Conde Public Schools are dedicated to the purpose of helping every student develop to the best of their potential. An education at Conde Public Schools must provide students with a sound, strong, basic education. The pursuit of knowledge will be taken in a positive atmosphere which will develop a sense of moral and civic responsibility, the acquisition of basic skills, a desire for independent learning, development of self-discipline, a respect for others, and acceptance of responsibility.

South Dakota Social Studies Standards

These Social Studies Standards are set forth to ensure graduates of South Dakota’s public schools have the knowledge, skills, and competencies essential to leading productive, fulfilling, and successful lives as they continue their education, enter the workforce, and assume their civic responsibilities.

The standards are the targets all students need to meet at the proficient level by the end of each grade level. The standards are presented in two formats. The first format organizes the standards by grade level so a student, parent, classroom teacher, administrator, or local school board member can quickly review what learning is expected at each specific grade. The Bloom’s Taxonomy level of cognitive challenge is listed in the standards document to make clear the level at which each standard should be assessed.

SOUTH DAKOTA SOCIAL STUDIES STANDARDS

9-12

Core High School U.S. History

Standards, Supporting Skills, and Examples

Indicator 1: Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology .

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Analysis)

9-12.U.S.1.1. Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from reconstruction to the present.

· Identify and explain the transition of the U.S. from an agrarian society to an industrial nation.

Examples: Urbanization/industrialization/immigration

Examples: Key people-Thomas Edison, Henry Ford, Wright Brothers

· Describe the role of big business and labor unions in the development of modern America.

Examples: Robber Barons, role of the muckrakers, labor leaders, government policies

· Identify and explain the causes and impact of U. S. Imperialism as evidenced by the Spanish-American War, Open Door Policies (Japan and China), Panama Canal

Examples: Teddy Roosevelt-Big Stick Imperialism, Boxer Rebellion, Philippine insurrection

· Identify social and political origins, accomplishments, and limitations of Progressivism.

· Describe the causes and impact of World War I.

· Explain the factors that led to the Great Depression.

Examples: Post World War I economy, dust bowl

· Explain the New Deal and its legacy (social and economic).

· Explain the entry, the major battles, and the effects of World War II.

Example: Native American Code Talkers

· Identify Domestic Events post-WWII.

Examples: Space Race, Iran contra-affair, Watergate, Clinton impeachment

· Describe role of the U. S. in world affairs as it relates to the Cold War.

Examples: Post World II Europe, Korea, Cuba, Vietnam, Iran Conflict

· Identify foreign events, policies, and issues from 1990 to present-day as they relate to U.S History.

Examples: Middle East Events-Gulf Wars, Fall of Berlin Wall, 9/11, Bosnia situation, Afghanistan, North Korea, terrorism

(Application)

9-12.U.S.1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.

Examples: American Revolution, Westward Movement, Civil War/Reconstruction

Indicator 2: Evaluate the influence/impact of various cultures, philosophies, and religions on the development of the U.S

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Application/Analysis)

9-12.U.S.2.1. Students are able to describe the causes and effects of interactions between the U.S. government and Native American cultures.

(Application)

9-12.U.S.2.2. Students are able to describe the causes and effects of cultural, economic, religious, political, and social reform movements on the development of the U.S.

· Cultural movements

Examples: Harlem Renaissance and jazz age, counterculture

· Religious and educational movements

Examples: Social gospel, Evangelicalism, Mormon, Native American education reform

· Political movements

Examples: Women’s suffrage, Populists and Progressives, Isolationists, Anarchists, Anti-communism, Civil Rights movement, American Indian movement, Reagan revolution

· Social reform movements

Examples: feminism, Social Darwinism, temperance, baby boomer

· Economic movements

Examples: Post-World War affluent society, global economy, Reaganomics

(Knowledge)

9-12.U.S.2.3. Students are able to identify the influences of local groups on settlement patterns of South Dakota and the Great Plains Region.

· Native Americans and reservation system

· Railroad, farming, livestock, and mining patterns

· settlements according to nationality and religion

Examples: German, Swedes, Norwegians, Bohemians, Czech, Dutch, etc.

Examples: Hutterite, Mennonite, etc.

Core High School U.S. History

Performance Descriptors

Advanced

High school students performing at the advanced level:

· relate the causes and consequences of historical events to subsequent events and their legacy in current conditions.

Proficient

High school students performing at the proficient level:

explain the cause-effect relationships and legacy that distinguish significant historical periods and relationships;

· describe the causes and effects of cultural, economic, religious, political and social reform movements on the development of the U.S.;

· identify the influences of groups on settlement patterns of South Dakota and the Great Plains Region.

Basic

High school students performing at the basic level:

identify groups who influenced the settlement of South Dakota;
given historical periods, sequence events.

Goal 1 – Students will understand the emergence and development of civilizations and cultures within the United States over time and place.

RATIONALE: United States history is the cultural history of the nation. A knowledge of facts, people, and events that shaped our nation are essential to form a common memory of where our nation has been, what core events and values formed the nation, and what events and persons made decisions in the past that account for present circumstances. The organization of the standards rests on the belief that history is founded in chronology that allows knowledgeable students to appreciate the patterns of cause and effect evident in historical decisions.

Indicator 1: Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.

Indicator 2: Evaluate the influence/impact of various cultures, values, philosophies, and religions on the development of the U.S.

Taken from South Dakota Department of Education: Social Studies Content Standards 2006

Evaluation Procedures

Percent grade based on attendance, class assignments, activities, student participation, and examinations scheduled by the instructor. Be advised that you are expected to attend each class and that you will be required to make up any absences through extra assignments provided by the instructor, in addition to securing class notes, handouts, and assignments from a classmate.

Make up slips: Students who are absent from school for any reason, including school activities, should obtain a make up slip from the secondary principal’s office (personal reasons), or they should receive a make up slip from their activity director (activity make up slips). If absent for personal reasons, students should present an excuse from their parents at the time they request make up slips and complete the school work before they are absent from school. The student will receive 2 days time to complete work for each day missed on a short term absence. Students who have a serious medical condition or serious family problems that takes them away from school for an extended period should make proper arrangements with the principal to make sure all work can and will be completed.

South Dakota Social Studies Standards

Social Studies Standards Document: Goals and Indicators

Evaluation Procedures