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

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

1. recognize that members of a group share beliefs, attitudes, and values.

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.

1. match occupations with simple descriptions of work.

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5. write for various audiences, e.g., self, classmates, family, school.

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.

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

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.

7. 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.

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.

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.

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Goal 2 - WRITING

5. write to inform, to entertain, or to provide explanations to specific audiences.

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

4. write to explain ideas presented or discussed in various content areas.

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.

3. understand the concept of culture by explaining how culture and technology affect perceptions of places and regions, explaining the spatial distribution of cultures both locally and in other parts of the United States and the world, and describing how cultures and cultural landscapes change.

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.

6. analyze the settlement patterns of the American people from the late 1700s to the mid-1800s focusing on how and why the land was acquired and settled, to include Louisiana Purchase, Florida, Oregon, and Texas.

Indicator 2: Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion.

6. evaluate the impact of inventions from the late 1700s to the mid 1800s, such as cotton gin, McCormick reaper, steamboat, and steam locomotive.

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6. connect main ideas and concepts to other sources and related topics.

6. relate the content and ideas in a selection to other concepts, topics, or sources.

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

Goal 2 - WRITING

1. use words that are expressive, appropriate, and precise to provide clarity and focus for the reader.
2. apply rules of grammar in written communication, e.g., perfect verb tenses, subject-verb agreement; and indefinite pronouns.
3. edit final copies for correct spelling, capitalization, and punctuation, e.g., their, they’re, there; proper nouns, names, titles, nationalities; colons, semi-colons.
4. use available technology in editing and revising, e.g., spell check, grammar check, margins, tabs, fonts, spacing.
5. revise manuscripts to improve effectiveness, e.g., simple, compound, compound-complex sentences.

1. choose vocabulary that is expressive, content appropriate, and precise to clarify, exemplify, and define ideas.
2. apply rules of grammar in written communication, e.g., pronoun-antecedent agreement, infinitives, participles, and verb tense consistency.
3. edit final copies for correct spelling, capitalization, and punctuation, e.g., prefixes and suffixes, hyphens, dashes, brackets, and semi-colons.
4. use available technology in editing, e.g., spell check, grammar check, columns, page orientation.
5. revise manuscripts for accuracy and effectiveness, e.g., active voice, proper documentation

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

Indicator 2: Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion.

1. study the relationships between geography the historical development of the United States, including locate and explain the location and expansion of the original colonies; trace the advance of the frontier and territorial expansion of the United States, and explain how the physical environment influenced it; locate new states as they were added to the Union; understand the settlement patterns, migration routes, and cultural influence of various racial, ethnic, and religious groups; compare patterns of agricultural and industrial development in different regions as they relate to natural resources, markets, and trade, and; analyze the political, social, and economic implications of demographic changes in the nation over time.

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.

3. know how to apply geography to understand the past by analyzing how differing perceptions of places, people, and resources have affected events and conditions in the past; and analyzing the fundamental role that places and environments have played in history.
4. know how to apply geography to understand the present and plan for the future by evaluating a contemporary issue using geography knowledge, skills, and perspectives; and comparing and contrasting how different viewpoints influence the development of policies designed to use and manage the earth’s resources.

4. know how culture and experience influence people’s perceptions of places and regions by analyzing why places and regions are important to human identity, comparing and contrasting how and why different groups in society view places and regions differently, and analyzing the ways places and regions reflect cultural change (e.g., the change in the use of the South Dakota prairie from grazing to cultivated crops).
8. know how cooperation and conflict among people influence the division and control of the earth’s surface by describing how cooperation and conflict among people contribute to political, economic, and social divisions of the earth’s surface; describing the forces and processes of cooperation that unite people across the earth’s surface; and analyzing how differing points of view and self-interests play a role in conflict over territory and resources.

Indicator 3: Analyze the impact of Earth’s natural resource processes, patterns, and cycles on various regions of the United States and the world.

3. know the nature and spatial distribution of cultural patterns by analyzing how cultures shape the character of a region, describing the processes of cultural diffusion, and describing the effect of technology on the development and change of cultures.

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Ninth, Tenth, Eleventh and Twelfth Grade

7. connect and synthesize main ideas and concepts to determine relationships with other sources or topics.

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

Grade Level Standards

Ninth, Tenth, Eleventh and Twelfth Grade

Ninth, Tenth, Eleventh and Twelfth Grade

Goal 2 - WRITING

Students will listen to, analyze, and evaluate music.

Indicator 1: Students will listen to, analyze, and describe music

1. begin to identify simple music forms.

1. identify simple music forms when presented aurally.
3. identify the sounds of a variety of instruments and voices representing diverse styles, genres, and various cultures.

2. analyze the uses of elements of music in aural examples representing diverse genres and cultures.

1. analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.

Indicator 1: Students will understand relationships between music, the other arts, and disciplines outside the arts.

1. perform and listen to music that correlates to other curricular areas.

2. identify ways in which the content of other disciplines is interrelated with that of music.

2. describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

3. explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.

Indicator 2: Students will understand music in relation to history and culture.

1. perform and listen to music from various genres, styles, cultures, and ethnic groups.

1. identify by genre or style aural examples of music from various historical periods, cultures, and ethnic groups.

1. describe distinguishing characteristics of representative music genres and styles from a variety of cultures and ethnic groups.

1. classify by genre or style and by historical period or culture, or ethnic group, aural examples of music and explain the reasoning behind their classification.
2. identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.

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Students will understand the relationship between visual arts and history, culture, and society.

1. Understand that history has been recorded through the arts.
2. Explore ways art reflects culture and society.
3. Understand that different artists create different forms and types of art.

1. Describe how selected works of art have recorded and preserved history.
2. Describe the functions and uses of visual arts in a variety of cultures and societies.
3. Explain how different artists have influenced or contributed to the world of visual art.

1. Investigate how the visual arts record, preserve and highlight history.
2. Investigate ways the visual arts reflect and influence the culture and societies in which they were created.
3. Describe the influence of selected artists on the evolution of various forms of visual art.

1. Analyze how the visual arts record, preserve, highlight and symbolize the history of humanity.
2. Analyze the role of visual arts in reflecting and influencing the culture and societies in which they are created.
3. Analyze the influence of significant artists on the evolution of the various forms of visual arts.

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