South Dakota Content Standards Correlation

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships.

2. compare everyday life in school and community and recognize that people, places, and things change over time.

Indicator 2: Evaluate the influence of varying values and philosophies on the development of civilizations and cultures.

2. recall people and events from the past and make inferences about everyday life of the time period.

Students will understand the interrelationships of people, places, and the environment.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

4. locate areas referenced in historically based legends and stories.

Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

Indicator 1: Analyze the economic impact of the availability and utilization of various resources on societies.

2. identify basic economic concepts, including the difference between basic needs (food, clothing, and shelter) and wants (luxeries).

2. explain the difference between goods and services and how people are both buyers and sellers of goods and services.
3. explain that limits on resources require people to make choices about producing and consuming goods and services.

1. explain the interdependence of producers and consumers in a market economy by describing factors that have influenced consumer demand; and ways that producers have used natural resources, human resources, and capital resources to produce goods and services in the past and present.

Indicator 2: Analyze the role of various economic systems in the social, political, and economic development of societies.

1. the practice of exchanging money for goods.

1. simulate the exchange of money for goods and services and will identify ways to save money.
2. distinguish between money and barter economies.

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Students will apply systems of measurement and use appropriate measurement tools to describe and analyze the world around them.

Indicator 1: Use various units of measure within a system of measurement.

2. identify coins and their value.

3. count and trade objects to explore the concept of equivalence, e.g., how many nickels equal a quarter.

2. use $, cent symbol, and decimal point when working with money.

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Students will describe structures and attributes of living things, processes of life, and interaction with each other and the environment.

Indicator 1: Understand the fundamental structures, functions, and mechanisms found in living things.

2. classify plants according to parts. (example: seeds, roots, stems, fruit)

Indicator 2: Analyze various patterns and products of natural and induced biological change.

3. explore how organisms are dependent upon each other for survival.

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Students will read at increasing levels of complexity for a variety of purposes.

Indicator 1: Students will use various reading cues/strategies to interpret and comprehend text, e.g., context, semantic, syntactic, and graphophonic cues.

5. use pictures, illustrations, and personal knowledge to make and confirm predictions about stories.

3. read to confirm initial predictions about text.

3. interpret information in text to confirm or reject initial predictions.

Indicator 2: Students will evaluate the use of patterns of organizations, literary elements, and literary devices within various texts.

5. describe cause and effect relationships in various text, e.g., why, what if, how, when.

Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources.

Kindergarten:

4. identify appropriate sources to answer specific questions, e.g., weather forecast, calendars.

First Grade:

3. use appropriate sources to locate specific types of information, e.g., calendar, newspaper, encyclopedia, dictionary, atlas.

3. describe the structure of various reference materials, e.g., dictionary, thesaurus, atlas, CD-ROM.
4. locate and paraphrase information within text to answer questions.

Students will write effectively for different audiences and specific purposes.

Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

Indicator 2: Students will use appropriate style, organization, and form in technical, transactional, creative, and personal writing.

3. use pictures and words to tell a story.

2. identify the difference between reports and stories.
3. use pictures and text to tell a story.

3. write for various audiences, e.g., self, classmates, family, school.
4. write to accomplish different purposes, e.g., share, inform, invite.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

Indicator 4: Students will write to clarify and enhance understanding of information.

2. create illustrations which represent information.

2. write to clarify what is known about different places, customs, and traditions.
3. use writing to demonstrate understanding of various topics in science, social studies, and mathematics.

1. write to explain key concepts and relationships with other concepts in various subject areas.

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Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships.

1. 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.
2. analyze the obstacles and successes of the early settlers in creating communities, including landforms, resources, and waterways.

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.

Indicator 2: Evaluate the influence of varying values and philosophies on the development of civilizations and cultures.

1. 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.
2. describe the political and economic relationship between the colonies and England; and conflicts between the colonies and England that led to the American Revolution.

Students will understand the interrelationships of people, places, and the environment.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

1. integrate the study of communities through map work by identifying, locating, and using map title, map key, compass rose, lines and borders, road and routes, and objects and symbols.

3. use appropriate maps for a specific purpose, including elevation, land use-resource, road maps and mileage tables, time zones, and migration/movement patterns.

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.

Indicator 2: Analyze the relationships among the natural environments, the movement of peoples, and the development of societies.

1. examine the impact of human migration upon the state and region.
2. explain the geographic perceptions explorers had of the New World with regard to mountains, rivers, and woodlands.

Students will understand the historical development and contemporary role of governmental power and authority.

Indicator 1: Analyze the various forms and purposes of government in relationship to the needs of individuals and societies.

1. analyze human relationships and roles between and among individuals and groups, cultural groups and a community, and communities and state.

Fourth Grade:

1. 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.

1. define and list examples of various forms of government, including a democracy, republic, monarchy, and dictatorship.

Indicator 2: Evaluate the impact of historical events, and documents on the formation of the United States government.

1. 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.

Indicator 3: Analyze the constitutional rights and responsibilities of United States citizens.

2. explain why communities have rules or laws and how they protect the rights and freedoms of individuals.

Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

Indicator 1: Analyze the economic impact of the availability and utilization of various resources on societies.

1. explain scarcity by citing examples of limited supplies and scarce resources.

1. summarize the role of supply and demand in early United States history.

Indicator 2: Analyze the role of various economic systems in the social, political, and economic development of societies.

1. explain goods and services available in the students’ community and how changing modes of transportation and communication impact their distribution.

1. explain the role of money, banking, savings, and credit in westward expansion.

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Students will apply systems of measurement and use appropriate measurement tools to describe and analyze the world around them.

Indicator 1: Use various units of measure within a system of measurement.

3. count, compare, make change, and solve problems using a collection of coins and bills.

2. solve problems involving money, e.g., use of proper notation, unit conversions, and making change.

2. solve problems involving money, e.g., use of proper notation, unit conversions, and making change.

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Students will describe structures and attributes of living things, processes of life, and interaction with each other and the environment.

Indicator 1: Understand the fundamental structures, functions, and mechanisms found in living things.

1. identify the basic structures and functions of plants.

1. understand basic structures and functions in common plants. (example: leaves, stems, roots, flowers)

Indicator 2: Analyze various patterns and products of natural and induced biological change.

2. explain how a size of a population is dependent upon the available resources within its community.

4. describe how changes in habitat can harm and/or help the survival of organisms.

Indicator 3: Analyze how organisms are linked to one another and the environment.

1. describe cause and effect relationships in living systems.
2. describe how species depend on one another and on the environment for survival.
3. investigate and understand how environments support a diversity of plants and animals that share limited resources.

3. recognize that changes in habitat may harm or help organisms. (example: irrigation, land drainage, erosion, earthquakes, fires)
4. describe how natural events and/or human influences can affect survival of species.

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Students will read at increasing levels of complexity for a variety of purposes.

Indicator 1: Students will use various reading cues/strategies to interpret and comprehend text, e.g., context, semantic, syntactic, and graphophonic cues.

3. make predictions about information/events in text, reread to extend initial impressions, and use prior knowledge to confirm or reject predictions.

2. use text organization and prior knowledge to make predictions and comprehend information in various content areas, e.g., headings, graphics.
4. make inferences using information derived indirectly from text, e.g., cause and effect.

3. use different reading strategies to comprehend text, such as skimming, scanning, and finding information to support particular ideas.
4. locate information in text to support opinions, predictions, and conclusions.

Indicator 2: Students will evaluate the use of patterns of organizations, literary elements, and literary devices within various texts.

3. distinguish between cause and effect, fact and opinion, and main idea and supporting details in expository text.

5. describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

Indicator 3: Students will interpret and respond to a diversity of works representative of a variety of cultures and time periods.

5. respond to ideas, attitudes, and feelings expressed in literature by making personal connections.

5. compare life experiences to situations/events found in literature.

3. recognize that literature can be used to better understand the culture of the time period.
4. critique and compare literary selections for a variety of elements/ purposes.

Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources.

2. use reference tools to locate information, e.g., dictionaries, maps and globes, encyclopedias, periodicals, Internet.
3. understand commonly used technical terms in informational text.
4. compare information on the same topic found in several expository selections.

Fourth Grade:

2. use reference tools to manage information, e.g., maps and globes, software/CD ROM, video materials, Internet.
3. evaluate new information and hypotheses by testing against known information and ideas.
4. make inferences about the validity of text after reading several passages or articles on the same topic.

2. use reference tools to retrieve and manage information, e.g., interactive software, CD ROM, video materials, Internet.
3. draw inferences, conclusions, or generalizations about text and support them with textual evidence and experience.
4. compare information about one topic found in different selections or texts.
5. acquire information for different purposes, e.g., preparing a report.

Students will write effectively for different audiences and specific purposes.

Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

Indicator 2: Students will use appropriate style, organization, and form in technical, transactional, creative, and personal writing.

2. compose written work which has appropriate organization and focus, i.e., topic and supporting sentences.
3. write to share information or inform a specific audience.

2. write reports which address key questions, issues, or situations.
3. use and cite simple references in written text.
4. select a focus, organization, and point-of-view which reflect writing purpose.
5. write to inform or entertain a specific audience.

3. write specific expository texts which speculate on the cause and effect of various situations.
5. write to inform, to entertain, or to provide explanations to specific audiences.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

Indicator 4: Students will write to clarify and enhance understanding of information.

2. organize and write about information according to topic.
3. prepare written texts which explain main ideas in information collected. 4. write to explain what is know about selected topics in various content areas.

1. write in response to information from various sources to develop personal understanding.
2. use various references to support personal ideas or viewpoints, e.g., speakers, newspapers, Internet.
3. organize and write about information according to category, source, or topic.
4. write to explain ideas presented or discussed in various content areas.

1. to synthesize information from a variety of sources related to specific issues.
2. write in response to information from various sources to confirm or reject prior understanding.
3. support key ideas and view-points using various references from print or electronic sources.
4. write to organize information according to category, situation, issue, or topic.
5. write in response to ideas, thoughts, and information presented in various content areas.

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