discipline of social studies. Each of the four goals is listed below, accompanied by a rationale. The rationales are brief descriptions of the goal and its importance for our students as they prepare for adulthood.

An understanding of civilization and diverse cultures is indispensable to an understanding of human history. People’s travel from their earliest beginnings; their rich diversity of ideas, beliefs, values, and institutions; and the significance of their continuing interactions provides a context for students to understand where we came from, where we are now, and what we might be like in the future. The study of history includes analysis of time, continuity, and change. When students develop an understanding of specific times and places, they see how change affected others and how other brought about change. But the study of history goes beyond remembering facts and dates. Real historical understanding requires students to think through cause-and-effect relationships, to reach sound historical interpretations, and to conduct historical analysis and research leading to the knowledge on which informed decisions in contemporary life can be based.

The study of people, places, and human-environmental interactions assists learners as they create their spatial views and geographic perspectives of the world. A knowledge of the influence of patterns, cycles, connections and links between people and their environment (the human and the physical) provides a basis for understanding the development of political, social, and economic systems. Knowledge of how human perceptions of their environment act as stimulus or barrier to behavior is vital to a deeper understanding of historical and contemporary events. Students must grasp the importance of our location in relation to the rest of the world, our interdependence as inhabitants of earth, and the complexity of decisions we have to make concerning environmental and non-environmental issues.

History reveals a variety of arrangements people have developed in their efforts to live successfully and peaceably together. A study of these arrangements, as well as the values, practices and institutions which define the United States political system, is essential to appreciate and participate in that system. Students need to understand the origins, forms and purposes of government and the underlying principles and values of the United States government in order to use their civic skills to participate as a well-informed citizen.

The goal of civics instruction is to develop in all students the requisite knowledge and skills for informed, responsible participation in public life. Civics instruction should provide regular opportunities at each grade level for students to develop a basic understanding of politics and government and to practice the skills of good citizenship. Students should develop an understanding of the values and principles of American constitutional democracy. They should be aware of their rights; be willing to fulfill their responsibilities; be able to obtain, understand, and evaluate information relating to the performance of public officials; and be willing to hold those officials accountable.

• Analyze the chronology of various historical eras to determine connections and cause/effect relationships.

• Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion.

• Evaluate the influence of varying values and philosophies on the development of civilization and cultures.

• Evaluate the influence of varying values, philosophies, and world religions on the development of civilizations and cultures.

• Analyze information from geographic representation, tools, and technology to define location, place, and region.

• Analyze the relationships among the natural environments, the movement of peoples, and the development of societies.

• Analyze the impact of Earth's natural processes, patterns, and cycles on various regions of the United States and the world.

• Analyze the various forms and purposes of government in relationship to the needs of individuals and societies.

• Evaluate the impact of historical events, ideals, and documents on the formation of the United States government.

• Analyze the constitutional rights and responsibilities of United States citizens.

• Analyze the economic impact of the availability and utilization of various resources on societies.

• Analyze the role of various economic systems in the social, political, and economic development of societies.

• Analyze the complex relationships among economic, social, and political decisions.