Economics: Grades 9-12
Building upon skills learned in previous grades, the student learns the skills to complete the following tasks, completing each task with relative ease by the end of high school.
Generate resourceThe student can demonstrate how supply and demand determine equilibrium price and quantity in different markets, such as in production, resources, and finance. E
Generate resourceThe student can use a production possibilities curve to explain scarcity, choice, opportunity cost and tradeoffs, productivity, growth, and unemployment. E
Generate resourceThe student can use price elasticity of supply and demand to show changes in quantity relative to changes in price. E
Generate resourceThe student can employ marginal analysis to understand economic decisions. E
Generate resourceThe student can predict how changes in federal spending and taxation affects budget deficits, budget surpluses, the national debt, and the consequences for citizens. E
Generate resourceThe student demonstrates knowledge and understanding of the historical relationship between government policy and the economic decisions of individuals and businesses.
Generate resourceThe student explains the history of economic thought and policy prior to the First Industrial Revolution, including the economies of the ancient and medieval worlds, mercantilism, slavery, and classical economics. HCE
Generate resourceThe student explains the origins and effects of the Agricultural Revolution, the First Industrial Revolution, and the Enclosure Movement in England, including Adam Smith’s observations on the capitalist nature of an industrial society. HCE
Generate resourceThe student explains how general incorporation laws affected the size of businesses and the effects on competition and workers. CE
Generate resourceThe student explains that the purpose of government as outlined in the Declaration of Independence is to “secure these rights.” C
Generate resourceThe student explains the ways governments have increasingly redistributed more goods and services in the course of American history. CE
Generate resourceThe student explains the roles of speculation, corruption, war, and government policy in most major recessions, depressions, and periods of economic growth. CE
Generate resourceThe student explains the economic ideas of John Maynard Keynes and contrasts them with those of Ludwig von Mises, Friedrich Hayek, and Milton Friedman. CE
Generate resourceThe student explains the historical and current economies of South Dakota and Native American tribes, including their major industries, the role of government, and their relationships to the economies of other states and nations. CE
Generate resourceThe student explains the historical (kinship, generosity, trade, and communal stewardship of land natural resources) and current economies of the Oceti Sakowin (including select standards from Oceti Sakowin Essential Understandings 1-2 and 5-7), including major industries, the role of government, and their relationships to the economies of other states and nations. CE
Generate resourceThe student identifies the features and effects of the modern global economy, including the role of technology, the International Monetary Fund, the Chinese economy, nonprofits, and nongovernmental organizations. CE
Generate resourceThe student demonstrates knowledge and understanding of the fundamental realities involved in economic decisions.
Generate resourceThe student explains how resources are limited, that people cannot have all the goods and services they want, and, therefore, that they must choose some things and forgo others. E
Generate resourceThe student explains that economics is the study of how human beings allocate resources towards what they need and want in order to live and to live well. E
Generate resourceThe student explains how consumers and producers navigate the reality of scarcity by making choices based on opportunity costs. E
Generate resourceThe student distinguishes between utility and scarcity in determining value. E
Generate resourceThe student explains how people voluntarily make an exchange when all parties believe they will gain from the trade. E
Generate resourceThe student explains how natural resources, labor, capital, and entrepreneurship are necessary to produce goods and services. E
Generate resourceThe student explains Adam Smith’s idea that to generate wealth one must work to improve a resource. E
Generate resourceThe student explains the characteristics of a healthy economy, both at the macroeconomic and microeconomic levels, including security in the possession of private and intellectual property, the efficient allocation of limited resources, price stability, full employment, access to owning land or a home, the ability to save, and economic mobility. E
Generate resourceThe student demonstrates knowledge and understanding of the principles of supply and demand.
Generate resourceThe student explains how price is an informative signal for buyers and sellers. E
Generate resourceThe student explains the basic concepts of supply and demand and their effects on price. E
Generate resourceThe student explains the roles of buyers and sellers in determining equilibrium price. E
Generate resourceThe student explains how consumers ultimately determine what is produced in a free market economy. CE
Generate resourceThe student explains how the profit motive indicates a short-term sacrifice with the goal of attaining a long-term return. E
Generate resourceThe student explains how profit encourages entrepreneurs to innovate and meet consumer demand even though it is a risk to them. E
Generate resourceThe student demonstrates knowledge and understanding of the main kinds of economic systems, both in history and in the present-day.
Generate resourceThe student explains how decisions on what to produce, for whom to produce it, and how to produce it are decided within traditional, market, command, and mixed economies. CE
Generate resourceThe student explains the thought of Karl Marx with respect to a communist or socialist society and economic system and explains the success or failure of such economies in history. CE
Generate resourceThe student explains the ideas of fascism with respect to a fascist economic system and explains the success or failure of such economies in history. CE
Generate resourceThe student explains the observations of Adam Smith with respect to a capitalist free market economy and explains the advantages and challenges of such economies in history. CE
Generate resourceThe student explains the principles and practices of other economic systems, such as laissezfaire and mixed economies. CE
Generate resourceThe student explains the distinction between a manufactory economy and a service economy. E
Generate resourceThe student explains how the American economy has historically been characterized as free market or capitalist, meaning that the laws allow individuals to possess more goods or currency than they need to survive; and to invest, produce, distribute, and buy and sell goods and services by making their own agreements with one another. CE
Generate resourceThe student explains how the American, and especially the South Dakota, agricultural economics impact agricultural producers and the agricultural industry as a whole to understand the trends in domestic and international food systems, commodity prices, population trends, and trade policies. CE
Generate resourceThe student explains how defined private property and intellectual property rights and enforced contracts are necessary in a free market economy. CE
Generate resourceThe student explains the American founders’ views on private property and its protection, and the extent to which the average American has been able to own land or a home and securely hold private property compared to historical and world standards. CE
Generate resourceThe student demonstrates knowledge and understanding of major market structures within the United States economy.
Generate resourceThe student explains how competition among many sellers reduces the price of goods and services while encouraging producers to increase production. E
Generate resourceThe student explains the difference between sole proprietorship, partnership, and corporation within business organization. E
Generate resourceThe student explains how businesses can fund and grow their work through earnings and profit, stock issues, and borrowing, including the advantages and risks of each. E
Generate resourceThe student explains the roles of economies of scale, mass production, and the division of labor, especially in an industrial economy. E
Generate resourceThe student explains the virtues and skills required of workers to be successful in the workplace. E
Generate resourceThe student explains how wages depend on the market value of the produced good or service and the productivity of the worker in producing that good or service. E
Generate resourceThe student explains the differences between perfection competition, oligopoly, monopolistic competition, and monopoly. E
Generate resourceThe student demonstrates knowledge and understanding of the business cycle and key economic macroeconomic measurements.
Generate resourceThe student explains aggregate supply and demand, Gross Domestic Product (GDP), and Gross National Production (GNP), including how each is calculated. E
Generate resourceThe student explains unemployment and economic growth, including how each is calculated. E
Generate resourceThe student explains the different causes of inflation and deflation, including who gains and loses due to each. E
Generate resourceThe student demonstrates knowledge and understanding of the relationship between government policy and the economic decisions of individuals and businesses.
Generate resourceThe student identifies the major sources of revenue and categories of expenses within government budgets. CE
Generate resourceThe student explains taxation and the different kinds of taxation, including income tax, sales tax, corporate and payroll taxes, Social Security, Medicare and Medicaid, and inflation. CE
Generate resourceThe student explains the different uses and functions of fiscal and monetary policy. CE
Generate resourceThe student investigates the maxim that there is “no such thing as a free lunch.” CE
Generate resourceThe student identifies the traits of natural monopolies and the arguments for and against government involvement in these fields. CE
Generate resourceThe student identifies examples of goods and services that federal, state, local, and tribal governments manage within the United States and South Dakota. CE
Generate resourceThe student explains how wage and price controls can create shortages and surpluses. CE
Generate resourceThe student explains the ways in which government action may harm the economy, including excessive taxation, increased money supply, excess government spending, excessive regulation, political corruption, and nationalization. CE
Generate resourceThe student explains how the costs of government policies and programs do not abide by economic efficiency once social or political goals influence such policies. CE
Generate resourceThe student investigates the maxim of “the unintended consequences of good intentions.” CE
Generate resourceThe student demonstrates knowledge and understanding of money and financial institutions.
Generate resourceThe student explains the basic functions of money, including as a medium of exchange, a unit of account, and a store of value. E
Generate resourceThe student explains the role of the Federal Reserve within the banking system. E
Generate resourceThe student explains how the Federal Reserve can affect the supply and value (inflation/deflation) of money through buying and selling government bonds, changing bank reserve ratios, and adjusting the discount interest rate. E
Generate resourceThe student explains the role of banks, including associated advantages, disadvantages, and risks. E
Generate resourceThe student explains the basic savings, investment, and credit services that financial institutions offer. E
Generate resourceThe student explains how real estate, bullion, stocks, bonds, and mutual funds serve as investment opportunities. E
Generate resourceThe student demonstrates knowledge and understanding of trade and commerce.
Generate resourceThe student explains the benefits of trade in true free trade agreements for individuals, regions, and countries. CE
Generate resourceThe student explains the purposes, advantages, and disadvantages of trade barriers such as quotas and tariffs. CE
Generate resourceThe student explains how exchange rates affect the purchasing power of people in different countries. E
Generate resourceThe student explains the terms and effects of the Smoot-Hawley Tariff, the North American Free Trade Agreement (NAFTA), the United States-Mexico-Canada Agreement (USMCA), the General Agreement on Tariffs and Trade (GATT), and the World Trade Organization (WTO). HCE
Generate resourceUnited States Government/American Civics: Grades 9-12
Building upon skills learned in previous grades, the student learns the skills to complete the following tasks, completing each task with relative ease by the end of high school.
Generate resourceThe student can identify the current officeholders for each of the following: C
Generate resourcethe student’s representative in the South Dakota State House of Representatives
Generate resourcethe mayor, councilmembers, or county commissioner in the student’s local community
Generate resourceLocal tribal leaders, especially of the nine federally recognized tribes of South Dakota
Generate resourceThe student can write an informative essay of 500-750 words on a historical topic in American government based on class notes. HCE
Generate resourceThe student can write a persuasive essay of 500-750 words on a historical topic in American government based on class notes, including a main argument (thesis), topic sentences, supporting evidence from history and class, and clear attempts to explain how the evidence proves the topic sentences and overall thesis. HCE
Generate resourceThe student demonstrates knowledge and understanding of the relationship between America’s principles and civil rights.
Generate resourceThe student tells of the various kinds of relationships between the U.S. government and Native Americans in the 19th century, including the use of diplomacy, honest and dishonest treaties, treaty violations, and military force. HC
Generate resourceThe student tells the story of women’s suffrage efforts in the mid-19th century. HC
Generate resourceThe student reads and discusses the meaning of Elizabeth Cady Stanton’s Declaration of Sentiments. HC
Generate resourceThe student explains the Snyder Act of 1924 (Indian Citizenship Act) which granted citizenship to all Native Americans born in the United States. HC
Generate resourceThe student explains the ways in which certain local and state laws, federal policies, and court decisions explicitly discriminated against people on the basis of skin color from Reconstruction through World War II, including: HC
Generate resourceThe student reads and discusses the meaning of Niagara’s Declaration of Principles. HC
Generate resourceThe student explains differences and changes in party platforms concerning civil rights for African Americans and new citizens in the period between the Civil War and World War II. HC
Generate resourceThe student explains laws that sought to end discrimination against African Americans since World War II, including: HC
Generate resourceThe student reads and discusses the meaning of selections from Brown v. Board of Education. C
Generate resourceThe student reads and discusses the meaning of Martin Luther King, Jr.’s “I Have a Dream” speech in its entirety. HC
Generate resourceThe student explains the connections Martin Luther King, Jr. makes to the principles of the American founding in his “I Have a Dream” speech. HC
Generate resourceThe student demonstrates knowledge and understanding of 20th Century Progressivism.
Generate resourceThe student reads and discusses the meaning of Woodrow Wilson’s “What Is Progress?” in its entirety. C
Generate resourceThe student reads and discusses the meaning of selections from Franklin Roosevelt’s Commonwealth Club Address. C
Generate resourceThe student reads and discusses the meaning of selections from Franklin Roosevelt’s 1944 State of the Union Address. C
Generate resourceThe student reads and discusses the meaning of selections from Lyndon Johnson’s Commencement Address at the University of Michigan. C
Generate resourceThe student explains the main ideas of Progressives in the 20th century, including: HC
Generate resourcethe perfection of the intellectual and moral abilities of human beings
Generate resourceThe student explains the ways in which the main Progressive ideas differed from the ideas found in the Declaration of Independence and the U.S. Constitution, especially Progressive’s views of human nature, tyranny, and the concentration of legislative, executive, and judicial powers within singular agencies unelected by the people. HC
Generate resourceThe student explains the various changes Progressives made to government in the 20th century, including: HC
Generate resourceexpansion of the purpose, size, and power of government through bureaucratic agencies
Generate resourceThe student reads and discusses the meaning of selections from Calvin Coolidge’s “The Inspiration of the Declaration of Independence.” C
Generate resourceThe student reads and discusses the meaning of Ronald Reagan’s “A Time for Choosing.” C
Generate resourceThe student demonstrates knowledge and understanding of governing institutions in the United States.
Generate resourceThe student explains how Congress conducts legislative business through committees and traditional rules, how and why Congress delegates regulatory power to the federal bureaucracy, and how it exercises oversight authority. C
Generate resourceThe student explains the role and scope of the president’s cabinet and federal employees— i.e., to help the president enforce laws passed by Congress, as originally established by George Washington—compared to the role and power of bureaucratic agencies today. C
Generate resourceThe student explains the structure, purposes, and functions of various federal courts in the judicial branch as established in Article III in the Constitution and the Judiciary Act. C
Generate resourceThe student explains how criminal cases are prosecuted in the United States and the roles of judges and juries. C
Generate resourceThe student explains changes in the relationship between the federal government and the states, including those made through: C
Generate resourceThe student demonstrates knowledge and understanding of domestic policy in the United States
Generate resourceThe student explains the basic concepts of supply and demand and their effects on price. C
Generate resourceThe student explains how the American economy has historically been characterized as free market or capitalist, meaning that the laws allow individuals to possess more goods or currency than they need to survive; and to invest, produce, distribute, and buy and sell goods and services by making their own agreements with one another. C
Generate resourceThe student explains the economic principles and practices that corresponded with America’s industrial and economic growth, especially after the Civil War, including: C
Generate resourceThe student explains the economic ideas of John Maynard Keynes and contrasts them with those of Ludwig von Mises, Friedrich Hayek, and Milton Friedman. C
Generate resourceThe student explains the meaning of the maxim that we must consider the "unintended consequences of good intentions" by looking at the unintended negative consequences of specific well-intentioned policies. C
Generate resourceThe student explains the major components of domestic policy decisions as well as the institutions and offices responsible for making and implementing such decisions. C
Generate resourceThe student explains the major domestic policy shifts in American history in respect to the ideas of the founders, including in the following policy areas: HC
Generate resourceThe student explains why the founders believed civil rights and liberties have natural limits by differentiating between liberty and license. C
Generate resourceThe student explains the outcomes and effects of recent Supreme Court cases, including: C
Generate resourceThe student demonstrates knowledge and understanding of foreign policy in the United States.
Generate resourceThe student explains the major components of foreign policy decisions as well as the institutions and offices responsible for making such decisions, including the organization of the United States military. C
Generate resourceThe student reads and discusses the meaning of George Washington’s Farewell Address. C
Generate resourceThe student reads and discusses the meaning of Woodrow Wilson’s “War Message.” C
Generate resourceThe student explains the major foreign policy shifts in American history in respect to the ideas of the founders, including: HC
Generate resourceU.S. policy of neutrality during the Washington, Adams, and Jefferson administrations
Generate resourceProgressive views on foreign policy, especially concerning World War I
Generate resourceThe student explains the relationship between the U.S. Constitution, America’s national sovereignty, and international governing agencies and non-governmental organizations. C
Generate resourceThe student demonstrates knowledge and understanding of citizenship in America.
Generate resourceThe student explains the significance of the transfer of power following the election of 1800. HC
Generate resourceThe student explains the legal meaning of “citizen” in the United States, birthright citizenship as enacted through the Fourteenth Amendment, the legal process for becoming a citizen, and the responsibilities, rights, and privileges of citizenship at the different levels of government. C
Generate resourceThe student names the responsibilities citizens have at the local, state, and federal levels of government. C
Generate resourceThe student explains why the founders believed each of the following was necessary for the success of representative self-government in the United States: C
Generate resourceThe student identifies and explains Alexis de Tocqueville’s major observations about life in the American democracy. C
Generate resourceThe student explains the distinction between natural rights of all human beings (life, liberty, speech, religion, etc.) as outlined in the Declaration of Independence and civil rights of only U.S. citizens (voting, running for office, access to certain government benefits, etc.). C
Generate resourceThe student explains how the scope of voting rights at the American founding was unprecedented in history. C
Generate resourceThe student explains the ways in which the right to vote has been expanded to all adult citizens over the course of American history. C
Generate resourceThe student explains the role of charity, volunteerism, and support for the poor in a wellordered constitutional republic, as expressed by the founders. C
Generate resourceThe student demonstrates knowledge and understanding of politics in America.
Generate resourceThe student explains why the Constitution gives state legislatures the power to determine election procedures in each state. C
Generate resourceThe student explains the election process at the federal level for president, the House of Representatives, and the Senate, based on South Dakota law. C
Generate resourceThe student explains the process of campaigning for elected office, including fundraising from large donors, small dollar donors, political action committees (PACs), and political parties. C
Generate resourceThe student explains how search engines, traditional media, and social media companies and users can influence public opinion in an election. C
Generate resourceThe student identifies the ways in which citizens engage in politics beyond voting, including through political parties, interest groups, meeting with elected officials, petitions, attending public meetings and hearings, writing, speaking, and assembling. C
Generate resourceThe student explains the warnings from the farewell addresses of George Washington and Dwight D. Eisenhower regarding political parties and interest groups. C
Generate resourceThe student identifies the three different party systems in American history and their general positions based on historical documentation and official party platforms. C
Generate resourceThe student explains the origins and roles of political parties in shaping public policy and controlling access to political office. C
Generate resourceThe student explains how political parties fundraise, including the connection between a member of Congress’s fundraising for his or her party and the member’s access to holding leadership positions. C
Generate resourceThe student explains the role seniority and leadership positions play in Congressional operations. C
Generate resourceThe student explains the origins and roles of interest groups and the way in which they lobby elected officials. C
Generate resourceThe student explains the concept of the “iron triangle” used to describe the relationship among elected officials and their staff, bureaucrats, and lobbyists for interest groups and businesses, as well as how a single individual can build a career switching jobs among these three groups. C
Generate resourceThe student demonstrates knowledge and understanding of South Dakota and Native American government and politics.
Generate resourceThe student explains the structure of the South Dakota state government, the function of its branches, and the requirements and responsibilities of elected officials based on the current South Dakota Constitution. C
Generate resourceThe student explains the structure of the local government in whose jurisdiction the school is located. C
Generate resourceThe student explains the election process at the state and local levels of government in South Dakota, including the importance of frequent and fair elections. C
Generate resourceThe student explains the constitutions, structure, and function of various tribal governments within South Dakota, including the nine federally recognized tribes of South Dakota. C
Generate resourceThe student explains the relationship, both historical and at present, between various levels of government within South Dakota, including between federal, state, local, and tribal governments. C
Generate resourceThe student demonstrates knowledge and understanding of the American experiment in selfgovernment compared to other historical and present-day regimes.
Generate resourceThe student compares the American system of government—a self-governing representative democracy limited by a written Constitution—to other forms of government in the world, both past and present. C
Generate resourceThe student explains the similarities and differences between the American and French revolutions and the reasons for their divergent outcomes. C
Generate resourceThe student explains the tensions of each of the following with America’s founding principles: C
Generate resourceThe student compares America’s founding principles of equality, self-government, limited government, and responsible citizenship to the political order of other countries prior to the American founding. C
Generate resourceThe student compares America’s founding principles of equality, self-government, limited government, and responsible citizenship—and the degrees of freedom, security, and prosperity they have produced—to the political order and lifestyle of other countries since the American founding, including today. C
Generate resourceThe student identifies examples of people and countries throughout the world citing the principles of the American founding in their efforts for freedom and self-government in their own countries. C
Generate resourceThe student explains the extent to which the enduring things in American history are its founding claims for the inherent dignity of each person, limited self-government, and the rule of law; and the extent to which these principles have been responsible for ending moral wrongs, both in America and throughout the world. C
Generate resourceThe student explains the roles played by the principles of the Declaration of Independence, the self-governing republic established by the Constitution, and the sacrifices of millions of Americans in creating the opportunity for all Americans to enjoy degrees of freedom, security, and prosperity unmatched in human history. C
Generate resourceThe student explains how patriotism is the love of country, meaning that one holds his or her country up to an objective standard of moral right and wrong, preserving the ways in which the country does good and correcting the ways it sometimes does wrong. C
Generate resourceThe student explains the responsibilities each American citizen has towards past Americans, fellow Americans, and the principles of America in order to preserve American freedom, equality, and self-government. C
Generate resourceThe student demonstrates understanding of the modern way of life by comparing the following in history to prior eras. HC
Generate resourceliving daily life without fear of being injured, killed, or having property taken
Generate resourcecriticizing or protesting against those in power without fear of arrest or worse
Generate resourcehaving control of one’s ideas and inventions unless willingly shared with another
Generate resourcebeing able to possess the tools necessary to protect one’s food, shelter, family, and life
Generate resourceThe student demonstrates knowledge and understanding of the principles and examples from world history that influenced the American founding.
Generate resourceThe student explains the influence of ancient Greek ideas about philosophy and logical reasoning on the colonists, especially within their colleges and leading families. HC
Generate resourceThe student explains Aristotle’s six different forms of government: monarchy, tyranny, aristocracy, oligarchy, polity, and democracy. C
Generate resourceThe student explains how democratic ideas and practices from ancient Greece served as initial attempts at self-government from which the American founders learned what does and does not work in democratic government. HC
Generate resourceThe student explains the influence of ancient Roman political ideas and institutions on the colonists, especially within their colleges and leading families. HC
Generate resourceThe student explains the influence of Jewish and Christian views of a deity and of human beings on the colonists. HC
Generate resourceThe student reads and discusses the meaning of selections from the Magna Carta. HC
Generate resourceThe student explains the rule of law as opposed to the rule of man, the rule by force (“might makes right”), and the failure to enforce duly legislated laws. C
Generate resourceThe student reads and discusses the meaning of the Mayflower Compact in its entirety. HC
Generate resourceThe student explains the status and effects of each of the following in colonial society, and the extents to which these were the exception in history: HC
Generate resourceThe student explains how England’s relationship toward the colonists amounted to a “salutary neglect” and the ways this relationship benefitted the colonists. HC
Generate resourceThe student explains the parliamentary model of representative government, particularly as found in English history. HC
Generate resourceThe student explains the effects of the English Civil War and the Glorious Revolution on the colonists’ views on government. HC
Generate resourceThe student uses primary sources, such as John Locke’s Second Treatise on Government, to investigate how it influenced the American founders, specifically ideas on: HC
Generate resourceThe student explains the founders’ views on private property and its protection, and the extent to which ordinary people could own their own land in the colonies. HC
Generate resourceThe student demonstrates knowledge and understanding of the Declaration of Independence and the principles on which America was founded.
Generate resourceThe student explains why the colonists contested as violations of their rights and freedom of representation Great Britain’s new claims to control in the colonies following the French and Indian War. HC
Generate resourceThe student reads and discusses the meaning of the Declaration of Independence in its entirety, including the first draft’s sections on slavery. C
Generate resourceThe student explains the meaning of “the Laws of Nature and of Nature’s God,” including the founders’ argument that there is a standard of justice in nature that does not change and is true of all peoples in all times, and that an eternal God is responsible for this unchanging truth. C
Generate resourceThe student explains the meaning of “created equal,” including the founders’ argument that each person is equally human and as such has the same dignity and natural rights to life, liberty, and the pursuit of happiness, that each is endowed with these rights by the God that created them, and that the existence of human slavery was understood by most, but not all, of the founders to be a contradiction of the principle of human equality. C
Generate resourceThe student explains the meaning of “natural rights” and “unalienable,” including the founders’ argument that fundamental rights arise out of man’s nature as a human person, that these rights do not come from other people or any government, and that these rights cannot be denied or taken away unless the person has used them to violate the rights of another. C
Generate resourceThe student explains the meaning of “life, liberty, and the pursuit of happiness,” in particular the founders’ argument that each human being has the right by nature to their own life, to their liberty and the general freedom of thought and action, and to seek the happiness appropriate to human liberty as long as it does not violate the rights of others. C
Generate resourceThe student explains the meaning of “the consent of the governed,” including the founders’ argument that legitimate government derives its just powers from the consent of those that are governed, who in turn have delegated limited powers to government in order to secure their rights. C
Generate resourceThe student explains that the purpose of government as outlined in the Declaration of Independence is to “secure these rights,” meaning those fundamental rights derived from “the Laws of Nature and of Nature’s God.” C
Generate resourceThe student explains the argument of the Declaration of Independence that when government “becomes destructive” of its purpose of securing rights, a people may change or abolish their government and institute new government to best effect their safety and happiness. C
Generate resourceThe student explains the reasons why the delegates to the Second Continental Congress voted to declare independence from Great Britain, including the list of grievances and other historical events since 1763. HC
Generate resourceThe student explains how America’s founding based on these words of the Declaration of Independence was unprecedented in human history: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” C
Generate resourceThe student explains that patriotism is the love of country, meaning that one holds his or her country up to an objective standard of moral right and wrong, preserving the ways in which the country does good and correcting the ways it sometimes does wrong. C
Generate resourceThe student reads and discusses the meaning of selections from the Northwest Ordinance. HC
Generate resourceThe student explains what the Land Ordinance of 1785 and the Northwest Ordinance of 1787 accomplished for public education, private land ownership, and the abolition of slavery. HC
Generate resourceThe student demonstrates knowledge and understanding of the principles of the U.S. Constitution.
Generate resourceThe student explains the purpose of a constitution, the history of constitutions, and the differences between unwritten and written constitutions. C
Generate resourceThe student reads and discusses the meaning of selections from the Articles of Confederation. HC
Generate resourceThe student explains the structure and function of the Articles of Confederation and the reasons for its relatively powerless design. HC
Generate resourceThe student explains the weaknesses of the Articles of Confederation and their relationship to the Constitutional Convention. HC
Generate resourceThe student explains how the American founders believed that human nature was fixed and unchanging, good but also flawed and tending towards corrupting power, and, therefore, that the danger of tyranny and lawlessness are always present and must be guarded against. C
Generate resourceThe student explains how the American founders believed a good government would account for the tyrannical potential in human nature and that even then, no utopias are possible ("If men were angels, no government would be necessary"). C
Generate resourceThe student explains how a majority can tyrannize over the rights of the minority. C
Generate resourceThe student explains the representative or republican form of government compared to a direct democracy, aristocracy, and monarchy. C
Generate resourceThe student reads and discusses the meaning of Federalist 9, 10 and 51. C
Generate resourceThe student explains how the Constitution attempts to allow the people to rule themselves without becoming tyrannical. C
Generate resourceThe student explains how representation prevents tyranny through the following means: C
Generate resourceencouraging the selection of the country’s most trusted citizens to make the laws
Generate resourceThe student explains how the ideas of Montesquieu influenced the founders, including his ideas on limited government, federalism, and the separation of powers. C
Generate resourceThe student explains how federalism prevents tyranny by dividing governing power among many levels of governments. C
Generate resourceThe student explains how the enumeration of powers prevents tyranny by limiting what governments can do to a specified written list. C
Generate resourceThe student reads and discusses the U.S. Constitution and the Bill of Rights. C
Generate resourceThe student demonstrates knowledge and understanding of the structure and function of government under the U.S. Constitution.
Generate resourceThe student explains how the Constitution divides government power between the federal, state, and local levels, and names examples of local governments such as county, township, town, city, municipality, ward, etc. C
Generate resourceThe student explains the distinctions between expressed, implied, concurrent, and reserved powers, and provides examples of each. C
Generate resourceThe student explains the meaning of legislative, executive, and judicial powers by considering their Latin etymology. C
Generate resourceThe student explains how the separation of powers prevents tyranny from the federal government by dividing legislative, executive, and judicial power into three separate branches. C
Generate resourceThe student explains how the Connecticut Compromise arose between the Virginia and New Jersey plans for representation. C
Generate resourceThe student explains how the number, form of election, and requirements of the House of Representatives make it the more democratic house of Congress. C
Generate resourceThe student explains how the number, original form of selection, and requirements of the Senate make it more republican house of Congress. C
Generate resourceThe student explains the different roles, responsibilities, and powers of each house of Congress. C
Generate resourceThe student explains roles, responsibilities, and powers of the Presidency. C
Generate resourceThe student explains how the number, form of election, and requirements of the Presidency are suitable to its role as the executor of laws and head of state in foreign affairs. C
Generate resourceThe student explains the role of the Electoral College in ensuring presidential candidates consider the rights and interests of people from diverse geographic settings. C
Generate resourceThe student explains how the number, form of appointment, and requirements of the Judiciary are suitable to its role as the judge of disputes before the law. C
Generate resourceThe student defines the power of judicial review and explains how the Supreme Court’s ruling in Marbury v. Madison claimed this prerogative in terms Alexander Hamilton outlined in Federalist 78. C
Generate resourceThe student explains how even though the Supreme Court exercises judicial review, the people and each branch of government have a role in interpreting the meaning of the Constitution and an obligation to follow it. C
Generate resourceThe student explains the checks and balances each branch possesses to resist tyranny in the other two branches. C
Generate resourceThe student explains the process for creating a law at the federal level. C
Generate resourceThe student demonstrates knowledge and understanding of the Bill of Rights.
Generate resourceThe student explains the ways in which the American people may amend the Constitution as outlined in Article V, including the reasons for making changes difficult but not impossible. C
Generate resourceThe student explains the different arguments presented by the Federalists and the AntiFederalists concerning government, the ratification of the Constitution, and the inclusion of a bill of rights. HC
Generate resourceThe student explains how the First Amendment guarantees that individuals can practice their religious beliefs without fear of persecution by the government. C
Generate resourceThe student explains how the First Amendment prohibits the federal government from establishing (creating or recognizing) an official national religion or abolishing an established religion at the state level. C
Generate resourceThe student explains how the First Amendment guarantees the freedom to speak, write, petition, and peacefully assemble without fear of persecution by the government. C
Generate resourceThe student explains how the Second Amendment guarantees that individuals can possess the tools necessary to protect and defend their natural rights against the actions of another person and against the actions of the government itself. C
Generate resourceThe student explains the Fifth and Seventh Amendments’ guarantees of due process and of trial by a jury of one’s fellow citizens, respectively, including why these legal safeguards are essential to securing justice. C
Generate resourceThe student explains the importance of unlimited free speech, freedom of the press, and civil dialogue in representative self-government. C
Generate resourceThe student explains the meaning and significance of the 9th and 10th amendments. C
Generate resourceThe student explains how Abraham Lincoln’s “Apple and Frame” writing fragment argues that the Constitution is the practical means to the ideal ends outlined in the Declaration of Independence. C
Generate resourceThe student explains the ways in which the U.S. Constitution was unprecedented in human history, especially in its form of government, institutional innovations, and underlying moral principles. C
Generate resourceThe student demonstrates knowledge and understanding of the relationship between America’s principles and the institution of slavery.
Generate resourceThe student explains the history of slavery from ancient times through the 15th century slave trade among Africans, Arabs, and Europeans, and compares it to the practices of feudalism and indentured servitude. HC
Generate resourceThe student explains the history of slavery in the British colonies of North America, including: HC
Generate resourcethe arrival of Africans at Jamestown from a Dutch slave ship captured by the English
Generate resourcethe gradual codification of slavery in the southern colonies beginning in 1655
Generate resourcethe ways slavery was restricted in the states during the American founding years of 1763-1789
Generate resourceThe student explains the different positions on slavery among the founders and their generation, including those who did not hold slaves and worked for its abolition, those who held slaves but wished for its abolition, and those who were in favor of slavery and its continuation. HC
Generate resourceThe student reads and discusses the meaning of selections from various founders on the practice of slavery, including George Washington, John Adams, Benjamin Franklin, Alexander Hamilton, James Madison, and Thomas Jefferson. HC
Generate resourceThe student reads and discusses the meaning of Frederick Douglass’s “The Constitution of the United States: Is It Pro-Slavery or Anti-Slavery?” HC
Generate resourceThe student explains how the Three-Fifths Clause weakened though did not eliminate the southern slaveholders' demands to count a slave as a whole person only for purposes of representation. C
Generate resourceThe student explains how the Constitution limited the duration for which the slave trade could be protected, compared to the limitless duration it enjoyed previously. C
Generate resourceThe student explains how the invention of the cotton gin revived the profitability of slavery, in contradiction to the expectations held by much of the founding generation. HC
Generate resourceThe student explains the electoral relationship between the number of slave states and the perpetuation of slavery. HC
Generate resourceThe student explains the Missouri Compromise of 1820 and the Compromise of 1850. HC
Generate resourceThe student demonstrates knowledge and understanding of the relationship between America’s principles, slavery, and the Civil War.
Generate resourceThe student reads and discusses the meaning of selections from Abraham Lincoln’s speech at Peoria. HC
Generate resourceThe student explains Abraham Lincoln’s argument that the Kansas-Nebraska Act and popular sovereignty marked a moral break with the founding because they implied that moral right and wrong were relative to a democratic majority. HC
Generate resourceThe student explains Abraham Lincoln’s argument that the Dred Scott decision turned the Constitution into a pro-slavery document that would allow slavery to spread anywhere in America, contrary to the original intentions of the founders. HC
Generate resourceThe student explains the main arguments in the Lincoln-Douglas debates, especially in debate number seven. HC
Generate resourceThe student reads and discusses the meaning of Abraham Lincoln’s First Inaugural Address. HC
Generate resourceThe student explains how only individual people—and not groups or states—have rights, while states may have prerogatives which it is the people’s right to grant them to the exclusion of their being exercised by some other level of government. C
Generate resourceThe student explains the major and minor causes of the Civil War, especially the political tension surrounding the spread of slavery. HC
Generate resourceThe student explains how Abraham Lincoln issued and justified the Emancipation Proclamation, including what the order did and did not do, and why. HC
Generate resourceThe student reads and discusses the meaning of the Emancipation Proclamation. C
Generate resourceThe student explains Abraham Lincoln’s view of the war as an effort both to prove the truth that “all men are created equal,” and to preserve the Union that was founded on this truth. C
Generate resourceThe student reads and discusses the meaning of Abraham Lincoln’s Gettysburg Address and his second inaugural address. C
Generate resourceThe student explains laws that sought to end discrimination and violence against African Americans during Reconstruction, including: HC
Generate resourceUnited States History: 1492-2008: Grades 9-12
Building upon skills learned in previous grades, the student learns the skills to complete the following tasks, completing each task with relative ease by the end of high school.
Generate resourceThe student can use the six essential elements of geography to describe a region: spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. G
Generate resourceThe student can explain how geographic location and features contributed to the development and form of historical civilizations and how they influenced the actions of people in a given historical event. G
Generate resourceThe student can write a narrative essay of 500-750 words on a historical event based on class notes. H
Generate resourceThe student can write an informative essay of 500-750 words on a historical figure based on class notes. H
Generate resourceThe student can write a persuasive essay of 500-750 words based on class notes, including a main argument (thesis), topic sentences, supporting evidence from history and class, and clear attempts to explain how the evidence proves the topic sentences and overall thesis. HCE
Generate resourceThe student demonstrates understanding of the structure and function of the United States Constitution.
Generate resourceThe student explains the different roles and responsibilities of each house of Congress, the Presidency, and the Judiciary. C
Generate resourceThe student explains the checks and balances each branch possesses to resist tyranny in the other two branches. C
Generate resourceThe student explains each of the following within the federal government: C
Generate resourceThe student explains the legal meaning of “citizen” in the United States, the grant of birthright citizenship per the Fourteenth Amendment, the legal process for becoming a citizen, and the responsibilities, rights, and privileges of citizenship at the different levels of government. C
Generate resourceThe student explains the importance of a well-informed, virtuous, and industrious citizenry within representative self-government. C
Generate resourceThe student explains how the scope of voting rights at the American founding was the exception in history. HC
Generate resourceThe student explains the different positions on slavery among the founders and their generation, including those who did not hold slaves and worked for its abolition, those who held slaves but wished for its abolition, and those who were in favor of slavery and its continuation. H
Generate resourceThe student names and explains the three clauses of the Constitution pertaining to slavery and Frederick Douglass’s “The Constitution of the United States: Is It Pro-Slavery or AntiSlavery?” HC
Generate resourceThe student explains the ways in which slavery was expanded and restricted in the states during the American founding years of 1763-1789. H
Generate resourceThe student explains the importance of free speech, the free press, and civil dialogue in representative self-government. C
Generate resourceThe student explains the positions in the ratification debate concerning the Constitution. HC
Generate resourceThe student explains the ways in which the U.S. Constitution was unprecedented in human history, especially in its form of government, institutional innovations, and underlying moral principles. HC
Generate resourceThe student demonstrates knowledge and understanding of American history from the presidency of George Washington through the War of 1812.
Generate resourceThe student explains how the invention of the cotton gin reinvigorated the practice of slavery and the slave-owning interest, and the extent to which future laws permitted or restricted slavery. H
Generate resourceThe student tells of the major events in George Washington’s presidency, including the precedents that he set for the office and his efforts to remain neutral in the conflict between revolutionary France and Great Britain. H
Generate resourceThe student reads and discusses the meaning of selections from George Washington’s Farewell Address and explains Washington’s emphasis on the importance of union and his warnings about parties, sectionalism, and unnecessary involvement in foreign affairs. H
Generate resourceThe student tells of the major events in Thomas Jefferson’s presidency, including: H
Generate resourceefforts to remain neutral in the conflict between Napoleonic France and Great Britain
Generate resourceThe student explains how even though the Supreme Court exercises judicial review, the people and each branch of government have a role in interpreting the meaning of the Constitution and an obligation to follow it. HC
Generate resourceThe student tells of the conflicts between the U.S. government, settlers, and Native Americans between 1789 and 1830. H
Generate resourceThe student tells the stories and explains the effects of major military events, figures, and common soldiers from the War of 1812. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: Fugitive Slave Act, cotton gin, Alien and Sedition Acts, Judiciary Act, Marbury v. Madison, judicial review, the Corps of Discovery, and the mischaracterization of South Dakota as the “Great American Desert.” HC
Generate resourceThe student demonstrates knowledge and understanding of American history between the War of 1812 and the Mexican-American War.
Generate resourcehis actions, both diplomatic and military, toward Native American tribes
Generate resourceThe student tells the story of founding the Democratic Party in the 1820s and 1830s. H
Generate resourceThe student describes the lives of slaves on southern plantations and at slave auctions, including cultural developments among African Americans in slavery. H
Generate resourceThe student explains the electoral relationship between the number of slave states and the perpetuation of slavery. H
Generate resourceThe student explains the work of the abolitionist movement and leading abolitionists, including Harriet Tubman, William Lloyd Garrison, Frederick Douglass, the efforts of the Underground Railroad, and the effects of Harriet Beecher Stowe’s Uncle Tom’s Cabin. H
Generate resourcehis initial and later views on the Declaration of Independence and the Constitution
Generate resourceThe student reads and discusses the meaning of selections from Frederick Douglass’s The Narrative of the Life of Frederick Douglass and “What to the Slave Is the Fourth of July?” H
Generate resourceThe student tells of the major events in Andrew Jackson’s presidency, including: H
Generate resourceThe student tells the story of the Trail of Tears, particularly the 1838 Cherokee removal following the Treaty of New Echota. H
Generate resourceThe student explains the main ideas and names the major figures of the transcendentalist movement. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: McCulloch v. Maryland, Missouri Compromise, Nat Turner Rebellion, Manifest Destiny, Marshall Trilogy, and the annexation of Texas. HC
Generate resourceThe student demonstrates knowledge and understanding of the growing sectional divide in the United States, especially regarding the practice of slavery.
Generate resourceThe student explains the reasons for and origins of those who immigrated to America before the Civil War, including the extent to which they assimilated, and opposition from the Know Nothing Party. H
Generate resourceThe student tells the story of women’s suffrage efforts in the mid-19th century, including: HC
Generate resourcedebates over the meaning of the Fifteenth Amendment among suffragists
Generate resourceThe student reads and discusses the meaning of Elizabeth Cady Stanton’s Declaration of Sentiments in its entirety. HC
Generate resourceThe student explains the interactions between settlers, governing bodies, and Native Americans in South Dakota (including select standards from Oceti Sakowin Essential Understandings 2 and 6) prior to the Civil War, including: H
Generate resourceemerging divisions within tribes regarding relationships with the U.S. government
Generate resourceThe student explains the extent to which treaties made between the U.S. government and Native Americans were followed and broken, including the historical and contemporary effects of the Agreement of 1877. HC
Generate resourceThe student tells of the effects of boarding schools on Native Americans, including the U.S. government’s enactment of compulsory attendance of Native children and enforcement on reservations in South Dakota. H
Generate resourceThe student describes land speculation and settlement in what is now South Dakota in the 1850s and 1860s, including homesteading under the Preemption Act, Homestead Act, Timber Culture Act, and the Morrill Land-Grant Acts. H
Generate resourceThe student explains the differences between various geographic regions, especially the growing divide in culture, lifestyle, and economics between the northern states and the southern states. H
Generate resourceThe student tells the story of the Mexican-American War and the Mexican Cession. H
Generate resourceThe student explains how the Mexican Cession and the California Gold Rush reignited the issue of the expansion of slavery, including the terms of the Compromise of 1850. H
Generate resourcehis views on slavery, Union, and the Civil War and how they changed during the war
Generate resourceThe student explains Abraham Lincoln’s argument that the Kansas-Nebraska Act and popular sovereignty marked a moral break with the founding because they implied that moral right and wrong were relative to a democratic majority. HC
Generate resourceThe student tells the story of founding the Republican Party in the 1850s. H
Generate resourceThe student explains Abraham Lincoln’s argument that the Dred Scott decision turned the Constitution into a pro-slavery document that would allow slavery to spread anywhere in America, contrary to the original intentions of the founders. HC
Generate resourceThe student demonstrates knowledge and understanding of the American Civil War and Reconstruction.
Generate resourceThe student reads and discusses the meaning of Abraham Lincoln’s “House Divided” speech in its entirety. H
Generate resourceThe student explains the main arguments in the Lincoln-Douglas debates, especially in debate number seven. H
Generate resourceThe student reads and discusses the meaning of selections from Frederick Douglass’s “The Constitution of the United States: Is It Pro-Slavery or Anti-Slavery?” H
Generate resourceThe student explains the major and minor causes of the Civil War, especially the political tension surrounding the spread of slavery. H
Generate resourceThe student explains the extent to which regular Confederate soldiers were fighting explicitly to preserve the institution of slavery compared to the motivations of Confederate elites. H
Generate resourceThe student tells the stories and explains the effects of major military events, figures, and common soldiers from the Civil War. H
Generate resourceThe student explains how Abraham Lincoln issued and justified the Emancipation Proclamation, including what the order did and did not do, and why. HC
Generate resourceThe student reads and discusses the meaning of Abraham Lincoln’s Gettysburg Address and his second inaugural address in their entirety. HC
Generate resourceThe student tells the story of and explains the reasons why the Union won the Civil War, including the battles of Antietam, Vicksburg, and Gettysburg. H
Generate resourceThe student explains the different effects of the Civil War in the North and the South. H
Generate resourceThe student explains the successes of Reconstruction, including the Reconstruction Amendments and the election of freedmen to government offices, and its failures in renewed discrimination during Reconstruction and especially after the Compromise of 1877. HC
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: popular sovereignty, moral relativism, Homestead Act, black codes, Civil Rights Act of 1866, and Jim Crow laws. HC
Generate resourceThe student explains the economic principles and practices that corresponded with America’s industrial and economic growth after the Civil War, including: HE
Generate resourceThe student explains the reasons for and origins of those who immigrated to America after the Civil War and the extent to which they assimilated, including the cultural and economic contributions of various immigrant groups in South Dakota and national opposition to new immigration such as the Chinese Exclusion Act. H
Generate resourceThe student describes the challenges that accompanied industrialization and immigration. HE
Generate resourceThe student describes the various responses to poor working conditions and standards of living, including: charity, social gospel, populism, unionization, violence, and socialism and communism. HCE
Generate resourcethe belief that middle class wealth necessitates working class poverty
Generate resourceThe student describes the style of and identifies pieces from the Hudson River School of art. H
Generate resourceThe student explains the role of the railroad, bonanza farming, the Black Hills gold rush, land policy such as the Homestead Act, drought, and open-range cattle ranching on South Dakota history. H
Generate resourceThe student describes the day-to-day and civil life of pioneers and immigrants in South Dakota during the late 1800s, including their cultural heritage, the Dakota Boom, the Statehood movement, the capitol fight, and General William H. Beadle’s leadership for education. H
Generate resourceThe student explains conflicts among Native Americans, settlers, and governing bodies in the Dakota Territory during the late 19th Century, including: H
Generate resourcethe roles of Tȟašúŋke Witkó (Crazy Horse), Tȟatȟáŋka Íyotake (Sitting Bull), Siŋté Glešká (Spotted Tail), Ti Wakan or Gabriel Renville, General George Crook, General Nelson Miles, and George Armstrong Custer
Generate resourceThe student explains instances of cooperation among Native Americans (including select standards from Oceti Sakowin Essential Understandings 2 and 6), settlers, and governing bodies in the Dakota Territory during the late 19th Century, including: H
Generate resourcethe Grant Administration’s prohibition of settlers in the Black Hills
Generate resourcethe U.S. Senate’s rejection of various treaties made in bad faith in the 1880s
Generate resourceappropriations, resources, and farming training offered through treaties
Generate resourceTheodore Roosevelt’s appointment of Indian school superintendents within the Indian Bureau
Generate resourceThe student explains instances of duplicity and injustice among Native Americans (including select standards from Oceti Sakowin Essential Understandings 2 and 6), settlers, and governing bodies in the Dakota Territory during the late 19th Century, including: H
Generate resourcethe Sioux Agreement of 1889’s violation of the Laramie Treaty (United States v. Sioux Nation, 1980)
Generate resourceland compensation in beef rations and their subsequent reduction by the U.S. government
Generate resourceThe student identifies the targets of the Ku Klux Klan and lynching, and explains the ways in which different governments did or did not attempt to protect them. H
Generate resourceThe student tells the story of how South Dakota became a state, explains the basic structure and functioning of its government, and explains the symbols of the Great Seal of the State of South Dakota. H
Generate resourceThe student tells of the school’s local political community or a larger neighboring political community, including its founding, history, and the structure and functioning of its current government. H
Generate resourceThe student explains the roles of the Farmer’s Alliance and the Populist Party in South Dakota in the 1880s and 1890s. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: Robber Barons, Captains of Industry, Dawes Act, Ku Klux Klan Acts, Governor Arthur Mellette, and the Free Silver Movement. H
Generate resourceThe student demonstrates knowledge and understanding of American history at the turn of the 20th Century.
Generate resourceThe student identifies the laws in different states that inhibited African Americans from voting, including the Supreme Court’s federal ruling in Plessy v. Ferguson. H
Generate resourceThe student reads and discusses the meaning of selections from Booker T. Washington’s Atlanta Exposition Address. H
Generate resourceThe student explains the arguments and efforts of the suffragist movement and its major figures, including Susan B. Anthony, Alice Paul, Elizabeth Cady Stanton, Lucy Stone, Ida B. Wells, and the work of suffragists in South Dakota, especially Mary Shields Pyle. HC
Generate resourceThe student tells of the major events in William McKinley’s presidency, including: H
Generate resourceThe student reads and discusses the meaning of selections from Woodrow Wilson’s “What Is Progress?” HC
Generate resourceThe student explains the ways in which certain Progressive ideas contrasted with the ideas of the American founding. HC
Generate resourceThe student names and explains the various progressive policies that were implemented in law, including: HCE
Generate resourceinitiative, referendum, and recall movement across the nation: initiative and referendum in South Dakota
Generate resourceThe student explains the ideas and efforts for the betterment of African Americans around 1900, including: H
Generate resourceThe student reads and discusses the meaning of selections from W.E.B. DuBois’s The Souls of Black Folk. H
Generate resourceThe student reads and discusses the meaning of Niagara’s Declaration of Principles in its entirety. H
Generate resourceThe student demonstrates knowledge and understanding of World War I and the Roaring Twenties.
Generate resourceThe student explains why America declared war on the Central Powers in World War I. H
Generate resourceThe student tells the stories and explains the effects of major military events, figures, and common soldiers from World War I. H
Generate resourceThe student tells the story of the Bolshevik Revolution and the subsequent “red scare” and Palmer Raids in the United States. H
Generate resourceThe student explains why the Allied Powers won World War I and the American role in the victory, including the service of soldiers from South Dakota, the effects of the Sedition Law on South Dakota’s German population, and the response to the law by Senator Richard Pettigrew. H
Generate resourceThe student explains the development of organized crime during Prohibition. H
Generate resourceThe student explains the practice of lynching and other forms of violence targeting African Americans, including the Tulsa Massacre. H
Generate resourceThe student describes and identifies the Art Deco style of art and architecture. H
Generate resourceThe student explains the origins and main ideas of the Harlem Renaissance as well as the Jazz style of music, including Jazz’s origins and major musicians. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: Black Wall Street, unrestricted submarine warfare, sinking of the Lusitania, Zimmerman Telegram, Spanish Flu Pandemic, the Great Migration, the 19th Amendment, and the Indian Citizenship Act. HC
Generate resourceThe student demonstrates knowledge and understanding of the Great Depression and World War II.
Generate resourceThe student explains the roles of margin buying, the Federal Reserve, fractional reserve banking, and the Smoot-Hawley Tariff on the stock market crash and the Great Depression. HCE
Generate resourceThe student tells the biography of Franklin Delano Roosevelt, including: H
Generate resourceThe student explains the economic ideas of John Maynard Keynes and contrasts them with those of Ludwig von Mises, Friedrich Hayek, and Milton Friedman. HE
Generate resourceThe student reads and discusses the meaning of selections from Franklin Roosevelt’s Commonwealth Club Address. HC
Generate resourceThe student explains the major ideas and effects of the New Deal, including: HCE
Generate resourceThe student explains the role of immigration and foreign workers in the 20th century, including during World War II, and the reform efforts of Cesar Chavez. H
Generate resourceThe student describes the carvings of Mount Rushmore, including the roles of Doane Robinson, Gutzon Borglum, Calvin Coolidge, and Peter Norbeck, and of the Crazy Horse Memorial, including Chief Henry Standing Bear’s letter to Korzak Ziolkowski. H
Generate resourceThe student explains the causes of World War II and names the major powers in each alliance. H
Generate resourceThe student explains how America aided the British prior to Pearl Harbor and why Japan attacked the United States. H
Generate resourceThe student tells the stories and explains the effects of major military events, figures, common soldiers, and noncombatants on the home front during World War II, especially the service of South Dakota soldiers such as pilots Joe Foss and Don Smith, and the importance of South Dakota agriculture. H
Generate resourceThe student explains the similarities and differences between militarism in Imperial Japan, communism in the Soviet Union, and fascism in Nazi Germany, including their use of violence and mass murder as demonstrated by: H
Generate resourceThe student explains why the Allied Powers won World War II and the American role in the victory, including the battles of Pearl Harbor, Midway, Guadalcanal, Normandy, the Bulge, and Okinawa, as well as the atomic bombings of Hiroshima and Nagasaki. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: Dust Bowl, Social Security Act, gulag archipelago, Munich Crisis, Bataan Death March, Japanese American internment, Tuskegee Airmen, Navajo Code Talkers, Lakota Code Talkers, genocide, Yalta and Potsdam conferences, and the Manhattan Project, and E.O. Lawrence. H
Generate resourceThe student demonstrates knowledge of post-war America and the Civil Rights Movement.
Generate resourceThe student explains the ideas and tactics used by the Soviet Union and the United States in the early decades of the Cold War, including the growth of intelligence agencies. H
Generate resourceThe student explains the efforts to secure civil rights for Native Americans, including the roles of Ben Reifel, Vine Deloria, Jr., and Russell Means. H
Generate resourceThe student explains efforts to secure civil rights for African Americans, including the efforts of: HC
Generate resourceThe student tells the biography of Martin Luther King, Jr., including: HC
Generate resourceThe student reads and discusses the meaning of Martin Luther King, Jr.’s “I Have a Dream” speech in its entirety. HC
Generate resourceThe student explains the connections Martin Luther King, Jr. makes to the principles of the American founding in his “I Have a Dream” speech. HC
Generate resourceThe student tells of the major events in John F. Kennedy’s presidency, including: H
Generate resourceThe student explains the accomplishments of the Civil Rights Act and the Voting Rights Act. HC
Generate resourceThe student identifies actions taken on behalf of African Americans after the Civil Rights Act, including the Selma to Montgomery March, Black Panthers, affirmative action, and civil unrest. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: Berlin Airlift, Truman Doctrine, North Atlantic Treaty Organization, Brown v. Board of Education, and “Letter from Birmingham Jail.” HC
Generate resourceThe student demonstrates knowledge of American and South Dakotan geography.
Generate resourceThe student locates on a map and describes the features of America’s physical geography, including: G
Generate resourceThe student locates on a map all fifty states and spells all their names and capitals correctly. G
Generate resourceThe student locates on a map and names the state in which major cities other than capitals are located, including: G
Generate resourceThe student locates on a map Washington, D.C. and major U.S. territories. G
Generate resourceThe student locates the following American regions on a map, names the states, and compares their topography, climate, and economy to those of South Dakota: G
Generate resourceThe student locates on a map the major geographic features of South Dakota, including: G
Generate resourceThe student locates on a map the major regions, cities, and historical points in South Dakota, including: G
Generate resourceThe student demonstrates knowledge and understanding of America surrounding the Vietnam War and the cultural revolution.
Generate resourceThe student explains the main ideas and programs of Lyndon Johnson’s Great Society and compares and contrasts them with the principles of the Declaration of Independence and the Constitution. HC
Generate resourceThe student reads and discusses the meaning of selections from Ronald Reagan’s “A Time for Choosing” speech. H
Generate resourceThe student explains why America fought the Vietnam War, particularly within the context of the Cold War. H
Generate resourceThe student tells the stories and explains the effects of major military events, figures, and common soldiers from the Vietnam War, including the issue of conscription, why it was difficult, both militarily and domestically, for the United States to achieve complete victory in Vietnam, and stories of soldiers from South Dakota and the Oceti Sakowin Oyate, including those of Michael J. Fitzmorris, Leo Thorsness, and William E. DePuy. H
Generate resourceThe student explains the ways in which America exhibited new signs of prosperity in the late 20th century, including: H
Generate resourceThe student explains the reasons—both philosophical and circumstantial—college students in the 1960s and 1970s challenged various forms of authority, including: H
Generate resourcethe federal government following World War II and during the Cold War
Generate resourcetraditional ideas and institutions related to religion, morality, and family life
Generate resourceThe student explains the roles of Supreme Court decisions, the federal bureaucracy, and political activism in changing American culture and policies during the late 20th century. H
Generate resourceThe student explains how America changed during the late 20th century, including: HCE
Generate resourceThe student explains the causes and effects of the termination time periods of 1945-1961 and the Self Determination Era of 1961 to the present, including the Termination-Public Law 280 of 1953 and the Indian Relocation Act of 1956, and explains the purpose and major functions of the Bureau of Indian Affairs. H
Generate resourceThe student explains Richard Nixon’s “Silent Majority,” George McGovern’s presidential campaign, the Watergate Scandal, and Nixon’s resignation. H
Generate resourceThe student explains the totalitarian violence of communism in China, especially under Mao Zedong and the Great Leap Forward, and Richard Nixon’s efforts to open trade with China. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: desegregation, containment, mutually assured destruction, Domino Theory, War Powers Act, television, baby boomers and hippies, environmentalism, Moon Landing, détente, and Roe v. Wade. H
Generate resourceThe student demonstrates knowledge and understanding of America at the turn of the 21st Century.
Generate resourceThe student explains the American Indian Movement, Second Wounded Knee, the Indian SelfDetermination and Education Assistance Act, the Black Hills Flood of 1972, and Governor Mickelson’s declaration of 1990 as a “Year of Reconciliation.” H
Generate resourceThe student tells of the present-day existence of the region’s Native American tribes: Oceti Sakowin Oyate (including select standards from Oceti Sakowin Essential Understandings 1-5 and 7), Mandan, Sahnish (Arikara), Cheyenne, Crow, and Hidatsa, among others. H
Generate resourceThe student identifies major figures who have held office from South Dakota in the 20th Century, including Benjamin Reifel, George McGovern, George S. Mickelson, William Janklow, and Tom Daschle. H
Generate resourceThe student explains the problems of stagflation, the OPEC oil embargo, and the Iranian revolution and hostage crisis during the presidency of Jimmy Carter. H
Generate resourceThe student tells of the major events in Ronald Reagan’s presidency, including: H
Generate resourcehis efforts against communism and the Soviet Union the creation of a new conservative coalition
Generate resourceThe student explains the cultural and economic changes in South Dakota during the late 20th Century, including struggles faced by the agricultural industry, including farmers and ranchers, and the arrival of the financial services industry. H
Generate resourceThe student explains how the failure of communist economic and political policy, American foreign policy pressure, and the unapologetic assertion of American principles—such as rights, equality, and liberty—led to the end of the Cold War. H
Generate resourceAmerican and NATO military involvement in Somalia, Haiti, and the Balkans
Generate resourceThe student tells the story of the September 11 attacks, the subsequent military operation in Afghanistan, and the expansion of intelligence agencies and tactics. H
Generate resourceThe student tells the stories and explains the effects of major military events, figures, and common soldiers from the War on Terror and the Iraq War, including why it was difficult, both militarily and domestically, for the United States to achieve complete victory in the War on Terror in Afghanistan and in the Iraq War. H
Generate resourceThe student tells of the 2008 election and the election of Barack Obama. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: supply-side economics, Americans with Disabilities Act, the Internet, and Hurricane Katrina. H
Generate resourceThe student demonstrates understanding of the modern way of life by comparing the following in history to prior eras. HCE
Generate resourcecontrol of one’s ideas and inventions unless willingly shared with another
Generate resourcecriticism or protest against those in power without fear of arrest or worse
Generate resourceability to believe and act on one’s beliefs without fear of arrest or worse
Generate resourcethe role of most men in family life and the community (working at home out of doors, defending the family and community)
Generate resourcethe role of most women in family life and the community (working at home indoors, caring for the family and neighbors)
Generate resourceability to daily life without fear of being injured, killed, or having property taken
Generate resourceability to possess the tools necessary to protect one’s food, shelter, family, and life
Generate resourceability to vote for those who determine by law what one may or may not do
Generate resourceThe student demonstrates understanding of Native American peoples in North America before the arrival of Europeans and Africans.
Generate resourceThe student locates on a map and describes the following civilizations: Ancestral Pueblo, Hopewell, Aztec, Maya, and Inca. H
Generate resourceThe student describes the pre-contact Indigenous peoples of America and their lifestyles in the millennia and centuries prior to European discovery. H
Generate resourceThe student names one historical or present Native American tribe from each American region. H
Generate resourceThe student describes the similarities and differences between historical Native American tribes from two different American regions, including their lifestyles, warfare, and art. H
Generate resourceThe student describes the lifestyle, traditional warfare, and culture of a historical or present Native American tribe from South Dakota, including but not limited to the Mandan, Sahnish (Arikara), Cheyenne, Crow, and Hidatsa. H
Generate resourceThe student describes the lifestyle, language, and culture of the Sioux within the Oceti Sakowin Oyate (including select standards from Oceti Sakowin Essential Understandings 1-5). HC
Generate resourceThe student describes the cooperation, conflicts, and their causes among various Native American tribes prior to the exploration of Europeans, including in what is now South Dakota. H
Generate resourceThe student demonstrates knowledge and understanding of the settlement of North America by Europeans, especially the British.
Generate resourceThe student explains 15th century trade between Europe and Asia, European motivations for exploration, and their various interactions with Native Americans. H
Generate resourceThe student explains the history of slavery from ancient times through the 15th century slave trade among Africans, Arabs, and Europeans, and compares it to the practice of indentured servitude. H
Generate resourceThe student explains how racism is the belief that some people are superior or inferior to others based on race, racial characteristics, or ancestry, how racism arises from a failure to recognize the equal dignity and value of each human being, and how racism manifests itself through the voluntary acts of individual people, both private words and actions and public speech and actions, such as laws and regulations. H
Generate resourceThe student describes the travels and discoveries of major explorers in the future United States, including: H
Generate resourceThe student explains the Columbian Exchange of resources, people, and disease, including how smallpox decimated Native Americans and the science of why this happened. HE
Generate resourceThe student explains the variety of cooperative and violent interactions between Europeans, indigenous peoples, and among indigenous tribes. H
Generate resourceThe student tells the story of the founding of Jamestown, including: HC
Generate resourcethe biographies and contributions of John Smith, Matoaka (Pocahontas), and John Rolfe
Generate resourcethe arrival of Africans from a Dutch slave ship captured by the English
Generate resourcethe meeting of the Virginia House of Delegates as the first instance of representative self-government in the colonies
Generate resourceThe student tells the story of the founding of Plymouth and Massachusetts Bay, including: HC
Generate resourcethe biographies and contributions of William Bradford, Ousamequin (Massasoit), and John Winthrop
Generate resourcethe Mayflower Compact as the first instance of a written constitution and the rule of law in the colonies
Generate resourceThe student reads and discusses the meaning of the Mayflower Compact in its entirety. HC
Generate resourceThe student explains how England’s approach to settling its colonies differed from the approach of other countries. H
Generate resourceThe student explains the gradual codification of slavery in the southern colonies beginning in 1655, including the passage of manumission laws restricting the voluntary freeing of slaves by slaveholders. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: mercantilism, indentured servitude, Triangle Trade, Middle Passage, Wampanoag, Pilgrims, and Puritans. HE
Generate resourceThe student demonstrates knowledge and understanding of colonial America.
Generate resourceThe student explains the colonial economies and ways of life among the New England, Middle, and Southern colonies. HE
Generate resourceThe student explains how the colonial economies may be best characterized as free market or capitalist, meaning that the laws allow individuals to possess more goods or currency than they need to survive; and to invest, produce, distribute, and buy and sell goods and services by making their own agreements with one another. HE
Generate resourceThe student explains how the labor market in the colonial economies was not free in the cases of forced indentured servitude and slavery. HE
Generate resourceThe student explains the status and effects of each of the following in colonial society, and the extents to which these were the exception in history: private property, free enterprise, education, local self-government, and religious freedom. HCE
Generate resourceThe student explains how the “American” colonist was generally defined by certain traits, including being: HCE
Generate resourceThe student explains how England’s relationship toward the colonists amounted to a “salutary neglect” and the ways this relationship benefitted the colonists. HC
Generate resourceThe student explains the influence of historical ideas on the colonists, especially within their colleges and leading families, including: HC
Generate resourcethe English tradition of the rule of law and representation, including Magna Carta
Generate resourceThe student describes the first explorations of present-day South Dakota by Europeans, including the Verendrye expeditions and the travels of Jean Baptiste Truteau, Jacques D’Eglise, and Pierre-Charles Le Sueur. H
Generate resourceThe student describes the culture, community, and economy that emerged among the Native Americans and French fur traders along the Missouri River and its tributaries, including in South Dakota. H
Generate resourceThe student describes the Great Awakening and its effects on American identity and sense of unity. H
Generate resourceThe student states the major terms of the Treaty of Paris and explains the French and Indian War’s effect on American identity and sense of unity. H
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: township, self-government, rule of law, the Enlightenment, natural law, natural rights, social contract, representation, and the Albany Plan. HC
Generate resourceThe student demonstrates knowledge and understanding of the American Revolution.
Generate resourceThe student explains why and how Great Britain asserted new authority in the colonies after the French and Indian War and why the colonists contested Britain’s new claims to control as violations of their rights and freedom. HC
Generate resourceThe student explains the ways in which the colonists responded to Great Britain’s new claims of power over them. H
Generate resourcehis freeing of slaves at Mount Vernon upon his death and that of his wife, Martha
Generate resourcehis views on education, religion, and morality as they relate to self-government
Generate resourcehis crossing of the Delaware River, leadership at Valley Forge, and command at the battles of Trenton and Yorktown
Generate resourcehis views on education, religion, and morality as they relate to self-government
Generate resourcehis role at the Second Continental Congress in favor of declaring independence
Generate resourceThe student explains Great Britain’s responses to the Boston Tea Party and the colonists’ argument that these actions were tyrannical. H
Generate resourceThe student tells the stories of the following military events prior to a formal declaration of independence: H
Generate resourcehis scientific experiments, inventions, and writings prior to the Revolution
Generate resourcehis roles in uniting the colonies at the Albany Congress, Second Continental Congress, and Constitutional Convention
Generate resourcehis encouragement of Congress to outlaw the international slave trade in 1808 and his signing of the legislation
Generate resourcehis condemnation of the slave trade in the first draft of the Declaration of Independence
Generate resourcehis views on education and morality as they relate to self-government
Generate resourcehis purchase of Louisiana from France, including present-day South Dakota
Generate resourceThe student explains that patriotism is the love of country, meaning that one holds his or her country up to an objective standard of moral right and wrong, preserving the ways in which the country does good and correcting the ways it sometimes does wrong. C
Generate resourceThe student tells the stories and explains the effects of major military events, figures, and common soldiers from the War of Independence. H
Generate resourceThe student explains the proper ways to respect the American flag and the reasons for this respect. HC
Generate resourceThe student tells the story of how the Americans won the War of Independence, including the battles of Trenton, Saratoga, and Yorktown. H
Generate resourceThe student demonstrates understanding of the Declaration of Independence and the arguments of leading founders.
Generate resourceThe student reads and discusses the meaning of the first, second, and final paragraphs of the Declaration of Independence and selections from the remainder, including the first draft’s sections on slavery. HC
Generate resourceThe student explains the meaning of “the Laws of Nature and of Nature’s God,” including the founders’ argument that there is a standard of justice in nature that does not change and is true of all peoples in all times, and that an eternal God is responsible for this unchanging truth. C
Generate resourceThe student explains the meaning of “created equal,” including the founders’ argument that each person is equally human and as such has the same dignity and natural rights to life, liberty, and the pursuit of happiness, that each is endowed with these rights by the God that created them, and that the existence of human slavery was understood by most, but not all, of the founders to be a contradiction of the principle of human equality. C
Generate resourceThe student explains the meaning of “natural rights” and “unalienable,” including the founders’ argument that fundamental rights arise out of man’s nature as a human person, that these rights do not come from other people or any government, and that these rights cannot be denied or taken away unless the person has used them to violate the rights of another. C
Generate resourceThe student explains the meaning of “life, liberty, and the pursuit of happiness,” in particular the founders’ argument that each human being has the right by nature to their own life, to their liberty and the general freedom of thought and action, and to seek the happiness appropriate to human liberty as long as it does not violate the rights of others. C
Generate resourceThe student explains the meaning of “the consent of the governed,” including the founders’ argument that legitimate government derives its just powers from the consent of those that are governed, who in turn have delegated limited powers to government in order to secure their rights. C
Generate resourceThe student explains that the purpose of government as outlined in the Declaration of Independence is to “secure these rights,” meaning those fundamental rights derived from “the Laws of Nature and of Nature’s God.” C
Generate resourceThe student explains the argument of the Declaration of Independence that when government “becomes destructive” of its purpose of securing rights, a people may change or abolish their government and institute new government to best effect their safety and happiness. C
Generate resourceThe student explains why the delegates to the Second Continental Congress voted to declare independence from Great Britain, including the list of grievances and other historical events since 1763. C
Generate resourceThe student explains how America’s founding based on these words of the Declaration of Independence was unprecedented in human history: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” C
Generate resourceThe student demonstrates understanding of the principles of the United States Constitution.
Generate resourceThe student explains what the Land Ordinance of 1785 and the Northwest Ordinance of 1787 accomplished for public education, private land ownership, and the abolition of slavery. HC
Generate resourceThe student explains the crafting of the Articles of Confederation, their weaknesses, their historical effects, and their relationship to the Constitutional Convention. HC
Generate resourcehis views on education, religion, and morality as they relate to self-government
Generate resourceThe student explains the founders’ view of human nature, including the role of ambition and the human person’s limitations, both intellectually and morally, as expressed in Federalist 10 and 51. HC
Generate resourceThe student explains how a majority can tyrannize over the rights of the minority. C
Generate resourceThe student explains how representation prevents tyranny through the following means: C
Generate resourceencouraging the selection of the country’s most trusted citizens to make the laws
Generate resourceThe student explains how federalism prevents tyranny by dividing governing power among many levels of governments. C
Generate resourceThe student explains how the enumeration of powers prevents tyranny by limiting what governments can do to a specified written list. C
Generate resourceThe student explains how the separation of powers prevents tyranny from the federal government by dividing legislative, executive, and judicial power into three separate branches. C
Generate resourceThe student explains the meaning and historical significance of the following terms and topics: factions, democratic republic, justice, legislative power, executive power, judicial power, Federalists, Anti-Federalists, and The Federalist Papers. HC
Generate resourceWorld Geography: Grades 9-12
Students will demonstrate knowledge of applying geospatial resources and tools to interpret and analyze geographic information.
Generate resourceThe student will construct a map or other geographic representations that demonstrate the physical and cultural characteristics. G
Generate resourceThe student can use the six essential elements of geography to describe the following regions in A thru F subpoints below. The six essential elements of geography are spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. G
Generate resourceMajor Geographic Features: Mediterranean Sea, Atlantic Ocean, Indian Ocean, Sahara Desert, Nile River, Lake Victoria, Mount Kilimanjaro, Atlas Mountains, the Horn of Africa, Red Sea, Suez Canal, Cape of Good Hope, Niger River, Congo River, Kalahari Desert, Congo Rainforest
Generate resourceMajor Countries (Cities): Algeria (Algiers), Angola, Botswana, Cameroon, Central African Republic, Chad, Ivory Coast, Democratic Republic of the Congo (Kinshasa), Djibouti, Egypt (Cairo, Giza), Equatorial Guinea, Ethiopia, Gambia, Ghana, Guinea, Kenya (Nairobi), Liberia, Libya (Tripoli), Madagascar, Mali, Morocco (Tangier, Casablanca), Mozambique, Namibia, Niger, Nigeria (Lagos), Rwanda, Senegal, Sierra Leone, Somalia, South Africa (Johannesburg, Cape Town, Pretoria), South Sudan, Sudan, Swaziland, Tanzania, Tunisia (Tunis), Uganda, Zambia, Zimbabwe
Generate resourceMajor Geographic Features: Black Sea, Mediterranean Sea, Caspian Sea, Red Sea, Indian Ocean, Arabian Peninsula, Persian Gulf, Euphrates River, Tigris River, Sea of Galilee, Jordan River, Strait of Hormuz, Gulf of Oman
Generate resourceMajor Countries (Cities): Armenia, Azerbaijan, Cyprus, Georgia, Iran (Tehran), Iraq (Baghdad, Mosul), Israel (Jerusalem, Tel Aviv), Jordan, Kuwait, Lebanon (Beruit), Qatar, Saudi Arabia (Riyadh, Mecca), Syria (Damascus), Turkey (Istanbul, Ankara), United Arab Emirates (Dubai), Yemen
Generate resourceMajor Geographic Features: Indian Ocean, Arabian Sea, Bay of Bengal, Ganges River, Indo-Gangetic Plain, Northern Mountains, Deccan Plateau, Himalayan Mountains, the Steppes, Indus River
Generate resourceMajor Countries (Cities): Afghanistan (Kabul), Bangladesh, India (Mumbai, Delhi, Bangalore, Kolkata), Kazakhstan (Almaty), Nepal, Pakistan (Islamabad), Sri Lanka, Turkmenistan, Uzbekistan
Generate resourceMajor Geographic Features: Indian Ocean, Australia, New Zealand, Antarctica, major Pacific islands, Pacific Ocean, Coral Sea, Bay of Bengal, South China Sea, Strait of Malacca, Great Victoria Desert, Great Barrier Reef, Australasia rainforest, Indo-Burma Rainforest
Generate resourceMajor Countries (Cities): Australia, Cambodia, Indonesia (Jakarta), Laos, Malaysia, Myanmar (Mandalay), New Zealand, Philippines (Manila), Singapore, Thailand, Vietnam (Ho Chi Minh City, Hanoi)
Generate resourceMajor Geographic Features: Pacific Ocean, Arctic Ocean, Sea of Japan, Yellow Sea, East China Sea, Gobi Desert, Ob River, Himalayan Mountains, Yellow River, Yangtze River, Siberia, Kolyma River, Golden Horn Bay, Korean Peninsula, Mount Everest
Generate resourceMajor Countries (Cities): China (Chongqing, Shanghai, Beijing, Wuhan, Hong Kong), Japan (Tokyo), Mongolia, North Korea (Pyongyang), Russia (Vladivostok), South Korea (Seoul), Taiwan
Generate resourceMajor Geographic Features: Atlantic Ocean, Arctic Ocean, Baltic Sea, Volga River, Danube River, Ural Mountains, Rhine River, Elbe River, Seine River, Po River, Thames River, Carpathian Mountains, Alps Mountains, Apennine Mountains, Pyrenees Mountains, Iberian Peninsula, Scandinavia, Balkans, Irish Sea, Bay of Biscay, English Channel, Mediterranean Sea, Peloponnesus, Dardanelle Straits, Black Sea, North Sea, Normandy, Mount Blanc, Rhineland, Polish Plain, Caucuses
Generate resourceCountries (Major Cities): Albania, Austria (Vienna), Belarus, Belgium (Brussels), BosniaHerzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark (Copenhagen), Estonia, Finland (Helsinki), France (Paris, Marseilles), Germany (Berlin, Cologne), Gibraltar, Greece (Athens), Hungary, Iceland, Ireland (Dublin), Italy (Rome, Milan, Venice), Kosovo, Latvia, Lithuania, Luxembourg, Macedonia, Malta, Moldova, Montenegro, Netherlands (Amsterdam), Norway, Poland (Warsaw, Gdansk, Krakow), Portugal (Lisbon), Romania, Russia (Moscow, St. Petersburg), San Marino, Serbia, Slovakia, Slovenia, Spain (Madrid), Sweden, Switzerland (Geneva), Ukraine (Kiev), United Kingdom (London, Oxford, Edinburgh), England, Scotland, Wales, Northern Ireland, Vatican City
Generate resourceMajor Countries (Cities): Argentina (Buenos Aires), Belize, Bolivia, Brazil (Sao Paulo, Rio de Janeiro), Chile (Santiago), Colombia, Ecuador, Paraguay, Peru (Lima), Uruguay, Venezuela, United States (New York City, Los Angeles, Chicago, Houston), Canada (Ottawa, Toronto, Montreal), Mexico (Mexico City), Greenland, Jamaica, Dominican Republic, Cuba (Havana), Panama, Costa Rica, Haiti, Guatemala (Guatemala City), Honduras, Barbados, The Bahamas, El Salvador, Nicaragua, Cayman Islands, Grenada
Generate resourceMajor Geographic Features: Atlantic Ocean, Pacific Ocean, Amazon River, Amazon Rainforest, Andes Mountains, Cape Horn, Panama Canal, Yucatan Peninsula, Baja California Peninsula, Straits of Magellan, Isthmus of Panama, Rocky Mountains, Appalachian Mountains, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Grand Canyon, Hudson Bay, Saint Lawrence River, Great Lakes, Great Salt Lake, Gulf of Mexico, Rio Grande, Yukon River, Mount McKinley, Mojave Desert, Chihuahua Desert, Sonoran Desert, Atacama Desert, Great Plains
Generate resourceStudents will recognize and explain the differences and similarities within and between cultures and people groups in the world’s places and regions.
Generate resourceThe student can explain how geographic location and features contributed to the development and form of historical civilizations and how they influenced the actions of people in a given historical event. HG
Generate resourceThe student can identify elements that make up a person’s culture, including political culture. CG
Generate resourceWorld History: Ancient to Modern: Grades 9-12
Building upon skills learned in previous grades, the student learns the skills to complete the following tasks, completing each task with relative ease by the end of high school.
Generate resourceThe student can write a narrative essay of 500-750 words on a historical event based on class notes. H
Generate resourceThe student can write an informative essay of 500-750 words on a historical figure based on class notes. H
Generate resourceThe student can write a persuasive essay of 500-750 words based on class notes, including a main argument (thesis), topic sentences, supporting evidence from history and class, and clear attempts to explain how the evidence proves the topic sentences and overall thesis. HCE
Generate resourceThe student demonstrates knowledge and understanding of ancient civilizations in Asia, the Middle East, northern Africa, and the eastern Mediterranean Sea.
Generate resourceThe student identifies the six characteristics of civilizations: large population centers, monumental architecture and unique art styles, shared communication strategies, systems for administering territories, a complex division of labor, and the division of people into social and economic classes. HCE
Generate resourceThe student explains the origins of human beings in Africa and traces the development of early human civilization through the Neolithic Age, including the roles of climate and environmental changes, hunter-gatherer societies, metallurgy, and agriculture. H
Generate resourceThe student explains the major historical events, cultural features, stories, and civil contributions of Ancient India, Sumer, Babylon, Assyria, Persia, and Ancient China, including polytheism, irrigation, metalsmithing, the domestication of animals, slavery, and inventions such as the wheel, sail, plow, and writing. HC
Generate resourceThe student explains the major historical events, cultural features, stories, and civil contributions of Ancient Egypt and Phoenicia, including agriculture, the calendar, hieroglyphic writing, papyrus, maritime commerce, and the first alphabet. HC
Generate resourceThe student explains the major historical events, cultural features, and stories of the ancient Hebrews, including the origins and role of the Tanakh. H
Generate resourceThe student compares the monotheistic religion of the Hebrews to the traditional polytheism of the ancient world, including the belief in one god, the Decalogue, individual worth of each person, and equal moral obligations of each person regardless of class or authority. H
Generate resourceThe student explains the major historical events, cultural features, and contributions of civilizations in Peloponnesus and the eastern Mediterranean Sea, including Minoa, Mycenae, and archaic Sparta and Athens. H
Generate resourceThe student identifies the major figures and stories within Greek and Roman mythology. H
Generate resourceThe student explains why the government of ancient Athens may be considered the beginning of democracy, including the polis, written constitutions, voting, a legislative body, and the rule of law. HC
Generate resourceThe student explains the causes, warfare, strategy, outcomes, and effects of the Persian Wars, including the battles of Marathon, Thermopylae, and Salamis. H
Generate resourceThe student explains the major cultural features and contributions of Athens during the classical period, including pottery, architecture, sculpture, drama, the Greek language, institutions, slavery, and the histories of Herodotus and Thucydides. H
Generate resourceThe student explains the causes, warfare, strategy, outcomes, and effects of the Peloponnesian War, including the roles of Pericles and Demosthenes. H
Generate resourceThe student explains the major ideas of philosophers and religious thinkers in antiquity, including Siddhartha, Confucius, Thales, Pythagoras, Hippocrates, Socrates, Plato, Aristotle, and Epicurus, especially in terms of logical reasoning, truth, and ethics. HC
Generate resourceThe student tells of the conquests of Alexander of Macedon, the founding of the city of Alexandria, and the spread of Greek culture in the Hellenistic Period. H
Generate resourceThe student demonstrates knowledge and understanding of the Roman Republic and the Roman Empire.
Generate resourceThe student explains the stories and events surrounding the founding of Rome and the Roman Republic. H
Generate resourceThe student explains the social and political organization of the Roman Republic and the influence of its governing principles and institutions, including the rule of law, the separation of powers, ideas of civic duty, and representative government. HC
Generate resourceThe student explains the major cultural features and contributions of Rome, including in architecture, engineering, sculpture, poetry, slavery, the Latin language, and the histories of Livy, Tacitus, and Polybius. H
Generate resourceThe student explains the causes, warfare, strategy, outcomes, and effects of the Punic Wars, including the battles of Cannae and Zama and the roles of Hamilcar Barca, Hannibal, and Scipio Africanus. H
Generate resourceThe student explains the origins and major events of the Roman civil wars and the triumvirates, including the ideas and actions of Cato the Elder, Cicero, Julius Caesar, and Octavian Caesar. H
Generate resourceThe student explains the major ideas and events surrounding the life of Jesus of Nazareth and their historical effects, including the establishment of early Christian churches, the spread of Christianity, and persecutions of Christians. H
Generate resourceThe student explains the factors that accounted for the Roman Empire’s relative stability and longevity, including its military organization and tactics, the Pax Romana, decentralized administration, the taxation system, a standard currency, and the road system. H
Generate resourceThe student explains the major historical events and cultural features of the Roman Empire, including under the rule of Octavian Caesar, the Julio-Claudian dynasty, Trajan, Hadrian, Marcus Aurelius, and Diocletian. H
Generate resourceThe student explains the major events during the rule of Constantine, including the legalization of Christianity and the moving of the Roman capital to Constantinople. H
Generate resourceThe student explains the major historical events, cultural features, stories, and religious contributions of the early Christians, including the origins and role of the Bible. H
Generate resourceThe student compares the religion of the Christians to that of the Hebrews and of polytheist religions, including monotheism, the Trinity, the belief in Jesus of Nazareth as divine, the redeeming of a person’s sins, the individual worth of each person, and equal moral obligations of each person regardless of class or authority. H
Generate resourceThe student explains the origins of the barbarian invasions and the other factors that led to the fall of the Roman Empire, including the power of the military establishment, political corruption, and economic instability arising from opulence. H
Generate resourceThe student explains the role of the papacy and historical figures in establishing Christianity and Roman law in Europe and the near east, including the Christian church fathers, Augustine of Hippo, Leo I, and Justinian. H
Generate resourceThe student explains the origins and cultures of the major indigenous tribes of Europe around 500, including the Ostrogoths, Burgundians, Franks, Visigoths, Lombards, Saxons, Angles, Britons, Celts, Slavs, and Norse. H
Generate resourceThe student explains the ways in which society changed with the fall of the Roman Empire and the perpetuation of the Eastern Roman Empire in Constantinople, including the role of Christianity. H
Generate resourceThe student explains the establishment of monasteries, the practices of monasticism, the preservation of ancient thought, and their role in the Middle Ages. H
Generate resourceThe student explains the major ideas and events surrounding the life of Mohammed and their historical effects, including the founding and spread of Islam and divisions between Sunnis and Shi’ites. H
Generate resourceThe student explains the major historical events, cultural features, stories, and religious contributions of early Muslims, including the origins and role of the Qur’an, the preservation of Greek thought, and expansions in science, philosophy, and mathematics. H
Generate resourceThe student explains the historical events and effects of the Carolingian dynasty, the establishment of the Holy Roman Empire, the Viking invasions, and the rule of Vladimir of Kiev. H
Generate resourceThe student explains the development and practice of feudalism in European societies, including the expectations of each class, and of slavery in the Middle East, Africa, and Asia. H
Generate resourceThe student describes and explains Christian and Muslim art and architecture in the Middle Ages. H
Generate resourceThe student explains the origin of the Great Schism of 1054, the Investiture Controversy, and the Concordat of Worms. H
Generate resourceThe student tells of the Norman Conquest, the rule of King John of England, the signing of the Magna Carta, and the emergence of parliament. H
Generate resourceThe student explains the origins, historical events, and different perspectives of the conflicts between Muslims and Christians both before and during the crusades, including the exchange of ideas and culture between Christians and Muslims that took place during these centuries. H
Generate resourceThe student explains the developments and achievements of the high Middle Ages, including the power of the papacy, the founding of mendicant orders, the rise of universities, and the major ideas of scholasticism and Thomas of Aquino, Maimonides, and Ibn Sina. H
Generate resourceThe student demonstrates knowledge and understanding of the Late Middle Ages, the Renaissance, and the Reformation.
Generate resourceThe student explains the history and features of civilizations in Africa, including indigenous religious practices, the role of kinship relationships, the influence of Islam and Christianity, the civilizations of Ghana, Mali, and Songhay, their economic and political practices, and the transAfrican slave trade. H
Generate resourceThe student explains the history and features of civilizations in India, including Hinduism, the caste system, and Mongol and Muslim rule. H
Generate resourceThe student explains the history and features of civilizations in China, including Confucianism, commerce, agriculture, and the major dynasties. H
Generate resourceThe student explains the history and features of civilizations in Japan, including Shinto and Japanese Buddhism, feudalism, shoguns, isolationism, and its cultural rivalry with the Chinese on the Korean Peninsula. H
Generate resourceThe student explains the history and features of civilization and culture in certain indigenous tribes in North and South America prior to European exploration, including the Ancestral Pueblo, Hopewell, Aztec, Maya, Inca, and various independent tribes. H
Generate resourceThe student explains the disruptions to society in the late Middle Ages and their effects, including the emergence of several strong monarchies, the Avignon Papacy, the Black Death, the Great Schism of 1378, the Hundred Years’ War, the Ottoman Empire’s capture of Constantinople, the ideas of John Wycliffe, Jan Hus, and Donatism, and Ivan III’s end of Mongol rule. H
Generate resourceThe student explains the origins and major ideas of the Renaissance, including humanism, the growth of towns, the model of Dante Alighieri, and the roles of patrons. H
Generate resourceThe student explains the major cultural features and contributions of the Renaissance in Italy and Northern Europe in painting, architecture, sculpture, and literature. H
Generate resourceThe student explains the Reconquista of the Iberian Peninsula with the decline of Muslim rule and the ascendance of the Portuguese and Spanish crowns. H
Generate resourceThe student explains 15th century trade between Europe and Asia, and different European motivations for exploration. H
Generate resourceThe student explains the 15th century slave trade among Africans, Arabs, and Europeans, and compares it to the practice of indentured servitude. H
Generate resourceThe student explains the main ideas of major Protestant leaders, including Martin Luther, Henry VIII and Thomas Cranmer, and John Calvin, and how they contrasted with Catholic ideas and practices. H
Generate resourceThe student explains the major historical events during the Protestant Reformation and the subsequent Catholic Reformation, including their reflection in art, architecture, and politics. H
Generate resourceThe student demonstrates knowledge and understanding of the Age of Exploration, the Scientific Revolution, the Enlightenment, and the Industrial Revolution.
Generate resourceThe student identifies the figures and features of Elizabethan England and the English Renaissance. H
Generate resourceThe student explains the political and religious elements to the wars of religion in the 16th and 17th centuries, including the Anglo-Spanish War, the French Wars of Religion, and the Thirty Years’ War. H
Generate resourceThe student explains instances of conquest and cooperation between Europeans and indigenous peoples in the Americas until 1800. H
Generate resourceThe student explains the Columbian Exchange of resources, people, and disease, including how smallpox decimated indigenous peoples and the science of why this happened. H
Generate resourceThe student explains the approaches of different powers to exploration and colonization in the Western Hemisphere, especially how England’s approach was distinct. H
Generate resourceThe student explains the scientific method and the major ideas and discoveries of the Scientific Revolution. H
Generate resourceThe student explains the major ideas of the Enlightenment, including the ideas of Niccoló Machiavelli, Rene Descartes, Thomas Hobbes, John Locke, Voltaire, and Jean-Jacques Rousseau, and their expression in neo-classical art. H
Generate resourceThe student describes the monarchy of Louis XIV and its effect on other monarchs in Europe in the form of enlightened absolutism, including in Russia, Austria, and Prussia. H
Generate resourceThe student explains the origins, political ideas, historical events, and effects of the English Civil War, the Protectorate, and the Glorious Revolution, and how England was the exception to absolutism. H
Generate resourceThe student explains the origins and effects of the Agricultural Revolution, the First Industrial Revolution, and the Enclosure Movement in England, including Adam Smith’s observations on the capitalist nature of an industrial society. H
Generate resourceThe student explains how a free market or capitalist market indicates that laws allow individuals to possess more goods or currency than they need to survive; and to invest, produce, distribute, and buy and sell goods and services by making their own agreements with one another. H
Generate resourceThe student demonstrates knowledge and understanding of the French Revolution and the 19th Century.
Generate resourceThe student explains the origins and major historical events of the French Revolution, including the ideas of Voltaire and Jean-Jacque Rousseau, government corruption, the effects of the American Revolution on France, the role of the mob and a lack of experience in selfgovernment, and widespread violence. H
Generate resourceThe student explains the events that led to the rise of Napoleon Bonaparte, his conquests in in Europe, and the outcome of the Congress of Vienna. H
Generate resourceThe student explains the effects of the French Revolution and Napoleonic Empire, including romanticism, nationalism, liberalism, and the pattern of revolutions that emerged in the first half of the 19th century in Europe and in Central and South America. H
Generate resourceThe student explains major historical events involving Victorian England and the British Empire, including reform efforts in Great Britain and policies within colonies. H
Generate resourceThe student describes the Second Industrial Revolution and the emerging challenges that local communities, small businesses, and workers faced. H
Generate resourceThe student describes the different responses to the challenges of industrialization and the growth of large corporations, including various reform efforts and socialism. HE
Generate resourceThe student explains the ideas of Georg Hegel, Karl Marx, and Social Darwinism, including the progress of history, dialectical materialism, communist revolution, the role of violence, and the dictatorship of the proletariat. HCE
Generate resourceThe student explains the abolitionist movements in the United States and Great Britain during the 19th Century. H
Generate resourceThe student explains the colonization of Africa and Asia during the 19th Century and its effects, including developing economies and technology, the spread of Christianity, atrocities, Indian nationalism, the decline of the Manchu dynasty, Chinese nationalism, and the Meiji Restoration. H
Generate resourceThe student explains the major developments in Latin American history in the early 19th and early 20th centuries, including the wars of independence, the growing influence of the United States, and the Mexican Revolution. H
Generate resourceThe student explains the unifications of Italy and Germany, the domestic situation in Russia, and shifts in the balance of power during the late 19th Century. H
Generate resourceThe student explains the presence and influence of Hegelianism, nationalism, and militarism among the leaders and citizenry of various European powers by the dawn of the 20th century. H
Generate resourceThe student demonstrates knowledge and understanding of the world wars and the interwar years.
Generate resourceThe student explains the general causes of World War I as well as the particular series of events that led to the outbreak of war in 1914, including imperial competition, nationalism, militarism, an emerging power vacuum, and human hubris and fallibility. H
Generate resourceThe student explains the figures, warfare, strategies, and major events of World War I, including the battles of the Marne, Gallipoli the Somme, and Verdun, the Armenian genocide, the sinking of the Lusitania, unrestricted submarine warfare, and the role of America. H
Generate resourceThe student explains the terms of the Treaty of Versailles, including the extent to which they accurately reflected the outcome of the war and a just peace for the belligerent parties. H
Generate resourceThe student explains the causes and events of both the February Revolution and the Bolshevik Revolution in Russia, including widespread violence and the assassinations of the Romanovs. H
Generate resourceThe student explains the physical, moral, psychological, and political effects of World War I on European society. H
Generate resourceThe student explains the growing international role of the Middle East during the 20th Century, including the fall of the Ottoman Empire and rise of a secular Turkish state, the Balfour Declaration, the Palestine Mandate, and the importance of oil fields. H
Generate resourceThe student explains the major causes of the Great Depression and the responses of various economic thinkers and governments, including John Maynard Keynes, Ludwig von Mises, Friedrich von Hayek, and Milton Friedman. H
Generate resourceThe student explains the main communist principles within the Soviet Union, the roles of Vladimir Lenin, Leon Trotsky, and Josef Stalin, the use of terror, and the violations of the rights and the murder of millions of people under communist rule, including the Holodomor, the invasion of Poland, and the gulag archipelago. H
Generate resourceThe student explains the main fascist principles within Fascist Italy and Imperial Japan, the roles of Benito Mussolini and Hideki Tojo, the use of terror, and the violations of the rights of and the murder of millions of people under fascist rule, including the invasion of Ethiopia, the Nanjing Massacre, and the impact on Italian occupied Africa and Japanese occupied China and south-east Asian nations. H
Generate resourceThe student explains the impact of National Socialism within Germany and the role of Adolf Hitler in using German democratic processes to take power, to consolidate political power within Germany, to expand Germany’s borders, to conduct an industrial age war, and to carry out the Holocaust. H
Generate resourceThe student explains the general causes of World War II as well as the particular series of events that led to the outbreak of war in 1939, including the perceived injustice of the Versailles Treaty and its subsequent violations by Germany, the annexations of Austria and Czechoslovakia, the Nazi-Soviet Nonaggression Pact, and the invasions of Poland. H
Generate resourceThe student explains the figures, warfare, strategies, and major events of World War II, including the invasions of Poland and France, Battle of Britain, Operation Barbarossa, Pearl Harbor, Stalingrad, Guadalcanal, fighting in North Africa and Italy, D-Day, Okinawa, the atomic bombings, and the role of America. H
Generate resourceThe student explains the physical, moral, psychological, and political effects of World War II and the emergence of the United States and the Soviet Union as superpowers. H
Generate resourceThe student explains the ends and means of the Marshall Plan and the United Nations. H
Generate resourceThe student explains the founding of the modern state of Israel and subsequent events in the Middle East. H
Generate resourceThe student demonstrates knowledge and understanding of the world since World War II.
Generate resourceThe student explains the ideas and tactics used by the Soviet Union and the United States in the early decades of the Cold War, including the growth of intelligence agencies. H
Generate resourceThe student explains the main communist principles within Communist China, the role of Mao Zedong, the use of terror, and the violations of the rights and the murder of millions of people under communist rule, including the Great Leap Forward, the Cultural Revolution, and Tiananmen Square. H
Generate resourceThe student explains the various uprisings and proxy wars that were part of the Cold War, including the Greek Civil War, the Korean War, the Hungarian uprising, the Cuban Revolution, the Vietnam War, Cambodian genocide, the Prague Spring, and the Afghan-Soviet War. H
Generate resourceThe student explains the major events in the decolonization of Asia, Africa, Latin America, and the Middle East. H
Generate resourceThe student explains the rise in economic productivity during the late 20th Century and its effects on the standard of living across the world. E
Generate resourceThe student explains the cultural revolution and protests across much of Europe in the 1960s and 1970s. H
Generate resourceThe student explains the collapse of the Soviet Union and the end of the Cold War, including the weakness of the command economy, policies of United States President Ronald Reagan, local resistance, and the roles of Aleksander Solzhenitsyn, Michael Gorbachev, John Paul II, Vaclav Havel, and Lech Walesa. H
Generate resourceThe student identifies and explains the various conflicts since the end of the Cold War, including in Northern Ireland, the Balkans, Sudan and Rwanda, Somalia, Sri Lanka, Kashmir, Afghanistan, Iraq, Libya, and Syria. H
Generate resourceThe student explains the end of apartheid in South Africa and the role of Nelson Mandela. H
Generate resourceThe student explains the globalization of world economies, technology, and communications during the late 20th Century and early 21st Century. HE
Generate resourceThe student explains the formation of the European Union, the growing role of Asian nations in the global economy, and the power of nongovernmental organizations. HE
Generate resourceThe student describes the present-day economies, social and governmental structures, cultures, and ways of life in the following regions, including the several key forms of government within each region: Middle East, Norther Africa, Sub-Saharan Africa, Asia, Oceana, North America, Central America, South America, Eastern Europe, Western Europe, the Balkans, Australia. HCGE
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