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South Dakota's Fourth Grade Standards

  • SD.4.US. Goal / Strand: U.S. History

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

    • 4.US.1. Indicator / Benchmark:

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

      • 4.US.1.1. Standard:

        (Comprehension) Students are able to explain factors affecting the growth and expansion of South Dakota.

      • 4.US.1.2. Standard:

        (Knowledge) Students are able to identify basic environmental, economic, cultural, and population issues of concern to South Dakota.

    • 4.US.2. Indicator / Benchmark:

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

      • 4.US.2.1. Standard:

        (Knowledge) Students are able to describe the impact of significant turning points on the development of the culture in South Dakota.

      • 4.US.2.2. Standard:

        (Comprehension) Students are able to explain the effects of the Native American conflicts and establishment of reservations on the Native American culture.

      • 4.US.2.3. Standard:

        (Comprehension) Students are able to describe the influence of notable South Dakotans on the development of our state.

  • SD.4.W. Goal / Strand: World History

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

    • 4.W.1. Indicator / Benchmark:

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

      • 4.W.1.1. Standard: (Comprehension) Students are able to describe how wars affected South Dakotans (Examples

        WWI, WWII, Code Talkers, ration stamps, economy).

    • 4.W.2. Indicator / Benchmark:

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

      • 4.W.2.1. Standard: (Knowledge) Students are able to describe influences of European cultures on South Dakota communities (Examples

        Dutch, Norwegian, German).

  • SD.4.G. Goal / Strand: Geography

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

    • 4.G.1. Indicator / Benchmark:

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

      • 4.G.1.1. Standard:

        (Comprehension) Students are able to compare regions of the United States to South Dakota.

      • 4.G.1.2. Standard:

        (Application) Students are able to locate major South Dakota geographical and political features.

      • 4.G.1.3. Standard:

        (Application) Students are able to locate major United States political features.

    • 4.G.2. Indicator / Benchmark:

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

      • 4.G.2.1. Standard: (Knowledge) Students are able to describe how the resources of various regions and the state of South Dakota affected the growth of each (Example

        South Dakota settlement patterns versus those of the Southeast).

  • SD.4.C. Goal / Strand: Civics (Government)

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

    • 4.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.

      • 4.C.1.1. Standard: (Comprehension) Students are able to describe the way the government provides for the needs of its citizens (Examples

        gender, age, race, handicaps, socioeconomic status, occupation, schools).

      • 4.C.1.2. Standard: (Knowledge) Students are able to describe key events related to South Dakota's entry into statehood (Examples

        state constitution, fight for the capital, branches of state government, history of state name (i.e., originates from one of the dialects of the Siouan language)).

    • 4.C.2. Indicator / Benchmark:

      Analyze the constitutional rights and responsibilities of United States citizens.

      • 4.C.2.1. Standard: (Knowledge) Students are able to describe the actions and rights of a responsible citizen (Example

        the right and responsibility to vote, the right to own property, civil and human rights, the responsibility to pay taxes and to volunteer).

  • SD.4.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.

    • 4.E.1. Indicator / Benchmark:

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

      • 4.E.1.1. Standard: (Comprehension) Students are able to describe how the economic needs of South Dakotans and people in other regions of the United States have been met (Examples

        bartering, money, fur trading, credit, agriculture, manufacturing, industry, imports and exports, tourism).

      • 4.E.1.2. Standard: (Comprehension) Students are able to define profit and loss and explain how businesses take risks in order to make a profit (Examples

        tradeoffs, risks involved in starting a business).

      • 4.E.1.3. Standard: (Knowledge) Students are able to identify how government pays for the goods and services it provides (Examples

        taxing and borrowing).

 
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