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South Dakota's Tenth Grade Standards

  • SD.9-12.US Goal / Strand: Core High School U.S. History

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

    • 9-12.US.1. Indicator / Benchmark:

      Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.

      • 9-12.US.1. Standard:

        (Analysis) Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from Reconstruction to the present.

      • 9-12.US.1. Standard: (Application) Students are able to relate previously learned information of these time periods to the context of succeeding time periods (Examples

        American Revolution, Westward Movement, Civil War/Reconstruction).

    • 9-12.US.2. Indicator / Benchmark:

      Evaluate the influence/impact of various cultures, values, philosophies, and religions on the development of the U.S.

      • 9-12.US.2. Standard:

        (Analysis) Students are able to describe the causes and effects of interactions between the U.S. government and Native American cultures.

      • 9-12.US.2. Standard:

        (Application) Students are able to describe the causes and effects of cultural, economic, religious, political, and social reform movements on the development of the U.S.

      • 9-12.US.2. Standard:

        (Knowledge) Students are able to identify the influences of local groups on settlement patterns of South Dakota and the Great Plains Region.

  • SD.9-12.W. Goal / Strand: Core High School World History

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

    • 9-12.W.1. Indicator / Benchmark:

      Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

      • 9-12.W.1.1 Standard:

        (Analysis) Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from the Renaissance to the present.

    • 9-12.W.2. Indicator / Benchmark:

      Evaluate the interaction of world cultures and civilizations, philosophies, and religions.

      • 9-12.W.2.1 Standard:

        (Comprehension) Students are able to define the key distinguishing features of significant cultural, economic, and political philosophies in relation to the other.

  • SD.9-12.G. Goal / Strand: Core High School Geography

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

    • 9-12.G.1. Indicator / Benchmark:

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

      • 9-12.G.1.1 Standard:

        (Application) Students are able to use resources, data services, and geographic tools that generate and interpret information.

      • 9-12.G.1.2 Standard:

        (Application) Students are able to interpret geographic representations when given information about places and events.

    • 9-12.G.2. Indicator / Benchmark:

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

      • 9-12.G.2.1 Standard:

        (Analysis) Students are able to identify and explain the impact of the natural environment on human settlement patterns.

      • 9-12.G.2.2 Standard:

        (Comprehension) Students are able to explain how humans interact with their environment.

      • 9-12.G.2.3 Standard:

        (Analysis) Students are able to explain how human migration impacts local and global politics, environment, economies, societies, and regions.

      • 9-12.G.2.4 Standard: (Knowledge) Students are able to identify the main characteristics of cultural geography (Examples

        spatial distribution, cultural diffusion, acculturation, institutions, language, religions).

  • SD.9-12.C. Goal / Strand: Core High School Civics (Government)

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

    • 9-12.C.1. Indicator / Benchmark:

      Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.

      • 9-12.C.1.1 Standard: (Analysis) Students are able to explain the characteristics of various forms of government (Example

        Democracies (direct and indirect); Totalitarian/Authoritarian (dictatorships, absolute monarchy).

      • 9-12.C.1.2 Standard: (Evaluation) Students are able to determine the influence of major historical documents and ideals on the formation of the United States government (Examples

        documents - Magna Carta, Petition of Rights, English Bill of Rights, Mayflower Compact, British Colonial legislation, Articles of Confederation, Colonial/early state constitutions, Declaration of Independence; ideals - Greek and Roman governments, League of Iroquois Confederation, Social Contract; philosophers - Locke, Hobbes, Rousseau, Montesquieu, Machiavelli).

      • 9-12.C.1.3 Standard:

        (Knowledge) Students are able to identify the principles of the American Constitution.

      • 9-12.C.1.4 Standard:

        (Comprehension) Students are able to explain the principles of American democracy.

      • 9-12.C.1.5 Standard:

        (Comprehension) Students are able to describe the state, local, and tribal governments with emphasis on their structures, functions, and powers.

      • 9-12.C.1.6 Standard: (Application) Students are able to describe the elements of how U.S. foreign policy is created (Examples

        Monroe Doctrine, Roosevelt Corollary, Iran-Contra).

    • 9-12.C.2. Indicator / Benchmark:

      Analyze the constitutional rights and responsibilities of United States citizens.

      • 9-12.C.2.1 Standard:

        (Application) Students are able to describe the means of influencing and/or participating in a republic.

      • 9-12.C.2.2 Standard:

        (Comprehension) Students are able to interpret the meaning of basic constitutional rights guaranteed to citizens.

      • 9-12.C.2.3 Standard:

        (Comprehension) Students are able to describe the process of naturalization.

  • SD.9-12.E. Goal / Strand: Core High School Economics

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

    • 9-12.E.1. Indicator / Benchmark:

      Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies.

      • 9-12.E.1.1 Standard:

        (Analysis) Students are able to compare the characteristics of the world's traditional, command, market, and mixed economies. [U.S. History, World History, Geography, Civics (Government)]

      • 9-12.E.1.2 Standard:

        (Analysis) Students are able to explain how scarcity and surplus affect the basic questions of what, how, how much, and for whom to produce. [Geography, Civics (Government)]

      • 9-12.E.1.3 Standard:

        (Application) Students are able to explain the role of money and the structure of the banking system of the U.S. [U.S. History, Civics (Government)]

      • 9-12.E.1.4 Standard:

        (Evaluation) Students are able to explain the impact of labor and governmental policies on the economy of the United States. [U.S. History, Civics (Government)]

      • 9-12.E.1.5 Standard:

        (Application) Students are able to use graphs to illustrate changes in economic trends. [U.S. History, Civics (Government)]

      • 9-12.E.1.6 Standard:

        (Synthesis) Students are able to explain basic elements of trade and its impact on the U.S. economy. [Civics (Government)]

  • SD.9-12.US Goal / Strand: Advanced High School U.S. History

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

    • 9-12.US.1. Indicator / Benchmark:

      Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.

      • 9-12.US.1. Standard:

        (Evaluation) Students are able to relate the causes and consequences of historical events to subsequent events and their legacy in current conditions.

    • 9-12.US.2. Indicator / Benchmark:

      Evaluate the influence/impact of various cultures, values, philosophies, and religions on the development of the U.S.

      • 9-12.US.2. Standard:

        (Evaluation) Students are able to evaluate the significance of interactions between the U.S. government and diverse cultures in relation to cultural preservation versus cultural assimilation.

  • SD.9-12.W. Goal / Strand: Advanced High School World History

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

    • 9-12.W.1. Indicator / Benchmark:

      Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

      • 9-12.W.1.1 Standard:

        (Evaluation) Students are able to relate the causes and consequences of historical events to subsequent events and their legacy in current conditions.

    • 9-12.W.2. Indicator / Benchmark:

      Evaluate the interaction of world cultures and civilizations, philosophies, and religions.

      • 9-12.W.2.1 Standard:

        (Analysis) Students are able to describe the emergence, rise, impact, and role of significant cultural, economic, and political events and philosophies.

  • SD.9-12.G. Goal / Strand: Advanced High School Geography

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

    • 9-12.G.1. Indicator / Benchmark:

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

      • 9-12.G.1.1 Standard:

        (Evaluation) Students are able to evaluate and select resources, data services, and geographic tools that generate and interpret information.

      • 9-12.G.1.2 Standard: (Synthesis) Students are able to construct geographic representations when given information about places and events (Example

        bar graph, circle graph, line graph, pictographs, map projections).

    • 9-12.G.2. Indicator / Benchmark:

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

      • 9-12.G.2.1 Standard: (Analysis) Students are able to analyze and articulate the fundamental role that place characteristics and environments have played in history (Example

        Russian winter played an important part in the defeat of Napoleon's and Hitler's armies).

      • 9-12.G.2.2 Standard:

        (Evaluation) Students are able to evaluate how humans interact with their environment.

      • 9-12.G.2.3 Standard:

        (Synthesis) Students are able to investigate how past and present trends of human migration impact both local and global politics, environments, economies, and societies.

      • 9-12.G.2.4 Standard:

        (Analysis) Students are able to compare and contrast the differing characteristics in developing and developed countries.

  • SD.9-12.C. Goal / Strand: Advanced High School Civics (Government)

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

    • 9-12.C.1. Indicator / Benchmark:

      Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.

      • 9-12.C.1.1 Standard:

        (Evaluation) Students are able to compare the United States' political systems with those of major democratic and authoritarian nations in terms of the structures and powers of political institutions.

    • 9-12.C.2. Indicator / Benchmark:

      Analyze the constitutional rights and responsibilities of United States citizens.

      • 9-12.C.2.1 Standard:

        (Analysis) Students are able to enumerate the basic constitutional rights guaranteed to citizens and their related impacts on society.

      • 9-12.C.2.2 Standard:

        (Analysis) Students are able to analyze and explain the purpose of politics/political activity and the related implications for United States citizens.

      • 9-12.C.2.3 Standard:

        (Analysis) Students are able to identify various issues involving individual rights and responsibilities in relation to the general welfare.

      • 9-12.C.2.4 Standard:

        (Analysis) Students are able to analyze campaigns for national, state, and local elective office, including the nominating process, campaign funding and spending, and the influence of media coverage, including campaign advertising and public opinion polls.

  • SD.9-12.E. Goal / Strand: Economics

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

    • 9-12.E.1. Indicator / Benchmark:

      Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies.

      • 9-12.E.1.1 Standard: (Synthesis) Students are able to differentiate the patterns and networks of global economic interdependence in relation to local, regional, and world economies (Examples

        transportation routes, movement patterns, market areas; how and why levels of economic development vary among places).

      • 9-12.E.1.2 Standard:

        (Analysis) Students are able to analyze graphs to determine changes in supply and demand and their effects on price and quality.

      • 9-12.E.1.3 Standard:

        (Evaluation) Students are able to compare and contrast the economic systems of foreign countries with the market system of the United States.

      • 9-12.E.1.4 Standard:

        (Analysis) Students are able to describe methods used to measure domestic output, national income, and price level.

      • 9-12.E.1.5 Standard:

        (Analysis) Students are able to describe the effect of fluctuation in national output and its relationship to unemployment and inflation.

 
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