SD Content Standards Correlation

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

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

2. describe examples of various institutions that make up economic systems, such as households, businesses, banks, government agencies, labor unions, and corporations.

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

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

2. recognize that literature can be used to better understand the culture of the time period.

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Standard 3: Students will understand the relationship between visual arts and history, culture, and society.

1. describe how selected works of art have recorded and preserved history.

1. investigate how the visual arts record, preserve and highlight history.

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

Indicator 3: Evaluate the influence of varying values, philosophies, and world religions on the development of civilizations and cultures.

2. explain the impact of industrialization and urbanization with emphasis on reform movements such as muckraking literature, the Progressive movement, women’s suffrage and temperance, child labor, and organized labor, significant inventors and their inventions (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright); and laissez-faire policies toward big business and the rise of entrepreneurs and industrialists in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller).

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

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

2. explain that literature can be used to better understand other time periods and events.

2. describe connections between historical and cultural influences and literary selections.

2. analyze how a work of literature is related to the context in which it was created, e.g., period, ideas, customs, outlooks of a people.

Students will write effectively for different audiences and specific purposes.

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

1. use writing as a means to paraphrase/summarize what is read/heard.

1. write to compare and contrast information from multiple sources.

1. write to synthesize information from multiple sources.
3. write to record observations, communicate hypothesis and analyze information collected.

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Standard 3: Students will understand the relationship between visual arts and history, culture, and society.

1. investigate how the visual arts record, preserve and highlight history.

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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 causes and effects of the Industrial Revolution with emphasis on new inventions and industrial production methods; economic changes to capitalism and free enterprise; impact of immigration on the labor supply and the movement to organize workers; the impact of immigration on the labor supply and the movement to organize workers; government policies affecting trade, monopolies, taxation, and money supply; impact of industrialization, urbanization, and immigration on American society; and political response to the economic change including the Progressive movement.

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.

2. analyze the interrelationships and structures of the executive, legislative, and judicial branches with regard to the constitutional requirements and institutional procedures; the legislative process; judicial review; the hierarchy of the federal court system; the presidential powers including expressed and implied; executive departments, regulatory bureaucracies, and agencies; and the impact of bureaucracies and government agencies on the U.S. constitutional system.

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

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

2. assess the adequacy, accuracy, and appropriateness of details used to support an author’s claims and assertions, e.g., facts, illustrations, anecdotes, quotes.

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

1. examine literary selections from several critical and personal perspectives.
4. analyze how historical context influences the form, style, and point-of-view of a written work.

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

Grade Level Standards

1. organize and link related information from multiple sourc3s, e.g., government publications, microfiche, news sources, in-depth field studies, speeches, letters.
3. present information and ideas from primary and secondary sources accurately and clearly.
4. support key ideas and viewpoints through accurate and detailed references to the other texts or other works.

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Standard 3: Students will understand the relationship between visual arts and history, culture, and society.

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.

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