South Dakota Content Standards Correlation 

SOCIAL STUDIES STANDARDS
Grade K-2

Goal 1 – HISTORY

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.  

Grade Level Standards

First Grade:

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.

Grade Level Standards

First Grade:

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

Goal 2 – GEOGRAPHY

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.

Grade Level Standards

Kindergarten:

2. use a map and map symbols to recognize land, water, roads and cities.
4. locate areas referenced in historically based legends and stories.
5. compare the globe and a map as models of the earth.

First Grade:

2. use the globe to identify cardinal directions, the four oceans, the United States, South Dakota, and the local community.

Second Grade:

2. will use the globe to label the equator and the continents.
3. will use a map to identify the four directions on a compass rose; interpret symbols of the a map key/legend; identify South Dakota through the use of boundary lines; locate Washington, D.C., and transfer and label the seven continents, oceans, North American ranges/major rivers, and the Great Lakes.
4. recognize that location can be found through the use of map grids.

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SOCIAL STUDIES STANDARDS
Grade 3-5

Goal 1 – HISTORY

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.

Grade Level Standards

Third Grade:

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.

Fourth Grade:

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.

Fifth Grade:

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 Tear 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.

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

Grade Level Standards

Fourth Grade:

1. 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.

Goal 2 – GEOGRAPHY

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.

Grade Level Standards

Fourth Grade:

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

Fifth Grade:

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.

Grade Level Standards

Fifth Grade:

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.

Goal 3 – CIVICS (Government)

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.

Grade Level Standards

Third Grade:

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

Fifth Grade:

3. 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.

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

Grade Level Standards

Third Grade:

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.

Grade Level Standards

Fourth Grade:

3. 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.

Goal 4 – ECONOMICS

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.     

Grade Level Standards

Third Grade:

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

Fifth Grade:

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.     

Grade Level Standards

Third Grade:

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

Fourth Grade:

1. explain the role of money, banking, savings, and credit in westward expansion.
2. understand how government pays for goods and services it provides, e.g. taxing and borrowing.

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SOUTH DAKOTA MATHEMATICS STANDARDS
Grade 3-5

Goal 6 - STATISTICS & PROBABILITY

Students will apply statistical methods to analyze data and explore probability for making decisions and predictions.

Indicator 1: Use various statistical models to gather data, study problems, and draw conclusions.

Grade Level Standards

Third Grade:

2. determine range and mode(s) of sets of data.
3. ask and answer relevant questions from data represented in charts, tables, and graphs.

Fourth Grade:

1. develop survey questions and systematically collect appropriate data.
2. use appropriate scales to represent data in various forms.
3. interpret and analyze data from graphical representations and draw justifiable conclusions.
4. use mode, mean, median, and range to describe results and support predictions.

Fifth Grade:

1. collect, organize, and display data in a variety of forms.

2. use statistical data about life situations to make predictions and justify reasoning.

3. compare data sets of different sizes to determine reliability.

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SCIENCE STANDARDS
Grade 3-5

Goal 3 - LIFE SCIENCE

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.

Grade Level Standards

Third Grade:

1. identify the basic structures andfunctions of plants.

Fourth Grade:

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.

Grade Level Standards

Fourth Grade:

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

Fifth Grade:

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.

Grade Level Standards

Third Grade:

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. 

Fifth Grade:

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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COMMUNICATION/LANGUAGE ARTS STANDARDS
Grade 3-5

Goal 1 - READING

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. 

Grade Level Standards

Third Grade:

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

Fourth Grade:

1. 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.

Fifth Grade:

2. 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.

Grade Level Standards

Third Grade:

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

Fourth Grade:

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.

Grade Level Standards

Third Grade:

1. describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.
5. respond to ideas, attitudes, and feelings expressed in literature by making personal connections.

Fourth Grade:

1. compare tales from different cultures.
3. compare life experiences to situations/events found in literature.

Fifth Grade:

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.

Grade Level Standards

Third Grade:

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:

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

Fifth Grade:

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.

 Goal 2 - WRITING

Students will write effectively for different audiences and specific purposes.

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

Grade Level Standards

Third, Fourth, Fifth Grade: Standards are met but will vary according to how individual teachers use these sites.

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

Grade Level Standards

Third Grade:

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.

Fourth Grade:

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.

Fifth Grade:

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.

Grade Level Standards

Third, Fourth, Fifth Grade: Standards are met but will vary according to how individual teachers use these sites.

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

Grade Level Standards

Third Grade:

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.

Fourth Grade:

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.

Fifth Grade:

1. write 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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