Social Studies Domain: Economics Grade: K Standard: Describe … · Subject: Social Studies Domain: History Grade: 5 Priority Standard: 5.H.1.2 Identify key conflicts with other countries

Subject: Social Studies Domain: Economics Grade: K

Priority Standard: K.E.1.1 Describe the difference between wants and needs.

4.0

Distinguished

Apply: In addition to achieving mastery, inferences and applications must go beyond what was taught.

Students able to analyze personal wants and needs.

Sample Activities

Student is able to list items in their home that are either wants or needs.

3.0

Mastered

Do: The student can demonstrate the skill of the Priority Standard Independently.

Student is able to assess whether objects are a want or a need.

Given pictures of objects, students is able to sort them into groups of wants and needs.

2.0

Developing

Understand: The student can share, explain, or demonstrate some information independently.

Students is able to explain the difference between wants and needs

When asked what a need is, student is able to identify that it is something we need to live.

1.0

Beginning

Knowing: With help, the student can share, explain, or demonstrate some information.

In a large group, students is able to sort wants and need with prompting.

Creating an anchor chart, as a whole class, able to sort pictures of wants and needs.

Supplementary Standards: K.G.6.1, K.C.2.1

Subject: Social Studies Domain: Geography Grade: K

Priority Standard: K.G.1.1 Recognize that maps and globes represent places.

4.0

Distinguished


Create a map of their classroom.

Sample Activities

Given the basic outline of their classroom; the students will create a basic map of their classroom.

3.0

Mastered


Differentiate between a map and a globe.

Contrast between a map and a globe “How are map and globes different?”

2.0

Developing


Compare the globe and map as models of the Earth.

“How would you compare…?

1.0

Beginning


Memorize and recall what a map and globe are.

Define: map, globe


Priority Standard: K.G.1.2 Use environmental directions or positional words including but not limited to up, down, above, and below to identify significant locations in the classroom.

4.0

Distinguished


Student is able to apply concept of environmental directions and positional words to teach a peer where something is located.

Sample Activities

Students is able to play “I Spy” with a peer using environmental directions and positional words learned to help a peer guess what they are describing.

3.0

Mastered


Student is able to use environmental directions or positional words to communicate where something is located in the classroom.

Teacher asks: “Where is the clock?”

Student response: “It is above the door.”

2.0

Developing


Student is able follow teacher directions to move throughout the room accurately.

Sample teacher direction: “step forward, step backwards, the Kleenex box by my desk.”

1.0

Beginning


Student is able to memorize and recall positional words such as up, down, above, and below when asked.

Student can verbalize or demonstrates that they know and understand positional words.


Priority Standard: K.G.3.1 Identify and describe places in the immediate environment including the classroom and/or playground.

4.0

Distinguished


Student is able to apply concepts learned to show understanding of their immediate environment.

Sample Activities

When given a map, students is able to identify and describe locations in the school

3.0

Mastered


Student is able to describe/explain what activities occur in certain locations.

Students is able to say “We eat lunch in the gym” or “We sing in the music room” etc.

2.0

Developing


Student is able to show the teacher various locations within the school.

Student is able to lead the teacher or class to the music room, art room, etc.

1.0

Beginning


When walking through the classroom/school, student is able to verbally label where they are.

During tour of the school, student is able to verbally label gym, music, library, etc.

Subject: Social Studies Domain: History Grade: K

Priority Standard: K.H.1.1 Distinguish yesterday, today, and tomorrow

4.0

Distinguished


Apply knowledge and make connection between yesterday, today, and tomorrow in a non‐routine sequence.

Sample Activities

“If today was Monday, what day was yesterday?”

“If today was Monday, what day will tomorrow be?”

3.0

Mastered


Demonstrate understanding of yesterday, today, and tomorrow by labeling calendar independently.

Explain concepts of yesterday, today, and tomorrow by sharing with peers

2.0

Developing


Communicate understanding of the days of the week distinguishing between yesterday, today, and tomorrow.

Identify yesterday, today, and tomorrow verbally.

1.0

Beginning


Memorize and recall the names of the days of the week and the order in which they occur.

Recite the days of the week.

Supplementary Standards: K.H.2.1, K.C.1.1

Subject: Social Studies Domain: Civics/Government Grade: 1

Priority Standard: 1.C.1.1 Identify primary symbols of the United States

4.0

Distinguished


Generate and create primary symbols of the United States.

Sample Activities

Research and generate a report on a primary symbol of the United States

3.0

Mastered


Demonstrate understanding of a primary symbol of the United States.

Compare and contrast two primary symbols of the United States.

2.0

Developing


Explain a primary symbol of the United States.

Write a sentence to explain a primary symbol of the United States.

1.0

Beginning


Recall a primary symbol of the United States.

Provide a verbal response

Supplementary Standards: 1.C.3.1, 1.C.2.1

Subject: Social Studies Domain: Economics Grade: 1

Priority Standard: 1.E.1.1 Distinguish between goods and services and how families use them

4.0

Distinguished


Distinguish between goods and services and how families use them.

Sample Activities

Create a book on goods and services and how families use them.

3.0

Mastered


Identify goods and services that families use.

Demonstrate understanding through a picture sort of goods and services.

2.0

Developing


Understand what good and services and how families use them.

Explain and give examples of a good and a service that their family uses.

1.0

Beginning

Knowing: With help, the student can share, explain, or demonstrate some information. Define a good and a service.

Define: goods, services

Supplementary Standards: 1.E.1.2

Subject: Social Studies Domain: Geography Grade: 1

Priority Standard: 1.G.1.1 Construct simple maps of the classroom

4.0

Distinguished


Generate and create an in‐depth map of the classroom.

Sample Activities

Individually create an in‐depth map of the classroom out of different materials. The student will be able to share with other students.

3.0

Mastered

Do: The student can demonstrate the skill of the Priority Standard Independently. Develop a map of the classroom.

Create a simple map of the classroom by labeling four parts of the map.

2.0

Developing

Understand: The student can share, explain, or demonstrate some information independently. Perform with a partner and create a simple map of the classroom.

With a partner create a simple map of the classroom by labeling three parts of a map.

1.0

Beginning

Knowing: With help, the student can share, explain, or demonstrate some information. Recall the meaning of a classroom map.

Verbally explain the meaning of a classroom map.


Priority Standard: 1.G.1.2 Use maps, globes, and other simple geographic models to identify absolute location

4.0

Distinguished


Analyze information on maps, globes and other simple geographic models to identify to absolute location.

Sample Activities

Make a map and show the absolute location of a given landmark.

3.0

Mastered


Identify information on maps, globes and other simple geographic models to identify an absolute location.

Identify all given landmark on a map or globe.

2.0

Developing

Understand: The student can share, explain, or demonstrate some information independently. Understand how to find landmarks on a map or globe.

Explain how to find landmarks on a map or globe. Be able to demonstrate the understanding of four landmarks on a globe or ma

1.0

Beginning

Knowing: With help, the student can share, explain, or demonstrate some information. Define a map or globe.

Define: Map or Globe


Priority Standard: 1.G.1.3 Distinguish between landmasses and bodies of water using maps and globes

4.0

Distinguished


Distinguish between landmasses and bodies of water using maps and globes.

Sample Activities

Create a map showing landmasses and bodies of water.Create a three‐dimensional map to share with others.

3.0

Mastered


Identify landmasses and bodies of water using maps and globes.

Compare and contrast landmasses and bodies of water using a map or globe.

2.0

Developing


Understand what a landmass and body of water are.

Communicate understanding of a landmass and a body of water using maps and globes. Explain the differences between the two.

1.0

Beginning


Define landmass and body of water

Define: land mass, body of water


Priority Standard: 1.G.3.1 Describe the unifying characteristics and boundaries of different school regions including but not limited to the playground, classroom, and reading corner

4.0

Distinguished


Describe the unifying characteristics and boundaries of different school regions including but not limited to the playground, classroom and reading corner.

Sample Activities

Create a map of the school showing the boundaries on grid paper.

3.0

Mastered


Identify and describe boundaries of different school regions.

Investigate a map of school boundaries of different school regions.

2.0

Developing


Understand characteristics and boundaries of different school regions.

Explain what the characteristics of different school regions.

1.0

Beginning


Define characteristics of boundaries of different school regions.

Define: boundaries of school regions


Priority Standard: 1.G.6.1 Describe ways in which people modify and adapt to the environment

4.0

Distinguished


Make connections of ways in which people modify and adapt to the environment.

Sample Activities

Create a picture showing adaptations people make to adapt to their environment. Write three sentences explaining the adaptions people make.

3.0

Mastered


Describe different ways people modify and adapt to the environment.

Demonstrate different ways people modify and adapt to their environment.

2.0

Developing


Understand why people modify and adapt to the environment.

Explain or list why people modify and adapt to the environment.

1.0

Beginning


Define adaptations

Define: adaptations

Subject: Social Studies Domain: Civics/Governments Grade: 2

Priority Standard: 2.C.1.1 Explain, in written form, through speech, or through the use of technology, the meaning behind our national symbols

4.0

Distinguished

Apply: In addition to achieving mastery, students will analyze historical principles behind our national symbols.

Sample Activities

Generate a written report on a national symbol including pictures through technology.

3.0

Mastered

Do: The student will compare and contrast the meaning behind our national symbols.

Use a graphic organizer to demonstrate understanding of the national symbols.

2.0

Developing


Students will show understanding by listing three national symbols and explaining the meaning of each symbol.

1.0

Beginning

Knowing: Recall what a national symbol is.

Verbally list four of the national symbols such as Uncle Sam, Bald Eagle, Liberty Bell, and Statue of Liberty.


Priority Standard: 2.C.2.1 Explain the basic political roles of leaders in the larger community

4.0

Distinguished


Make connections between the roles of leaders in the larger community.

Sample Activities

Analyze information about a specific community/state leader using a variety of sources. Do an interview with the city major or a leader in an organization.

3.0

Mastered

Do: Generalize the basic political roles of leaders in the larger community.

Compare political roles and the leaders through creating a visual display.

2.0

Developing


Understand that there are different roles of leaders in the community.

Match the roles with the appropriate leadership title, Mayor, Governor, and President.

1.0

Beginning


Mayor, Governor, and President

List the three roles of leadership.

Supplementary Standards: 2.C.3.1 and 2.C.3.2

Subject: Social Studies Domain: History Grade: 2

Priority Standard: 2.H.1.1 Demonstrate chronological order using events from history

4.0

Distinguished

Apply: In addition to achieving mastery, students will generate/create their own timeline showing chronological order from historical events.

Sample Activities

Using historical records and artifacts including multiple source such as: photos, diaries, oral histories, and videos to make connections about past events. Create an electronic timeline.

3.0

Mastered

Do: The student will demonstrate chronological order by placing events from history in order.

Students will analyze a list of historical events and then place them in chronological order.

2.0

Developing

Understand: The student can communicate their understanding of chronological order.

Students will be able to place historical events in order with visual cue cards.

1.0

Beginning

Knowing: With help, the student can explain or recall some historical events in chronological order.

Recall of vocabulary terms: timeline, historical events, significant historical figures

Supplementary Standards: 2.H.1.2 and 2.H.2.1


Priority Standard: 2.E.1.1 Identify goods and services available in the students’ communities

4.0

Distinguished


Make connections between goods and services and producers and consumers.

Sample Activities

Generate specific examples and share the differences between goods and services; producers and consumers.

3.0

Mastered


Identify goods and services in our community

In paragraph format, students will generalize the goods and services that we have in our community and how this list of good and services may be different from other communities.

2.0

Developing


Can give examples of a good, service, producer, and consumer

List three good, three services available in our community. Also, list three producers and consumers of these good.

1.0

Beginning


Define Vocabulary

Define goods, services, producers, and consumers


Priority Standard: 2.G.1.1 Construct and explain a map that includes directions, labels, and a key

4.0

Distinguished


Generate a map that includes directions, labels, and a key of their community or a specific place in the community.

Sample Activities

Students will create a map from memory of their community including directions, labels, and a key. This can be created with edible items.

.

3.0

Mastered


Construct and explain a map that includes directions, labels, and a key.

Students will construct a map using a familiar environment (classroom, bedroom, playground, etc.) using directions, labels, and a key.

2.0

Developing


Understand that a map includes directions, labels, and a key

Identify and explain: Directions (North, South, East, and West), River, Lake, ocean, hill, desert, mountain, plain, and island.

1.0

Beginning


Recall vocabulary terms (directions, labels, and a key)

Match the symbol picture of each Direction (North, South, East, and West), River, Lake, ocean, hill, desert, mountain, plain, and island to the corresponding object name.


Priority Standard: 2.G.1.2 Explain how local communities are part of a larger region

4.0

Distinguished


Generate a map that includes directions, labels, and a key of their community or a specific place in the community.

Sample Activities

Students will create a foldable brochure which explains five main points about their local community. Including a map of their community

.

3.0

Mastered


Identify the larger communities in South Dakota such as: Aberdeen, Pierre, Rapid City, and Sioux Falls and their importance to the state.

Create a class jingle explaining the relationship between your local community and how it related to other large communities.

2.0

Developing


Demonstrate understanding that different communities make up South Dakota.

Students can list four basic facts about their community and of one other community in South Dakota.

1.0

Beginning


Can identify their school, favorite place, shopping locations and eating out.

Students can share verbally their favorite place in the community, their school, where they shop or like to eat out.

Supplementary Standards: 2.G.3.1


Priority Standard: 2.G.6.1 Describe positive and negative consequences of changing the physical environment of the local community

4.0

Distinguished


Make connections to things in the community that have had a positive and negative consequences.

Sample Activities

Choosing an area in community and constructing an argument if it was positive or negative.

3.0

Mastered


Generalize how actions affect the environment in our community

Create a poster showing 3‐5 different uses of land in our community.

2.0

Developing


Demonstrate understanding that our actions have positive and negative consequences that can change our physical environment.

Students will be given a map that include the four larger communities and students will label.

1.0

Beginning


Recall vocabulary terms such as: positive and negative consequences and environment.

Match vocabulary terms to definition



Priority Standard: 3.C.1.1 Research and explain the meaning behind South Dakota’s symbols

4.0

Distinguished


Generalize why South Dakota’s symbols may have significant purpose.

Sample Activities

Create your own symbol demonstrating the significance of your school or community.

3.0

Mastered


Prove understanding of South Dakota’s symbols.

Develop a presentation noting critical symbols of South Dakota.

2.0

Developing


Demonstrate understanding of a symbol of South Dakota.

Investigate one of South Dakota’s symbols and explain its significance.

1.0

Beginning


Define terms related to local government

Define law, government, responsibility jury, and mayor.

Supplementary Standards: 3.C.3.2


Priority Standard: 3.C.3.1 Identify why laws and responsibilities are needed in a community and why there are legal consequences

4.0

Distinguished


Generalize the importance of laws in a community.

Sample Activities

Create a paper that evaluates the importance of law abiding citizens.

3.0

Mastered


Investigate the “reality of the consequence”

Students work in groups to create law and provide an example and non‐example for each law

2.0

Developing


Demonstrate understanding of a local government and the legal consequences

Make a list of laws and the consequences a person would have if they break them.

1.0

Beginning


Define terms related to local government

Define law, government, responsibility jury, and mayor.


Priority Standard: 3.C.4.1 Explain the role of government agencies in a community

4.0

Distinguished


Analyze information about each branch of government.

Sample Activities

Apply characteristics of government to a three Venn Diagram noting the similarities and differences of each and how the overlap.

3.0

Mastered


Evaluate the importance of each branch and the individual contribution they make to government as a whole.

Prove understanding of each branch by writing a paragraph describing each.

2.0

Developing


Investigate government branches.

Conduct an investigation on one of the three branches of government.

1.0

Beginning


Define; Executive, Judicial, Legislative

Define the three branches of government.



Priority Standard: 3.C.4.2 Explain why communities have rules and laws

4.0

Distinguished


Sample Activities

Create a How‐ To show the top 10 ways to be a responsible citizen.

3.0

Mastered


Create an ABC booklet describing our community rules and laws. Include why we have such rules and laws.

2.0

Developing


Design a safety poster for something in your school which needs rules. Discuss how this related to our community laws.

1.0

Beginning


The student can list and demonstrate the class rules.


Priority Standard: 3.C.4.3 Identify the rights and responsibilities of citizenship in students’ own communities

4.0

Distinguished


Analyze information about amendments and the relationship they have to citizenship.

Sample Activities

Generate, in groups, twenty seven amendments that should be followed by a good citizen.

3.0

Mastered


Evaluate the importance of citizenship.

Apply characteristics of amendments to describe why some may be more important than others.

2.0

Developing


Demonstrate knowledge of citizenship.

List five of the twenty‐seven amendments.

1.0

Beginning


Define terms related to citizenship.

Define community and citizenship.



Priority Standard: 3.E.1.1 Explain ways producers use resources to produce goods and services

4.0

Distinguished


Evaluate the importance of goods.

Sample Activities

Prove understanding of trading through Monopoly.

3.0

Mastered


Demonstrate understanding of trading.

Construct an object to trade with classmates.

2.0

Developing


Demonstrate understanding of goods and service

Conduct a list of jobs within the community.

1.0

Beginning


Define terms related to goods and services

Define goods, services, budget, trading



Priority Standard: 3.E.5.1. Use examples to show that people in modern society may not be able to produce everything they want and depend upon trade with others to meet their wants

4.0

Distinguished


Prove the importance of wants and needs.

Sample Activities

Analyze information to create a solution for wants and needs referencing trade.

3.0

Mastered


Generalize society’s role on wants and needs.

Create cause and effect scenarios which may take place depending on trade that would affect society.

2.0

Developing


Demonstrate knowledge of wants and needs.

List wants and needs and determine when/if some are more critical than others.

1.0

Beginning


Define terms related to trade.

Define trade and barter.



Priority Standard: 3.H.2.1. Generate questions about individuals and groups who have shaped significant historical changes and continuities

4.0

Distinguished


Apply concepts of early settlement.

Sample Activities

Generate a project by researching an early settler and their contributions to the colony showing how they would exist in modern day.

3.0

Mastered


Prove the differences between the United States then and now.

Using a graphic organizer develop a paragraph which compares and contrasts how the United States is now versus then.

2.0

Developing


Explain how early settlers impacted current development.

Create a Venn Diagram comparing and contrasting development in the United States then and now.

1.0

Beginning


Define different early settlements created by settlers.

Define: settlement, settler, culture, colony

Supplementary Standards: 3.H.1.1, 3.H.1.2, 3.H.2.2.


Priority Standard: 3.H.2.3 Analyze a community’s culture and history

4.0

Distinguished


Evaluate the impact your community has had on your individual culture and history.

Sample Activities

Generalize how your community has impacted your cultural beliefs noting areas it has added or diminished importance.

3.0

Mastered


Explain your cultural beliefs and those of another community.

Use a graphic organizer to compare and contrast your cultural beliefs to those of another community.

2.0

Developing


Demonstrate understanding of a community and its culture.

Make a list of your own cultural beliefs.

1.0

Beginning


Define a community.

Define: community, culture, values

Supplementary Standards: 3.H.5.1


Priority Standard: 4.C.1.1 Describe key events related to South Dakota’s entry into statehood.

4.0

Distinguished

Apply: Analyze the impact major national and world events had on the development of various populations in SD prior to statehood.

Sample Activities

Creating a 1st person journal of someone who traveled to the South Dakota territory and how major national and world events led them to the Dakotas.

3.0

Mastered

Do: Describe how notable South Dakotans contributed to statehood.

Students will create a Wax Museum from notable South Dakotans who contributed to the statehood. A written description of their involvement will be included.

2.0

Developing

Understand: Describe the chronological order of events leading to statehood.

Develop an electronic timeline with graphics, dates, and a description of events leading to the statehood of SD.

1.0

Beginning

Knowing: Identify when SD became a state, the capital, and state nickname.

November 2, 1889Pierre The Mount Rushmore State



Priority Standard: 4.C.2.1 Compare and contrast major themes within the SD Constitution and the U.S. Constitution

4.0

Distinguished

Apply: Make connections between the SD and U.S. Constitutions based on the 10th amendment.

Sample Activities

Construct a Class Constitution based on the 10th

amendment.

3.0

Mastered

Do: Demonstrate understanding of the different processes used in amending the Constitution at both the state and national levels.

Develop poster identifying the different branches of government (Judicial, Legislative, and Executive). After learning about the process to amend the Constitution student will practice this power through amending their Class Constitution.

2.0

Developing

Understand: Explain how both the U.S. and state governments use checks and balances, and know the differences in the branches’ names between state and U.S. government

Students will be able to name and explain the three branches of government (Judicial, Legislative, and Executive) and how it is different between the state and U.S government.

1.0

Beginning

Knowing: Recall the three branches of both the U.S. and state government, including the make‐up of each and their responsibilities.

Students will be able to name and explain the three branches of government (Judicial, Legislative, and Executive).


Priority Standard: 4.C.3.2 Discuss South Dakota’s government and the roles of the three branches.

4.0

Distinguished

Apply: Generalize how the three branches work together to support the Constitution at both the state and federal level.

Sample Activities

Track activity in the state legislature to see how a bill is made into law. Create a weekly class newsletter to share this activity.

3.0

Mastered

Do: Evaluate how the state and federal government are similar. Compare and Contract the similarities of state and federal government through a Venn Diagram.

2.0

Developing

Understand: Explain the responsibilities of each branch of state government. Create three or four power point slides explaining each branch of state government. Include the members from South Dakota

1.0

Beginning

Knowing: Identify the three branches of government and who are the members of each branch.

Create a visual chart with the three branches of government and the members of each branch.



Priority Standard: 4.E.5.1 Describe how the economic needs of South Dakotans and people in other regions of the US have been met.

4.0

Distinguished

Apply: Make a connection between recreational events and tourist attractions that increase the economy of South Dakota to the funding of public services.

Sample Activities

Create a TV commercial, webpage, or pamphlet advertising one of the recreational events and tourist attractions available in South Dakota.

3.0

Mastered

Do: Investigate the natural resources available in South Dakota, and how we obtain needed resources from other parts of the US.

Interview individuals who work with natural resources in South Dakota for mining, wind power and natural gas and create a questionnaire for classmates.

2.0

Developing

Understand: Explain how economic needs, taxes and governments services help the citizens of South Dakota.

Through Junior Achievement construct individual products and have a classroom store. Related to the Business Fair.

1.0

Beginning

Knowing: Recall what economic needs, taxes, government services are. Define: taxes, economic need, and government services

Supplementary Standards: 4.E.1.1, 4.E.3.1


Priority Standard: 4.G.1.1 Locate major political and physical features of South Dakota and the United States on a map or globe.

4.0

Distinguished

Apply: Analyze different maps of SD and apply their map reading knowledge to real life situations.

Sample Activities

Use map skills to travel to different destinations and calculating distance and time.

Use other types of maps to show how other maps can give a variety of information about an area.

3.0

Mastered

Do: Demonstrate understanding of where key cities, landforms are located within the state, as well as in the nation.

Create a South Dakota Class Atlas.

2.0

Developing

Understand: Demonstrate understanding of when to use a physical or political map. Students will be able to identify and list three difference between a physical and political map.

1.0

Beginning

Knowing: Demonstrate how to use a map key and read a physical or political map accurately.

Identify and define the symbols on the map key.


Priority Standard: 4.G.3.1 Describe how natural and human conditions shape places and regions.

4.0

Distinguished

Apply: Analyze information that supports why each region is important to South Dakota.

Sample Activities

Write a persuasive essay to support why one region is better than the other.

3.0

Mastered

Do: Generalize how each region compliments each other. Divide the classroom in to four regions, with each region having significant natural conditions. Have student reflect through writing about their observations.

2.0

Developing

Understand: Compare and contrast the regions in regard to the rural and large cities of South Dakota.

Students will list five differences and five similaritiesbetween rural and large cities in South Dakota.

1.0

Beginning

Knowing: Recognize the difference between East River and West River and its physical makeup.

Students will be able to list two differences between East River and West River.



Priority Standard: 4.H1.1 Analyze the impact of significant historical events on the development of cultures in South Dakota.

4.0

Distinguished

Apply: Make connections between the historical events and the resulted effects based on those outcomes.

Sample Activities

Act out any major event in South Dakota History

Sioux Nation clash with the Arikara, Mandan, and Omaha Verendrye Brothers see the Black Hills Lewis and Clark Explore The first steamboat on the Missouri River

3.0

Mastered

Do: Explain how the cultures and different populations changed due to the significant historical events.

Reservations/Western Expansion, Railroad, European Settlements, Notable South Dakotans

Write a letter to a family member back home about your experience as a worker on the railroad.

2.0

Developing

Understand: Describe the cultures and different populations within South Dakota.

Construct a dodecahedron with pictures of the different populations within South Dakota.

1.0

Beginning

Knowing: Identify the cultures and different populations within South Dakota. List five different populations within South Dakota.

Supplementary Standards: 4.H.1.2, 4.H.2.2, 4.H.2.3, 4.H.2.5, 4.H.3.1, 4.H.4.1


Priority Standard: 4.H.2.1 Explain the effects of conflicts and the establishment of reservations on the American Indians culture

4.0

Distinguished

Apply: Evaluate how the effects of the conflicts impact life on the reservations today. Sample Activities

Create and write a biography after interviewing a Native American Elder who has experienced life on the reservation.

3.0

Mastered

Do: Analyze the reasons for conflicts among Native Americans and white settlers and explain the effects of those conflicts.

Reservations/Western Expansion

Notable Native Americans

Wars

Create an interactive notebook of notable Native Americans, the conflicts and the effects of these conflicts.

2.0

Developing

Understand: Describe the locations of the reservations in South Dakota. On a map identify the location of all nine Indian Reservations in South Dakota.

1.0

Beginning

Knowing: Identify the nine reservations in South Dakota. Name all nine of the South Dakota Reservations: Pine Ridge, Standing Rock, Lower Brule, Lake Traverse, Yankton, Rosebud, Cheyenne River, Flandreau, and Great Sioux



Priority Standard: 4.H.2.4 Describe influences of European cultures on South Dakota communities

4.0

Distinguished

Apply: Make connections between European cultures and Native American cultures in order to determine how they influence one another today.

Sample Activities

Create a flipbook, identifying the connections between European cultures and Native American cultures and how they influence one another today.

3.0

Mastered

Do: Analyze the impacts of European settlement in SD.

Reservations/Western Expansion

Each student creates a family shield identifying their European cultures.

2.0

Developing

Understand: Describe how the different European cultures influence each other.

Experience the difference of European cultures through dress, traditions, and food.

1.0

Beginning

Knowing: Identify the different European cultures in South Dakota.

List five European cultures in South Dakota



Priority Standard: 5.C.2.1 – Examine the origins and purposes of rules, laws, and key U.S. Constitutional powers

4.0

Distinguished


Prove the necessity of rules, laws and key powers.

Sample Activities

Create a skit to prove why rules, laws, and key powers are important in the U.S.

3.0

Mastered


Develop a logical argument to explain the purpose of rules, laws, and key powers.

Students will make an opinion essay explaining a new rule they feel is missing in their classroom/school.

2.0

Developing

Understand: The student can share, explain, or demonstrate some information independently

Summarize the purpose of a rule.

Students will interpret a rule of their choosing and summarize why it is necessary.

1.0

Beginning


Identify a rule, law, and a key US Constitutional power.

When given a list of five rules and laws, students will provide a brief explanation of their purpose.

Supplementary Standards: 5.C.1.1, 5.C.1.2, 5.C.1.3, 5.C.2.2, 5.C.3.1, 5.C.3.2


Priority Standard: 5.C.4.1 – Describe ways in which people benefit from and are challenged by working together in government, work places, volunteer organizations, and families.

4.0

Distinguished


Critique the benefits and challenges of working together in various situations.

Sample Activities

Students will be given a mock scenario and they will have to determine if the benefits of working together outweigh the challenges they will face.

3.0

Mastered


Assess the benefits and challenges by working together in various situations.

Students will create a chart listing pros and cons of working together in areas such as government, workplaces, volunteer organizations, and families.

2.0

Developing


Summarize the benefits or challenges of working together in various situations.

Students will write a paragraph summarizing what benefits and challenges will be encountered in a certain situation.

1.0

Beginning


Define what benefits and challenges are in working together in a situation.

Tell two benefits and/or challenges of working together.

Supplementary Standards: 5.C.5.1, 5.C.5.2, 5.C.5.3


Priority Standard: 5.E.1.2 Explain the role of money as a means of trade between individuals and/or groups.

4.0

Distinguished


Infer what problems arose because of the separate currencies among the thirteen colonies.

Sample Activities

Write a mock drama of a situation involving two people from two different colonies attempting to sell their goods between each other. Ex: one from NY, one from GA, each with different currencies, what problems will they face?

3.0

Mastered


Assess what problems would occur if the states each had their own currency.

Write a news report on how states are struggling because they are only using their own currency and their own natural resources.

2.0

Developing


Summarize the importance of a common currency among groups that do business with each other.

Write a summary explaining why a common currency would be so important among groups that do business with each other.

1.0

Beginning


Tell why money is important for trading between individuals and/or groups.

Write a journal entry of why we need money in our lives.

Supplementary Standards: 5.E.1.1, 5.E.2.1, 5.E.3.1, 5.E.5.1


Priority Standard: 5.G.1.2. Investigate maps of different types and scales

4.0

Distinguished


Apply map concepts to differentiate between which type is needed in a given situation.

Sample Activities

Analyze different types of maps to help you choose which one is appropriate for a certain situation.

3.0

Mastered


Assess different map types.

Assess the map type needed to create your own map of an imaginary island.

2.0

Developing


Distinguish which map to use in order to find various listed locations when given a political and physical map.

When given a list of five locations, the student will be able to choose if a physical or political map is needed.

1.0

Beginning


Identify major locations on a map.

When given a blank map, students will be able to locate and mark three major locations.


Priority Standard: 5.G.2.2 Explain how human settlements and movements relate to the locations and use of various natural resources.

4.0

Distinguished


Analyze why people settled in the areas that they did.

Sample Activities

Create a presentation demonstrating why Native American tribes settled in the areas they did.

3.0

Mastered


Assess what caused the movement of people during pre‐Colonial America.

Investigate at least five different reasons to include in a report why the Triangular Trade included Europe, Africa, and North America.

2.0

Developing


Identify at least three ways that technology has caused and enabled people to move over time.

Make a chart of at least three ways showing how transportation has enabled people to move.

1.0

Beginning


Tell why people move from one location to another.

List two reasons why Westward Expansion took place.

Supplementary Standards: 5.G.2.1, 5.G.2.3, 5.G.5.1, 5.G.6.1


Priority Standard: 5.H.1.2 Identify key conflicts with other countries of the world and the effect they had on the U.S. physically, economically, and socially.

4.0

Distinguished


Prove five conflicts that had an effect on the U.S. physically, economically, and socially

Sample Activities

Develop an in‐depth research project that analyzes one of the major conflicts and how it affects the United States.

3.0

Mastered


Analyze the two sides of a conflict in regards to our affairs with other countries

Students will participate in a mock‐debate between key figures of the American Revolution and key British figures.

2.0

Developing


Explain the two sides of a conflict

Compare and contrast the North and South during the Civil War.

1.0

Beginning


Explain what a conflict is

Define the conflict of the American Revolution.

Supplementary Standards: 5.H.1.1, 5.H.1.3, 5.H.2.1, 5.H.2.2, 5.H.4.2


Priority Standard: 5.H.2.4 Evaluate the influence, impact, and interactions of various cultures, philosophies, and religions on the development on the U.S.

4.0

Distinguished


Analyze information in order to create a model to show how America was developed by different religions, philosophies, and cultures.

Sample Activities

Create a chart describing the religions that started the first colonies and the cultures that came along with them.

3.0

Mastered


Identify the various cultures, religions, and philosophies that came to the U.S.

Compare and contrast the different philosophies that helped shape America.

2.0

Developing


Be able to explain why people do what they do based on their culture, religion, and philosophy.

Students will write a journal entry as if they were a slave.

1.0

Beginning


Explain what cultures, religions, and philosophies are.

Present information on a particular culture by making a model, poster, etc.

Supplementary Standards: 5.H.2.1, 5.H.2.2, 5.H.2.3


Priority Standard: 5.H.4.1 – Identify the causes and effects of the development of Colonial America.

4.0

Distinguished


Prove how the development of Colonial America was caused by a variety of effects.

Sample Activities

Explain the causes of the creation of the Declaration of Independence.

3.0

Mastered


Cite evidence of how various events affected the development of Colonial America.

Create a mind map displaying the causes that affected the development of Colonial America.

2.0

Developing


Students can explain one of the key events that led to the creation of American.

Interpret what happened at the Boston Tea Party.

1.0

Beginning


Name one event that led to the creation of America.

Exit ticket out the door recalling an event by giving two or three details explaining



Priority Standard: 5.H.4.5 Compare and contrast social, economic, and philosophical differences between the north and south prior to the Civil War

4.0

Distinguished


Synthesize information in regards to the North and the South prior to the Civil War.

Sample Activities

Design a graphic organizer showing the differences of the North and the South.

3.0

Mastered


Pull information to compare and contrast the differences of the North and the South prior to the Civil War.

Compile a list of facts about the North and South and use those to complete a T‐chart showing the similarities and differences between them.

2.0

Developing


Demonstrate understanding of the differences of the North and South prior to the Civil War by sorting facts into categories.

Students will be given a list of information in which they will need to separate into two categories, the North and South.

1.0

Beginning


Recall information relating to the North and South prior to the Civil War.

Name three facts relating to the social, economic, and philosophical differences between the North and the South.

Supplementary Standards: 5.H.4.2, 5.H.4.3, 5.H.4.4, 5.H.5.1, 5.H.5.2

Priority Standards Template October 2016 Aberdeen School District

Documents

Social Studies Domain: Economics Grade: K Standard: Describe … · Subject: Social Studies Domain: History Grade: 5 Priority Standard: 5.H.1.2 Identify key conflicts with other countries