Table of Contents

Preface.................................................................................................................................................................................................. 1
C3 Framework.................................................................................................................................................................................... 1
Notable Changes (from the 2014 Social Studies Standards document to the 2021 Social Studies Standards document).................2

Organization of the South Dakota K-12 Social Studies Content Standards Document.................................................................4
What Standards Do and Do Not Do.................................................................................................................................................... 4

Additional Resources.......................................................................................................................................................................... 5

Acknowledgements............................................................................................................................................................................. 6

South Dakota Social Studies Standards 2021................................................................................................................................... 8

Kindergarten: Myself and My Classroom............................................................................................................................................ 8
Grade 1: Living, Learning, Working Together in the Community......................................................................................................11
Grade 2: Making a Difference in My State and Country.................................................................................................................... 14
Grade 3: Movement Through My World........................................................................................................................................... 17
Grade 4: South Dakota..................................................................................................................................................................... 20
Grade 5: Foundations of the United States...................................................................................................................................... 23
Grade 6: World History..................................................................................................................................................................... 28
Grade 7: Geography......................................................................................................................................................................... 31
Grade 8: United States History......................................................................................................................................................... 34
9-12 United States History................................................................................................................................................................ 39
9-12 World History............................................................................................................................................................................ 42
9-12 Civics/Government................................................................................................................................................................... 45
9-12 Geography............................................................................................................................................................................... 49
9-12 Economics................................................................................................................................................................................ 52

Glossary............................................................................................................................................................................................. 55

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 Preface
Social Studies is the study of the disciplines of civics, economics, geography, and history. The content and skills within the social
studies disciplines promote:

 Inquiry
 Critical thinking
 Real-world experiences
 Opportunities for discussion and debate
 Research using the disciplinary practices within social studies
 Exposure to knowledge-rich content through analysis of primary and secondary sources

The founders of our nation emphasized that the security of our democracy is reliant on the education and active participation of
current and future citizens. In order to ensure this security, social studies must be a central part of a student’s K-12 experience. The
content and skills present within the social studies disciplines are designed to help our youngest citizens become active, engaged
citizens who inquire and make informed, reasoned decisions to help their community, state, country, and world. These elements
helped inspire the 2021 social studies standards revision process.

K–12 and postsecondary educators, administrators, legislators, museum staff, special education staff, and retired social studies
teachers came together to develop these South Dakota Social Studies Standards. Based on public comment the South Dakota
Department of Education collected on the 2015 Social Studies Content Standards, these workgroup members addressed several key
themes in the revision process:
 Incorporation of more diverse perspectives, especially those of Indigenous Native Americans
 Fewer, more concise standards
 Balance of content and skills
 Emphasizing current events and real-world connections
 Inclusion of more South Dakota perspectives K–12
 More integration of the C3 Framework
 More guidance to educators as they handle tough topics in their classrooms
 Teaching students the positive and negative aspects of our nation’s history while instilling pride in being an American

Workgroup members used current, evidence-based practices, research, and data to create a set of social studies standards that
reflect current, sustainable best practices that guide teachers and prepare students to be active, aware, and engaged citizens of their

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communities, state, country, and world. They did this through in-person collaboration, extensive research, small and whole group
discussions, grade-level and strand vertical alignment conversations, debate, and consensus.

These standards encompass best practices within the social studies disciplinary concepts, or skills and content to support the
strands of geography, history, civics, and economics. Examples of various standards documents focusing on social studies, the Oceti
Sakowin Essential Understandings, and the 2015 South Dakota Social Studies Content Standards were reviewed during the process.

C3 Framework
In South Dakota, the C3 Framework was first embedded in the 2015 South Dakota Social Studies Standards. The framework is a set
of guidelines created by social studies experts from across the country that states can use to create standards and lesson plans for
social studies. The C3 Framework emphasizes preparing students for college, career, and civic life (C3) and is split into four
Dimensions:
 Developing questions and planning inquiries
 Applying disciplinary concepts and tools
 Evaluating sources and using evidence
 Communicating conclusions and taking informed action

Notable Changes (from the 2014 Social Studies Standards document to the 2021 Social Studies
Standards document)
 Anchor standards served as a guide when revising grade-level standards. The workgroup recognized the importance of
teaching South Dakota elements, such as Indigenous Native American content, within each grade level and strand, rather than
having this emphasis be placed solely in the fourth grade standards. An additional South Dakota element was added to the
history, geography, civics, and economics strands of the anchor standards. Overall, the revised anchor standards provide more
clarity and ease of use for all grade levels while also unpacking multiple opportunities for stronger depth and rigor over the course
of a student’s K–12 education. Furthermore, the revised anchor standards reflect higher-order thinking and current best practices
in social studies, organized in specific, age-appropriate terms to be taught at each grade level.
 Grade-level standards have been aligned with the revised anchor standards to ensure clarity and accurate progressions
throughout the grade levels. The anchor standards do not reflect a certain order in which standards must be taught.
 An inquiry strand has been added to the anchor standards. Inquiry is at the heart of social studies; it disciplines and supports
the ways in which practitioners in the field (such as geographers, historians, economists, and political scientists) research and
make decisions. Inquiry, or asking questions to drive one’s learning, is crucial to strong student outcomes. When revising the
anchor standards, workgroup members expressed that having inquiry and other disciplinary skills embedded only within the

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standards can cause the skills to be overlooked during lessons. To ensure skills are covered at each grade level, an inquiry
strand was added to the list of anchor standards. These anchor standards reflect skills crucial to best practices in social studies.
These standards have been written to accommodate all grade levels, with the flexibility for specific grade-level standards to be
written under the Inquiry anchor standards.
 There is stronger alignment between fifth grade, eighth grade, and high school United States history standards to incorporate
more modern history in high school. This change was made to address concerns that many U.S. history concepts that should be
mastered in fifth and eighth grade are repeated in high school U.S. history, which limits addressing modern history content in high
school. The new grade-level standards demonstrate clear alignment between fifth grade, eighth grade, and high school U.S.
history standards, as well as concepts that should be mastered at a particular grade level, concepts to be introduced at that grade
level, and where the next grade level’s content will begin. The connections indicate how the content from fifth grade, eighth
grade, and high school U.S. history standards builds upon and is used in future grade levels.
 Some standards were removed to prevent redundancy, provide clarity, and accommodate vertical alignment, while some
standards were added to clarify other standards, advance vertical alignment, address gaps, and incorporate missing essential
skills or content.

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4
Guide to Standards Numbering

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 Organization of the South Dakota K-12 Social Studies Content Standards Document
The South Dakota K-12 Social Studies Content Standards include both K–12 anchor standards and grade-level standards. Anchor
standards are standards to be implemented at all levels K–12. Anchor standards give guidance regarding what students are
expected to achieve by the end of 12th grade. Grade-level standards are specific, grade-appropriate tasks and content based on
anchor standards; they are to be mastered in a specific grade.

The standards are organized by grade level (K–8) or grade band (K–12). Each grade level or grade band includes standards under
the history, geography, civics/government, geography, or inquiry strands.

What Standards Do and Do Not Do

 These revised social studies standards represent what students are expected to know and do after completing each K–12
grade level. The standards emphasize crucial skills necessary for success in history, geography, civics/government, and
economics to help students be college, career, and life ready. These standards are not curriculum, as school districts determine
curriculum, pacing guides, and instructional materials for schools. Instead, the standards serve as a guide for districts to choose
curriculum and plan lessons.
 The revised standards focus on the most essential elements of student learning within each social studies strand. Further
content, support, and resources are left to the decisions of teachers, curriculum developers, and districts. Optional unpacked
documents will be available at a later date to support educators’ implementation of the revised social studies standards.

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 Additional Resources
To assist readers with specific social studies terminology found in this document, a glossary is included at the end of this document
to clarify intended meanings of terms. This list is not exhaustive, as more resources continue to be created and made available to
educators.

During the standards revision process, workgroup members referenced South Dakota’s public comment feedback about the current
social studies standards. The following are some additional resources referenced by workgroup members:
 Pre-AP World History and Geography Course Guide
 National World History Content Standards
 National United States History Content Standards
 National Content Standards in Economics, 2nd Edition
 Economics Framework for the National Assessment of Educational Progress
 Center for Civic Education
 Civics Framework for the National Assessment of Educational Progress
 National Geographic Geography Standards
 Geography Framework for the National Assessment of Educational Progress
 The C3 Framework
 Native Knowledge 360
 Oceti Sakowin Essential Understandings

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 Acknowledgements
A team of nearly 50 workgroup members with different backgrounds and experiences from across the state, including K–12
educators, post-secondary educators, administrators, legislators, museum staff, special education staff, retired social studies
teachers, and the South Dakota Department of Education, worked to revise the social studies standards. All workgroup members
expressed strong dedication and advocated for high quality social studies education to ensure students are college, career, and life
ready. The South Dakota Department of Education wishes to express appreciation and gratitude to the individuals who contributed
their expertise and time to the revision of South Dakota’s Social Studies Content Standards.

South Dakota Social Studies Standards Workgroup Members

Name School District/Affiliation Contribution
Morgan Larson Canistota School District Kindergarten, Lead
Monique Keck Spearfish School District Kindergarten
Haley Dressler Rapid City Area Schools 1st Grade, Lead
Denise Allen Langford Area School District 1st Grade
Megan Deal Pierre School District 2nd Grade, Lead
Teri Kinsley Jones County School District 2nd Grade
Roberta Bizardie Todd County School District 3rd Grade, Lead
Melinda Geiszler Rutland School District 3rd Grade
Sherri Rawstern Dacotah Prairie Museum 3rd Grade
Ali Tonsfeldt Fort Sisseton Historic State Park 4th Grade, Lead
Claire Beck Kadoka Area School District 4th Grade
Fred Osborn Office of Indian Education 4th Grade
Kirstin Livermont Rapid City Area Schools 5th Grade, Lead
Andrea Stanosheck Yankton School District 5th Grade
Kris Johnson Sisseton Middle School 5th Grade
Jordan Esmay Belle Fourche School District 6th Grade, Lead
Darcy Higbee Rapid City Area Schools 6th Grade
Paige Wright Harrisburg School District 6th Grade
Betsy Schamber Dakota State University 7th Grade, Lead
Andrew Stewart Dakota Valley Public School 7th Grade
Ladonna Mielke Mobridge Pollock School District 8th Grade, Lead
Madeleine Gonsoir Aberdeen School District 8th Grade

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Dr. Sherry Johnson Sisseton-Wahpeton Oyate 8th Grade
Shaun Nielsen Rapid City Area Schools 8th Grade
Erin McBurney Watertown Middle School 8th Grade
Carissa VanderLey Chamberlain High School High School U.S. History, Lead
SD Agricultural Heritage Museum/South
Sarah Jacobs High School U.S. History
Dakota National History Day
Judy Rapp Retired Social Studies Teacher High School U.S. History
Kim McCullough Brookings School District High School Geography, Lead
Grant Lolley Bison Community Schools High School Geography
Senator Jim Bolin South Dakota Legislator High School Geography
Kelsey Lovseth Brookings School District High School Government/Civics, Lead
Carrie Huber Rapid City Area Schools High School Government/Civics
Cara Phelps Rapid City Area Schools High School Government/Civics
Lisa Forcier Sisseton-Wahpeton Oyate High School Government/Civics
Dr. Joel Johnson Augustana University High School Government/Civics
Wade Juracek Colome School District High School Economics, Lead
Rebecca Loutsch Gayville-Volin School District High School Economics
Justin Palmer Brookings School District High School Economics
Michael Nankervis Cheyenne-Eagle Butte School District High School Economics
Paul Harens Retired Teacher High School World History, Lead
Michael Kane Belle Fourche School District High School World History
Eric Reynolds Edgemont School District High School World History
Dr. Stephen Jackson University of Sioux Falls High School World History
Beth Ratway American Institutes for Research Revision Project Facilitator
South Dakota Department of Education
Melinda Johnson Revision Project Lead
Social Studies Specialist, Social Studies

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 South Dakota Social Studies Standards 2021

Kindergarten: Myself and My Classroom

In kindergarten, students will be introduced to each of the social studies disciplines with connections to their role in their classroom
and school community. Students will learn basic civic principles, including rules and symbols, that represent their country and state.
They will also use geographical tools and historical materials to explore the environment around them. Students will learn basic
economic skills such as defining needs versus wants and borrowing versus buying.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Kindergarten History
Anchor Standard List standard(s) by bullet
K-12.H.1: Students will analyze change, continuity, and context  K.H.1.1: Demonstrate chronological order using yesterday,
throughout history. today, and tomorrow.
K-12.H.2: Students will evaluate the impact of people, events,  K.H.2.1: Identify local and national celebrations and
ideas, and symbols upon history, through multiple perspectives. ceremonies.
K-12.H.6: Students will incorporate multiple points of view from  K.H.6.1: Read or listen to Oceti Sakowin Oyate stories, such
South Dakota’s cultures to identify and analyze historical events as Iktomi stories and historical lore stories.
of South Dakota.

Kindergarten Civics
Anchor Standard List standard(s) by bullet
K-12.C.1: Students will compare and evaluate the purposes and  K.C.1.1: Identify our country’s flag and the Pledge of
structures of various common forms of government within their Allegiance as symbols of the United States.
historical context.
K-12.C.2: Students will explain and evaluate the principles and  K.C.2.1: Identify classroom rules and explain why they are
structures inherent in the creation and legacy of the American important.
constitutional system.
K-12.C.6: Students will understand the complex interactions  K.C.6.1: Discuss the meaning of kinship to the Oceti
among nation-states and other international institutions and Sakowin Oyate.
organizations.

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 Kindergarten Geography
Anchor Standard List standard(s) by bullet
K-12.G.1: Students will use geospatial tools and resources to  K.G.1.1: Recognize that maps and globes represent places.
generate, interpret, and analyze information.  K.G.1.2: Use positional words including but not limited to up,
down, above, and below to identify locations in the
classroom.
 K.G.1.3: Locate the state of South Dakota on a map of the
United States.
K-12.G.2: Students will understand and apply the nature and  K.G.2.1: Explain why students move from place to place
importance of the 6 Essential Elements of Geography. within the school environment.
K-12.G.3: Students will explain the events and processes that  K.G.3.1: Identify and describe places in the immediate
shape places and regions. school environment.
K-12.G.5: Students will understand the ways in which humans  K.G.5.1: Describe ways people rely on the environment.
culturally adapt to, use, modify, and impact the natural
environment.
K-12.G.6: Students will analyze the key elements of South  K.G.6.1: Discuss the tribal nations of the Oceti Sakowin
Dakota geography and its impact on historical and Oyate.
contemporary issues.

Kindergarten Economics
Anchor Standard List standard(s) by bullet
K-12.E.1: Students will apply the fundamental vocabulary,  K.E.1.1: Differentiate between wants and needs.
ideas, and concepts associated with the study of economics.  K.E.1.2: Explain the difference between borrowing and
buying.

Kindergarten Inquiry
Anchor Standard List standard(s) by bullet
K-12.I.1: Students will construct compelling and supporting  K.I.1.1: Recognize a compelling question and why it is
questions. important to the student.
K-12.I.2: Students will gather, evaluate, and draw conclusions  K.I.2.1: With teacher support, understand information about
from primary and secondary sources. a topic using primary and secondary sources.
K-12.I.4: Students will analyze, evaluate, and critique claims  K.I.4.1: Using given information, provide relevant responses
and create arguments based on evidence.

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 to compelling questions.
K-12.I.5: Students will learn strategies to stay informed about  K.I.5.1: Make decisions about and act on civic problems in
public issues and to form evidence-based views of those the classroom.
matters.

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Grade 1: Living, Learning, Working Together in the Community
In 1st grade, students will engage in learning about their communities and the ways in which they live, learn, and work together as a
part of the larger community. Students will build on the geographical and historical knowledge as they learn about community
workers and leadership roles that help a community function.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grade 1 History
Anchor Standard List standard(s) by bullet
K-12.H.1: Students will analyze change, continuity, and context  1. H.1.1: Demonstrate chronological order using events from
throughout history. students’ own lives.
 1.H.1.2: Examine historical records and artifacts to learn
about family and school life in the past.
K-12.H.2: Students will evaluate the impact of people, events,  1.H.2.1: Connect people and events honored in
ideas, and symbols upon history, through multiple perspectives. commemorative celebrations and ceremonies.
K-12.H.6: Students will incorporate multiple points of view from  1.H.6.1: Discuss the Oceti Sakowin Oyate creation story,
South Dakota’s cultures to identify and analyze historical events including correct chronological order of the story.
of South Dakota.

Grade 1 Civics
Anchor Standard List standard(s) by bullet
K-12.C.1: Students will compare and evaluate the purposes and  1.C.1.1: Identify primary symbols of the United States.
structures of various common forms of government within their
historical context.
K-12.C.2: Students will explain and evaluate the principles and  1.C.2.1: Explain who makes decisions and rules in the
structures inherent in the creation and legacy of the American school.
constitutional system.
K-12.C.3: Students will analyze the principles, historical impact,  1.C.3.1: Identify services and workers in our local
and contemporary relevance of foundational documents. community.
K-12.C.6: Students will understand the complex interactions  1.C.6.1: Identify symbols of the Oceti Sakowin Oyate,
among nation-states and other international institutions and including but not limited to star quilt, buffalo, and medicine

13
organizations. Focus: Foreign Policy wheels.

Grade 1 Geography
Anchor Standard List standard(s) by bullet
K-12.G.1: Students will use geospatial tools and resources to  1.G.1.1: Construct simple maps of familiar places that
generate, interpret, and analyze information. include labels and a key.
 1.G.1.2: Use maps, globes, or other simple geographic
models to identify and distinguish between locations,
including landmasses and bodies of water.
 1.G.1.3: Identify the six neighboring states of South Dakota,
using a map of the United States.
K-12.G.2: Students will understand and apply the nature and  1.G.2.1: Describe and identify the characteristics and
importance of the 6 Essential Elements of Geography. boundaries of our community.
 1.G.2.2: Explain why and how people move from place to
place.
K-12.G.3: Students will explain the events and processes that  1.G.3.1: Describe ways in which people modify and adapt to
shape places and regions. the environment.
K-12.G.6: Students will analyze the key elements of South  1.G.6.1: Recognize the nine contemporary reservations of
Dakota geography and its impact on historical and the Oceti Sakowin Oyate on a South Dakota Map.
contemporary issues.

Grade 1 Economics
Anchor Standard List standard(s) by bullet
K-12.E.1: Students will apply the fundamental vocabulary, ideas  1.E.1.1: Distinguish between goods and services and how
and concepts associated with the study of economics. the exchange of these goods and services help people
within our community.
 1.E.1.2: Distinguish the difference between spending and
saving.

Grade 1 Inquiry
Anchor Standard List standard(s) by bullet
K-12.I.1: Students will construct compelling and supporting  1.I.1.1: Identify the relationship between compelling and
questions. supporting questions.

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K-12.I.2: Students will gather, evaluate, and draw conclusions  1.I.2.1: Determine if a source is primary or secondary and
from primary and secondary sources. distinguish whether it is mostly fact or opinion.
K-12.I.4: Students will analyze, evaluate, and critique claims  1.I.4.1: Construct relevant responses to compelling
and create arguments based on evidence. questions using examples.
K-12.I.5: Students will learn strategies to stay informed about  1.I.5.1: Make decisions about and act on civic problems in
public issues and to form evidence-based views of those the classroom.
matters.

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Grade 2: Making a Difference in My State and Country
In 2nd grade, students will learn about making a positive difference in their state and country. They will engage in thinking and
conversing about their own responsibility to take care of their community and state, focusing on being a positive citizen. They will
also learn about how the government plays a role in their community, state, and country.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grade 2 History
Anchor Standard List standard(s) by bullet
K-12.H.1: Students will analyze change, continuity, and context  2.H.1.1: Given a set of events, demonstrate chronological
throughout history. order using events from history.
 2.H.1.2: Use historical records and artifacts to compare past
life to present-day life in our community and state.
K-12.H.2: Students will evaluate the impact of people, events,  2.H.2.1: Compare how holidays and ceremonies are
ideas, and symbols upon history, through multiple perspectives. celebrated in different cultures.
K-12.H.6: Students will incorporate multiple points of view from  2.H.6.1: Discuss the culture of the Oceti Sakowin Oyate
South Dakota’s cultures to identify and analyze historical events before European interactions.
of South Dakota.

Grade 2 Civics
Anchor Standard List standard(s) by bullet
K-12.C.1: Students will compare and evaluate the purposes and  2.C.1.1: Explain the meaning behind our national symbols.
structures of various common forms of government within their
historical context.
K-12.C.2: Students will explain and evaluate the principles and  2.C.2.1: Explain the basic political roles of leaders in the
structures inherent in the creation and legacy of the American community, state, and country.
constitutional system.  2.C.2.2: Identify laws in our local community.
K-12.C.3: Students will analyze the principles, historical impact,  2.C.3.1: Identify the structure of local government.
and contemporary relevance of foundational documents.
K-12.C.4: Students will examine federalism and how institutions  2.C.4.1: Describe citizenship in our local community and
interact at the local, state, tribal, and national levels. state.

16
K-12.C.6: Students will understand the complex interactions  2.C.6.1: Explore the concepts of the Oceti Sakowin Oyate,
among nation-states and other international institutions and including but not limited to tribal flags, celebrations
organizations. (powwows), beadwork, dreamcatchers, music, and artwork.

Grade 2 Geography
Anchor Standard List standard(s) by bullet
K-12.G.1: Students will use geospatial tools and resources to  2.G.1.1: Construct and explain maps that include cardinal
generate, interpret, and analyze information. directions and landforms.
 2.G.1.2: Explain how local communities are part of a larger
region.
 2.G.1.3: Identify the regions on a map of the United States.
K-12.G.2: Students will understand and apply the nature and  2.G.2.1: Explain why and how people and goods move from
importance of the 6 Essential Elements of Geography. place to place within the community and state.
K-12.G.3: Students will explain the events and processes that  2.G.3.1: Compare and contrast the physical and man-made
shape places and regions. characteristics of the local community with those of another
community.
K-12.G.6: Students will analyze the key elements of South  2.G.6.1: Describe ways people can responsibly interact with
Dakota geography and its impact on historical and the environment in the local community and state.
contemporary issues.  2.G.6.2: Identify names and locations of Oceti Sakowin
Oyate tribes within our communities and state.

Grade 2 Economics
Anchor Standard List standard(s) by bullet
K-12.E.1: Students will apply the fundamental vocabulary,  2.E.1.1: Compare and contrast the goods and services that
ideas, concepts associated with the study of economics. people in the local community produce with those that are
produced in other communities.
 2.E.1.2: Evaluate spending and saving choices and their
consequences.

Grade 2 Inquiry
Anchor Standard List standard(s) by bullet
K-12.I.1: Students will construct compelling and supporting  2.I.1.1: Generate supporting questions related to compelling

17
questions. questions across the social studies disciplines.
K-12.I.2: Students will gather, evaluate, and draw conclusions  2.I.2.1: Determine if a source is primary or secondary and
from primary and secondary sources. distinguish whether it is mostly fact or opinion.
K-12.I.4: Students will analyze, evaluate, and critique claims  2.I.4.1: Construct responses to compelling questions using
and create arguments based on evidence. reasoning, examples, and relevant details.
K-12.I.5: Students will learn strategies to stay informed about  2.I.5.1: Make decisions about and act on civic problems in
public issues and to form evidence-based views of those the classroom.
matters.

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Grade 3: Movement Through My World
In 3rd grade, students will learn to navigate within their communities and also throughout the world. While learning about their world,
they will recognize the importance of local government, our nation’s boundaries, and landforms. Students will engage in researching,
discussing, identifying, and explaining their place here in South Dakota as well as globally. They will also explore more diversity
within the cultures of South Dakota.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grade 3 History
Anchor Standard List standard(s) by bullet
K-12.H.2: Students will evaluate the impact of people, events,  3.H.2.1: Discuss obstacles and successes of both the early
ideas, and symbols upon history, through multiple perspectives. settlers and Indigenous Native Americans in creating
communities.
 3.H.2.2: Generate questions about notable individuals and
groups who have shaped significant historical changes and
continuities.
 3.H.2.3: Compare and contrast historical American figures.
K-12.H.4: Students will evaluate the cause and effect of  3.H.4.1: Explain cause and effect relationships that
significant past events and how history influences and shapes impacted early settlement and development in the United
our contemporary world. States.
K-12.H.5: Students will develop historical research skills by  3.H.5.1: Compare information provided by different primary
analyzing and evaluating primary and secondary sources. and secondary historical sources about the past.
K-12.H.6: Students will incorporate multiple points of view from  3.H.6.1: Investigate and discuss a students' community’s
South Dakota's cultures to identify and analyze historical events culture and history.
of South Dakota.

Grade 3 Civics
Anchor Standard List standard(s) by bullet
K-12.C.1: Students will compare and evaluate the purposes and  3.C.1.1: Research the meaning behind South Dakota’s
structures of various common forms of government within their symbols.
historical context.

19
K-12.C.3: Students will analyze the principles, historical impact,  3.C.3.1: Articulate the meaning and importance of the
and contemporary relevance of foundational documents. Declaration of Independence and the Constitution.
K-12.C.4: Students will examine federalism and how institutions  3.C.4.1: Identify the structure, roles, and responsibility of
interact at the local, state, tribal, and national levels. local government.
 3.C.4.2: Identify government agencies in a community.
K-12.C.5: Students will examine the rights and responsibilities  3.C.5.1: Identify why laws and responsibilities are needed in
of citizens and identify methods for influencing the political a community and why there are legal consequences.
process at the local, state, tribal, national, and global levels.  3.C.5.2: Identify the rights and responsibilities of citizenship
in students’ own communities.
K-12.C.6: Students will understand the complex interactions  3.C.6.1: Describe tribal organizational structures (councils,
among nation-states and other international institutions and chairman, etc.) that are formed to benefit the entire tribe.
organizations.

Grade 3 Geography
Anchor Standard List standard(s) by bullet
K-12.G.1: Students will use geospatial tools and resources to  3.G.1.1: Identify and place absolute locations in a
generate, interpret, and analyze information. community by using grid systems.
 3.G.1.2: Name and identify the seven continents, five
oceans, and major physical features on a map or globe.
 3.G.1.3: Locate major political and physical features and
regions of the United States on a map or globe.
 3.G.1.4: Identify and locate all 50 states.
K-12.G.5: Students will understand the ways in which humans  3.G.5.1: Provide reasons why and how people move and
culturally adapt to, use, modify, and impact the natural how it affects their communities.
environment.
K-12.G.6: Students will analyze the key elements of South  3.G.6.1: Research the nine tribes in South Dakota.
Dakota geography and its impact on historical and
contemporary issues.

Grade 3 Economics
Anchor Standard List standard(s) by bullet
K-12.E.1: Students will apply fundamental economics  3.E.1.1: Describe and define the role of a financial institution
vocabulary, ideas, and concepts associated with the study of in the community.

20
economics.
K-12.E.3: Students will examine how different economic  3.E.3.1: Identify examples of a variety of resources that are
systems coordinate and facilitate the exchange, production, used to produce goods and services.
distribution, and consumption of goods and service.  3.E.3.2: Use examples to show how people today depend
upon trade with others to meet their wants and needs.

21
Grade 4: South Dakota
In 4th grade, students will study South Dakota’s rich past and geographic diversity. Topics will include the distinct cultural heritage
and contemporary perspectives of the Oceti Sakowin Oyate and other cultural groups through analyzing and evaluating a variety of
sources and viewpoints. Students will use this knowledge to understand the state’s past and present geography, economy, and
government.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grade 4 History
Anchor Standard List standard(s) by bullet
K-12.H.1: Students will analyze change, continuity, and context  4.H.1.1: Compare and contrast life in South Dakota today
throughout history. with life in historical time periods.
K-12.H.2: Students will evaluate the impact of people, events,  4.H.2.1: Analyze the impact of significant historical events
ideas, and symbols upon history, through multiple perspectives. on the development of cultures in South Dakota.
 4.H.2.2: Describe notable individuals who impacted the
history and development of South Dakota.
K-12.H.4: Students will evaluate the causes and effects of  4.H.4.1: Examine basic environmental, economic, cultural,
significant past events and how history influences and shapes and population issues of concern to South Dakota.
our contemporary world.  4.H.4.2: Describe the influences of various cultures on
South Dakota communities.
 4.H.4.3: Evaluate how wars affected South Dakotans.
 4.H.4.4: Analyze causes and effects of events and
developments in South Dakota.
 4.H.4.5: Explain factors affecting the growth and expansion
of South Dakota.
K-12.H.5: Students will develop historical research skills by  4.H.5.1: Compare and contrast multiple historical sources
analyzing and evaluating primary and secondary sources. and their relationships to particular historical events and
developments in South Dakota.
 4.H.5.2: Infer the intended audience and purpose of a
historical source from information within the source itself.
K-12.H.6: Students will incorporate multiple points of view from  4.H.6.1: Explain how the Oceti Sakowin and Oyate culture

22
South Dakota’s cultures to identify and analyze historical events and other groups were affected by westward expansion, the
of South Dakota. creation of the reservation system, and the US assimilation
policies and programs.

Grade 4 Civics
Anchor Standard List standard(s) by bullet
K-12.C.1: Students will compare and evaluate the purposes and  4.C.1.1: Describe key events related to the formation of
structures of various common forms of government within their South Dakota as a state.
historical context.
K-12.C.3: Students will analyze the principles, historical impact,  4.C.3.1: Compare and contrast major themes within the SD
and contemporary relevance of foundational documents. Constitution and the US Constitution.
K-12.C.4: Students will examine federalism and how institutions  4.C.4.1: Discuss South Dakota’s government (and the roles
interact at the local, state, tribal, and national levels. of the three branches) and its relationship to South Dakota
Tribes.
K-12.C.5: Students will examine the rights and responsibilities  4.C.5.1: Explain how groups of people make rules and laws
of citizens and identify methods for influencing the political to create responsibilities and protect freedoms.
process at the local, state, tribal, national, and global levels.

Grade 4 Geography
Anchor Standard List standard(s) by bullet
K-12.G.1: Students will use geospatial tools and resources to  4.G.1.1: Analyze major political and physical features of
generate, interpret, and analyze information. South Dakota using geospatial resources (e.g., maps,
globes, satellite, aerial photographs, etc.).
K-12.G.2: Students will understand and apply the nature and  4.G.2.1: Compare and contrast regions of South Dakota
importance of the six essential elements of Geography. using the six essential elements of Geography.
K-12.G.3: Students will explain the events and processes that  4.G.3.1: Explain how physical, cultural, and human
shape places and regions. characteristics shape places and regions.

Grade 4 Economics
Anchor Standard List standard(s) by bullet
K-12.E.1: Students will apply the fundamental vocabulary,  4.E.1.1: Discuss what factors (both positive and negative)
ideas, and concepts associated with the study of economics. influence individual choices.
K-12.E.3: Students will examine how different economic  4.E.3.1: Explain how South Dakota and other States are

23
systems coordinate and facilitate the exchange, production, interdependent on one another to meet their economic
distribution, and consumption of goods and services. needs.
K-12.E.4: Students will evaluate elements of local, tribal, South  4.E.4.1: Describe the necessity for government to collect
Dakota, and federal economy and government, including the taxes to provide services.
impact of national and global economic issues.

Grade 4 Inquiry
Anchor Standard List standard(s) by bullet
K-12.I.2: Students will gather, evaluate, and draw conclusions  4.I.2.1: Use evidence to develop a claim about the past.
from primary and secondary sources.

24
Grade 5: Foundations of the United States
The 5th grade standards have shifted to provide more of a focus on early exploration and North America moving into the American
Revolution. This change was made in an effort to not only ensure all students understand the foundation of the United States to
mastery through their social studies courses, but also to afford high school students the opportunity for exposure to the last five
decades of our more recent United States history, something the previous standards didn’t leave room for. The new format allows
strong connections to introduce content being mastered in 8th grade that will also set the foundation for concepts learned in High
School US History.

In relation to the Foundations of the United States, 5th grade students will be expected to master, or thoroughly understand, the
following:
 The knowledge of complex societies that existed on the North American continent before 1500
 The Age of Exploration
 Interactions between Europeans and Indigenous Native Americans after 1500
 The founding of the 13 Colonies
 The causes of the American Revolution
 The influential Patriots involved in the creation of the United States as an independent country

5th grade students will also be introduced to:

 The foundations of the United States government
 The Constitutional Convention
 Ways in which citizens participate in the democratic process

The topics introduced in 5th grade will continue to be taught in both 8th grade and high school Civics/Government classes.

In an effort to ensure all students have a rigorous social studies learning experience, 5th grade inquiry standards were added. These
standards will prepare students by developing their historical research skills, teaching them to “think like a historian.”

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

25
 Grade 5 History
Anchor Standard List standard(s) by bullet
K-12.H.1: Students will analyze change, continuity, and context  5.H.1.1: Evaluate the physical and social effects of conflicts
throughout history. with other countries on North America, from the Age of
Exploration through the Revolutionary War.
 5.H.1.2: Describe the impact other countries had on
Indigenous Native Americans in North and South America
through exploration, conflict, and colonization.
K-12.H.2: Students will evaluate the impact of people, events,  5.H.2.1: Compare and contrast the cultures of various
ideas, and symbols upon history, through multiple perspectives. Indigenous Native Americans in North and South America
before and after 1500.
 5.H.2.2: Explore and explain the roles of influential people
leading up to and during the American Revolution.
 5.H.2.3: Evaluate the impact of Indigenous Native American
and European cultures and philosophies on the
development of North America.
K-12.H.3: Students will analyze multiple factors that influenced  5.H.3.1: Explain why individuals and groups during the
the perspectives of people during different historical eras. same historical period differed in their perspectives.
K-12.H.4: Students will evaluate the causes and effects of  5.H.4.1: Analyze the sources of conflict which led to the
significant past events and how history influences and shapes American Revolution.
our contemporary world.  5.H.4.2: Explore and explain the effects of key events during
the American Revolution.
K-12.H.5: Students will develop historical research skills by  5.H.5.1: Summarize how different types of historical sources
analyzing and evaluating primary, secondary, and tertiary are used to explain events in the past.
sources.  5.H.5.2: Evaluate a historical source to justify the validity of
that source.

Grade 5 Civics
Anchor Standard List standard(s) by bullet
K-12.C.1: Students will compare and evaluate the purposes and  5.C.1.1: Identify the basic structure of the government by
structures of various common forms of government within their studying The United States Constitution.
historical context.  5.C.1.2: Explain why governments are necessary.
K-12.C.2: Students will explain and evaluate the principles and  5.C.2.1: Identify the origins and purposes of rules, laws, and

26
structures inherent in the creation and legacy of the American key powers in The Constitution.
constitutional system.
K-12.C.3: Students will analyze the principles, historical impact,  5.C.3.1: Identify the responsibilities and powers of
and contemporary relevance of foundational documents. government officials at various levels and branches of
government.
K-12.C.4: Students will examine federalism and how institutions  5.C.4.1: Analyze ways people throughout history have
interact at the local, state, tribal, and national levels. worked together to impact or change society.
K-12.C.5: Students will examine the rights and responsibilities  5.C.5.1: Explain how democracy relies upon citizens’
of citizens and identify methods for influencing the political responsible participation and identify ways individuals
process at the local, state, tribal, national, and global levels. should participate.
 5.C.5.2: Analyze contemporary means of changing society.
K-12.C.6: Students will understand the complex interactions  5.C.6.1: Introduce sovereignty as it applies to federal, state,
among nation-states and other international institutions and and tribal governments.
organizations.

Grade 5 Geography
Anchor Standard List standard(s) by bullet
K-12.G.1: Students will use geospatial tools and resources to  5.G.1.1: Apply latitude and longitude to find absolute
generate, interpret, and analyze information. locations on a globe and map.
 5.G.1.2: Interpret geospatial resources of different types and
scales (e.g., maps, globes, satellites information, aerial
photos, etc.).
K-12.G.2: Students will understand and apply the nature and  5.G.2.1: Explain how cultures affect the distribution and
importance of the 6 Essential Elements of Geography. movement of people, goods, and ideas.
 5.G.2.2: Explain how natural resources affect the distribution
and movement of people, goods, and ideas.
 5.G.2.3: Analyze the effects of environmental and
technological advancements changes on human settlements
and migration.
K-12.G.6: Students will analyze the key elements of South  5.G.6.1: Explain how events and activities in one place
Dakota geography and its impact on historical and affect people living in other places using the 6 Essential
contemporary issues. Elements of Geography.
 5.G.6.2: Explain how natural resources and migration
affected the lives and culture of the Oceti Sakowin Oyate.

27
 Grade 5 Economics
Anchor Standard List standard(s) by bullet
K-12.E.1: Students will apply the fundamental vocabulary,  5.E.1.1: Explain how supply and demand influences
ideas, and concepts associated with the study of economics. producers and consumers.
 5.E.1.2: Explain the role of currency as a means of trade
between individuals and/or groups.
K-12.E.2: Students will engage with the processes of economic  5.E.2.1: Explain how various levels of government use taxes
decision making. to pay for the goods and services they provide.
K-12.E.3: Students will examine how different economic  5.E.3.1: Identify basic institutions that made up economic
systems coordinate and facilitate the exchange, production, systems, including those in the 13 Colonies.
distribution, and consumption of goods and services.
K-12.E.4: Students will evaluate elements of the local, tribal,  5.E.4.1: Analyze the role of trade in early North American
South Dakota, and federal economy and government, including History, including trade among Indigenous Native American
the impact of national and global economic issues. groups and Europeans.

Grade 5 Inquiry
Anchor Standard List standard(s) by bullet
K-12.I.1: Students will construct compelling and supporting  5.I.1.1: Create and use a chronological sequence of related
questions. events to compare developments that happened during the
same time frame.
 5.I.1.2: Explain how supporting questions help answer
compelling questions in an inquiry.
K-12.I.2: Students will gather, evaluate, and draw conclusions  5.I.2.1: Summarize how primary and secondary historical
from primary and secondary sources. sources are used to explain events in the past.
K-12.I.3: Students will develop evidence-based claims.  5.I.3.1: Develop arguments using claims and evidence from
at least two sources.
K-12.I.4: Students will analyze, evaluate, and critique claims  5.I.4.1: Use information about a historical source (including
and create arguments based on evidence. the maker, date, place of origin, intended audience, and
purpose) to judge the validity of the source.
K-12.I.5: Students will learn strategies to stay informed about  5.I.5.1: Make decisions about and act on civic problems in
public issues and to form evidence-based views of those the classroom.
matters.  5.I.5.2: Use democratic procedures to make decisions about
civic issues in the school.

28
29
Grade 6: World History
In 6th grade, students will learn about the geographic, civic, economic, and historic elements and historic development of early
civilizations. Students will learn to critically analyze historical documents, artifacts, and perspectives to understand the development
of societies. A geography standard was added to build on prior knowledge and geography skills students will continue to use as they
finish middle and high school.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grade 6 History
Anchor Standard List standard(s) by bullet
K-12.H.1: Students will analyze change, continuity, and context  6.H.1.1: Arrange key global historical events in
throughout history. chronological order.
 6.H.1.2: Analyze the chronology of historical events
throughout the world and their impact on the past, present,
and future.
K-12.H.2: Students will evaluate the impact of people, events,  6.H.2.1: Analyze the development and cultural contributions
ideas, and symbols upon history, through multiple perspectives. of the earliest human communities.
 6.H.2.2: Analyze the development and cultural contributions
of the agrarian societies.
 6.H.2.3: Analyze the development and cultural contributions
of large-scale empires and major religions.
 6.H.2.4: Analyze the development and cultural contributions
of economic systems and political institutions.
K-12.H.3: Students will analyze multiple factors that influenced  6.H.3.1: Compare and contrast to identify multiple
the perspectives of people during different historical eras. perspectives of the same people, ideas, or events (by using
primary and secondary sources).
K-12.H.4: Students will evaluate the causes and effects of  6.H.4.1: Evaluate how decisions made by individuals
significant past events and how history influences and shapes affected historical events.
our contemporary world.  6.H.4.2: Explain how events and ideas in ancient
civilizations influence humans today.

30
 Grade 6 Civics
Anchor Standard List standard(s) by bullet
K-12.C.1: Students will compare and evaluate the purposes and  6.C.1.1: Compare and contrast ancient forms of
structures of various common forms of government within their government.
historical context.  6.C.1.2: Explain how different types of governments impact
people, places, and history.
 6.C.1.3: Explain the ways in which governments meet the
needs of citizens, manage conflict, and establish order and
security.
K-12.C.3: Students will analyze the principles, historical impact,  6.C.3.1: Analyze the historical impact of ancient world
and contemporary relevance of foundational documents. history documents created by ancient civilizations.
K-12.C.5: Students will examine the rights and responsibilities  6.C.5.1: Explain ways that people can affect or influence
of citizens and identify methods for influencing the political society and government.
process at the local, state, tribal, national, and global levels.

Grade 6 Geography
Anchor Standard List standard(s) by bullet
K-12.G.1: Students will use geospatial tools and resources to  6.G.1.1: Construct a map or other geographic
generate, interpret, and analyze information. representation of the seven continents and five oceans.

Grade 6 Economics
Anchor Standard List standard(s) by bullet
K-12.E.3: Students will examine how different economic  6.E.3.1: Explain societies’ attempts throughout history to
systems coordinate and facilitate the exchange, production, satisfy their basic needs and wants.
distribution, and consumption of goods and services.  6.E.3.2: Identify basic economic systems present throughout
ancient civilizations.
 6.E.3.3: Analyze the causes and effects of economic
systems on societies.

Grade 6 Inquiry
Anchor Standard List standard(s) by bullet
K-12.I.1: Students will construct compelling and supporting  6.I.1.1: Identify the difference between compelling and

31
questions. supporting questions.
K-12.I.2: Students will gather, evaluate, and draw conclusions  6.I.2.1: Analyze and use primary and secondary sources to
from primary and secondary sources. learn about and explain the past.
K-12.I.3: Students will develop evidence-based claims.  6.I.3.1: Construct arguments using claims and evidence
from at least three sources.
K-12.I.4: Students will analyze, evaluate, and critique claims  6.I.4.1: Utilize primary and secondary sources and examine
and create arguments based on evidence. the credibility and intent of those sources for answering
compelling and supporting questions.

32
Grade 7: Geography
This 7th grade geography centered course will familiarize students with the world. Students will use the Six Essential Elements of
Geography, basics in civics and economics, and methods of inquiry to better understand the physical and cultural aspects of the
world around them. Students will give special attention to the geography of South Dakota in comparison to regions of the world.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grade 7 Civics
Anchor Standard List standard(s) by bullet
K-12.C.1: Students will compare and evaluate the purposes and  7.C.1.1: Identify and describe different forms of government
structures of various common forms of government within their used throughout the world.
historical context.
K-12.C.5: Students will examine the rights and responsibilities  7.C.5.1: Compare local, state, and tribal governments of
of citizens and identify method for influencing the political South Dakota to governments worldwide.
process at the local, state, tribal, national, and global levels.

Grade 7 Geography
Anchor Standard List standard(s) by bullet
K-12.G.1: Students will use geospatial tools and resources to  7.G.1.1: Apply understanding of geospatial resources by
generate, interpret, and analyze information. using geographical resources to gather information, analyze
data, and demonstrate navigation skills.
 7.G.1.2: Construct a map or other geographic
representation that demonstrates the spatial patterns of
physical and cultural characteristics.
K-12.G.2: Students will understand and apply the nature and  7.G.2.1: Recognize and apply the 6 Essential Elements of
importance of the 6 Essential Elements of Geography. Geography.
K-12.G.3: Students will explain the events and processes that  7.G.3.1: Identify and differentiate between the physical
shape places and regions. and/or human characteristics that create a region.
 7.G.3.2: Evaluate how the physical and human
characteristics of places and regions are connected to
human identities and cultures.

33
  7.G.3.3: Differentiate between the processes that result in
the natural landscape.
K-12.G.4: Students will analyze a variety of geographic  7.G.4.1: Analyze basic components of culture, including how
representations to understand the diversity of Earth's physical and why they differ spatially.
and human conditions (as well as understand past, present, and  7.G.4.2: Identify population distribution and characteristics
possible future implications). of human populations.
K-12.G.5: Students will understand the ways in which humans  7.G.5.1: Analyze how and why different cultures interact
culturally adapt to, use, modify, and impact the natural with Earth’s physical systems in various ways.
environment.  7.G.5.2: Form an evidence-based view of how human
groups adapt to, and depend upon, the natural environment.
 7.G.5.3: Evaluate how cultures and cultural landscapes
change.
K-12.G.6: Students will analyze the key elements of South  7.G.6.1: Compare how cultural patterns influence
Dakota geography and its impact on historical and environments and the daily lives of the Oceti Sakowin
contemporary issues. Oyate, the people of South Dakota, and people around the
world.

Grade 7 Economics
Anchor Standard List standard(s) by bullet
K-12.E.3: Students will examine how different economic  7.E.3.1: Justify the role of trade barriers and agreements in
systems coordinate and facilitate the exchange, production, the global economy.
distribution, and consumption of goods and services.
K-12.E.4: Students will evaluate elements of the local, tribal,  7.E.4.1: Analyze the relationship between government and
South Dakota, and federal economy and government, including economic systems in different countries.
the impact of national and global economic issues.  7.E.4.2: Evaluate how economic activity affects standard of
living in South Dakota as well as other regions of the world.

Grade 7 Inquiry
Anchor Standard List standard(s) by bullet
K-12.I.2: Students will gather, evaluate, and draw conclusions  7.I.2.1: Use primary and secondary sources to draw conclusions
from primary and secondary sources. on how past physical and/or human conditions influence present
and/or future conditions.
K-12.I.3: Students will develop evidence-based claims.  7.I.3.1: Make a claim to support how the availability of

34
 resources provides for or challenges human activities.
 7.I.3.2: Make a claim supported by evidence that to show
how changes in land use affect population distribution
patterns.
 7.I.3.3: Make a claim that supports how changes in
technology influence the spatial connections among human
settlements and affect the diffusion of ideas and cultural
practices.
 7.I.3.4: Make a claim to show how technology affects the
economic development of places and regions
K-12.I.4: Students will analyze, evaluate, and critique claims  7.I.4.1: Create an argument for the importance of the study
and create arguments based on evidence. of Geography.
 7.I.4.2: Evaluate how the relationship between physical and
cultural characteristics of a place impacts economic activity.

35
Grade 8: United States History
Eighth grade students will develop a deeper understanding of the United States through the lenses of civics, economics, geography,
history, and inquiry. The content shift in the overarching K-12 experience allows eighth grade students to focus on the study of the
founding era of the United States to the year 1900 in order to create a mastery of this content. Eighth grade builds upon the content
from fifth grade to further develop understandings of United States History from the French and Indian War through Reconstruction,
primarily focusing on the Founding Documents. 

Students will examine the origins, structures, and functions of the United States government to understand the continuing
responsibilities of citizenship. Within these examinations, the focus will allow students to refine their critical thinking skills using
primary and secondary sources from the eras. Multiple points of view will be explored to analyze the historic events, documents, and
people that established the contemporary United States. 

Students will acknowledge the ancestral home of the Oceti Sakowin Oyate and recognize the historical and contemporary voices of
South Dakota’s Indigenous Native Americans.

In relation to the Foundations of the United States, 8th grade students are expected to master the following:
 The Influence of Enlightenment Philosophers on Foundational Documents
 The Declaration of Independence and its impact on United States History
 The Articles of Confederation and the Constitutional Convention
 The creation of political parties from the Federalist and Anti-Federalist to 1900
 The Constitution as a living document - amendment process, branches of government, electoral college procedures,
separation of powers
 The Bill of Rights and Amendments, along with the Amendment Process
 Manifest Destiny/Westward expansion
 Events and impacts with Indigenous Native Americans as Westward Expansion occurred
 Understand significant primary sources, including Oceti Sakowin Oyate Treaties, and their impact on events of this time
period
 Federalism through all levels of government
 The conflicts and results of the Civil War
 The Reform Movements of the 19th century and their impact on United States Society

36
  Significant inventors, inventions, and technologies in the United States from founding to 1900
 The Reconstruction era changes to United States society

8th grade students will also be introduced to:

 the rights and responsibilities of US citizens to students’ lives.
 economic concepts and reasoning in events throughout United States history.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grade 8 History
Anchor Standard List standard(s) by bullet
K-12.H.1: Students will analyze change, continuity, and context  8.H.1.1: Investigate the changing character of American
throughout history. political life.
 8.H.1.2: Evaluate the impact of events that led to the
American Revolution.
K-12.H.2: Students will evaluate the impact of people, events,  8.H.2.1: Investigate how the abolition of slavery affected the
ideas, and symbols upon history through multiple perspectives. lives of Black Americans in the United States.
 8.H.2.2: Draw conclusions on how the reform movements
during the nineteenth century affected the United States.
K-12.H.3: Students will analyze multiple factors that influenced  8.H.3.1: Compare and contrast the Federalist and Anti-
the perspectives of people during different historical eras. Federalist philosophies of Americans during the ratification
process of the United States Constitution.
 8.H.3.3: Examine major cultural traits and resiliency of the
Oceti Sakowin Oyate throughout history.
 8.H.3.4: Associate key individuals with their roles in the Civil
War.
K-12.H.4: Students will identify and evaluate the causes of past  8.H.4.1: Analyze the causes and effects of westward
events, issues, and problems, and analyze how history expansion and Manifest Destiny from multiple points of view.
influences and shapes the contemporary world in which we live.
K-12.H.6: Students will incorporate multiple points of view from  8.H.6.1: Critique significant primary sources, including Oceti
South Dakota’s cultures to identify and analyze historical events Sakowin Oyate Treaties, and their impact on events of this
of South Dakota. time period.

37
 Grade 8 Civics
Anchor Standard List standard(s) by bullet
K-12.C.1: Students will analyze structures, forms, and purposes  8.C.1.1: Compare and contrast the structure of the US
of different forms of government (e.g., federal, state, local, Government and Sovereign Tribal Governments.
tribal).
K-12.C.2: Students will explain and evaluate the principles and  8.C.2.1: Evaluate the influences and decisions of the
structures inherent in the creation and legacy of the American Constitutional Convention that led to the creation of the
constitutional system. United States Constitution.
K-12.C.3: Students will evaluate the fundamental principles of  8.C.3.1: Examine the United States Constitution to
America's democratic republic and the conflicts that arise understand the three branches of government, separation of
among those principles. powers, checks and balances, and the process of the
electoral college.
 8.C.3.2: Explain why and how the Bill of Rights and
subsequent amendments were added to the Constitution.
K-12.C.5: Students will examine the rights and responsibilities  8.C.5.1: Critique the ways that citizens, groups, and media
of citizens and identify methods for influencing the political can affect or influence the United States government and
process at the local, state, tribal, national, and global levels. society.
 8.C.5.2: Draw conclusions on how the reform movements
during the nineteenth century affected the United States.
 8.C.5.3: Critique conflicting points of view in the United
States Government.
 8.C.5.4: Apply the rights and responsibilities of United
States citizens to students' lives.
K-12.C.6: Students will understand the complex interactions  8.C.6.1: Evaluate the changing federal policy toward
among nation-states and other international institutions and Indigenous Native Americans.
organizations.  8.C.6.2: Compare and Contrast the structure of the US
Government and Sovereign Tribal Governments.

Grade 8 Geography
Anchor Standard List standard(s) by bullet
K-12.G.5: Students will understand the ways in which humans  8.G.5.1: Describe major military battles in the American
culturally adapt to, use, modify, and impact the natural Revolution.
environment.  8.G.5.2: Describe major military battles and campaigns of

38
 the Civil War.
 8.G.5.3: Evaluate how the Civil War affected soldiers,
various groups of people, the physical environment, and
future warfare.
K-12.G.6: Students will analyze the key elements of South  8.G.6.1 Examine major cultural traits and resiliency of the
Dakota geography and its impact on historical and Oceti Sakowin Oyate throughout history.
contemporary issues.

Grade 8 Economics
Anchor Standard List standard(s) by bullet
K-12.E.2: Students will engage with the processes of economic  8.E.2.1: Identify economic concepts and reasoning in events
decision making. throughout United States history.
K-12.E.3: Students will engage in the process of economic  8.E.3.1: Assess the impact of significant inventors,
decision making and analyze how the government can influence technology, and industrialization in the United States.
the market.

Grade 8 Inquiry
Anchor Standard List standard(s) by bullet
K-12.I.2: Students will gather, evaluate, and draw conclusions,  8.I.2.1: Interpret the Declaration of Independence and
from primary and secondary sources. evaluate its impact on the United States.
 8.I.2.2: Investigate events and their impacts on Indigenous
Native Americans as Westward Expansion occurred.
K-12.I.4: Students will analyze, evaluate, and critique claims  8.I.4.1: Analyze the major sources of conflict that led to the
and create arguments based on evidence. Civil War.
 8.I.4.2: Critique the United States government under the
Articles of Confederation.
 8.I.4.3: Analyze why individuals or groups, and their
developments, are important to the United States.
 8.I.4.4: Evaluate how government decisions impact people,
places, and history.

39
9-12 United States History
The high school United States History course will develop a foundation of history in the 20th and 21st centuries with concepts that tie
back to the foundation of America. These standards build upon content mastered in 5th grade (from exploring groups of Indigenous
Native Americans before 1500 through the Revolutionary War) and 8th grade (the foundations of the United States after the
Revolutionary War through 1900). These standards will provide mastery in the content areas starting in 1900, with a focus on people,
events, wars, and social, political, and economic movements while also referencing content from previous time periods (i.e., the
founding era through late 1800s). 

High school students are expected to master the following:

 Populist Movement 
 Imperialism
 The Progressive Movement
 World War I
 1920s innovations in technology and communications
 The Great Depression and the New Deal
 World war II
 Postwar diplomacy & domestic issues
 The Cold War and the Red Scare
 America as a World Power
 The Vietnam War
 The Great Society
 Civil Rights Movement
 End of the Cold War
 Challenges of the 21st century

These topics are not limited to the above, and reference should be made to the unpacked standards for more guidance and
examples.

High school standards focus on historical content as well as important inquiry skills including using multiple resources, developing
evidence-based claims, and analyzing claims based on evidence. This combination of content and skills will impact students beyond

40
their high school graduation and into life post-graduation by helping them in college, their careers, and in becoming informed citizens
and active members in their communities.

Throughout this course, content will also be taught with an emphasis on multiple points of view to create a well-rounded experience
focusing on how history impacted different audiences, including but not limited to Indigenous Native Americans, women, and
residents of South Dakota.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grades 9-12 US History

Anchor Standard List standard(s) by bullet
K-12.H.1: Students will analyze change, continuity, and context  9-12.H.1.1: Students will evaluate the impact of the
throughout history. development in American industrial and agricultural
societies, including its impacts on migration and the national
and local economies.
K-12.H.2: Students will evaluate the impact of people, events,  9-12.H.2.1: Identify the conditions that gave rise to and
ideas, and symbols upon history, through multiple perspectives. evaluate the impact of the social, political, and economic
transformation of the United States, including South Dakota,
in the decades following WWII.
 9-12.H.2.2: Students will use historic case studies and
current events in the United States and South Dakota to
evaluate the impact of people, ideas, and groups on foreign
and domestic issues.
 9-12.H.2.3: Students will use multiple perspectives to
identify and assess the causes, events, and impacts of the
Cold War Era on domestic and international affairs.
 9-12.H.2.4: Using multiple perspectives, explain the causes,
events, and consequences of the Second World War,
including issues at home and abroad.
K-12.H.4: Students will evaluate the causes and effects of  9-12.H.4.1: Identify and assess the causes of World War I
significant past events and how history influences and shapes and determine how the effects of the war transformed the
our contemporary world. United States.
 9-12.H.4.2: Identify the causes, events, and effects of
reform movements from the 20th and 21st centuries and

41
 evaluate their impact on American society.
 9-12.H.4.3: Investigate the philosophical foundations, the
causes, and the effects of the Vietnam Era in American
history.
 9-12.H.4.4: Identify the causes of and evaluate to what
extent the Populist Movement, Progressive Era, the New
Deal, and Great Society both succeeded and failed in their
intentions.
K-12.H.6: Students will incorporate multiple points of view from  H.6.1: Using multiple sources, investigate the impact South
South Dakota’s cultures to identify and analyze historical events Dakotans, including Oceti Sakowin Oyate and other
of South Dakota. Indigenous Native Americans, had on US and South Dakota
history.

Grades 9-12 US History-Inquiry

Anchor Standard List standard(s) by bullet
K-12.I.4: Students will analyze, evaluate, and critique claims  9-12.I.4.1: Analyze and evaluate how individuals and groups
and create arguments based on evidence. responded to social, political, and economic problems in the
US from Reconstruction through the modern era.

42
9-12 World History
The World History course introduces students to the historical forces that have shaped the world they live in, preparing them for life in
an increasingly globalized world. The course emphasizes connections and exchanges between peoples from many different ways of
life and regions of the world by analyzing change over time, and the context in which those changes took place. Students will
become familiar with key events, people, movements, ideas, and technologies that have impacted human life and the natural world.
They will also further develop their historical research skills by analyzing primary and secondary sources, and by constructing
compelling and supporting questions to form historical arguments.

World History is vast, and selecting the most important material is a vital task of lesson development. The following suggested
periodization and key themes guide the standards for this course. These include the following four major content areas:
 Era 1: Forging Connections, 1450-1750. The theme of this era is the growing exchange of ideas, technologies, peoples,
goods, and natural life across the world.
 Era 2: An Age of Revolutions, 1750-1900. The theme of this era emphasizes revolutionary political, economic, and
intellectual change.
 Era 3: The World in Crisis, 1900-1950. The theme of this era is one of crisis, as political and economic instability created
global conflicts.
 Era 4: The Problems and Possibilities of Globalization, 1950-Present. This era introduces students to the contemporary
world, focusing on the dramatic acceleration of globalization following World War II.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grades 9-12 World History

Anchor Standard List standard(s) by bullet
K-12.H.1: Students will analyze change, continuity, and context  9-12.H.1.1: Distinguish between long-term causes and
throughout history. triggering events in the global growth of trade, inter-oceanic
connections, land-based empires, and the diffusion of
technology.
 9-12.H.1.2: Identify global patterns and analyze change and
continuity in historical eras.
K-12.H.2: Students will evaluate the impact of people, events,  9-12.H.2.1: Construct and investigate compelling questions
ideas, and symbols upon history through multiple perspectives. about individuals and groups that impacted significant global

43
 intellectual change.
 9-12.H.2.2: Examine and draw conclusions about the ways
in which exploration, imperialism, and expansion shaped the
points of view of global populations, including indigenous
peoples.
 9-12.H.2.3: Identify and analyze the contributions of women
throughout history.
K-12.H.3: Students will analyze multiple factors that influenced  9-12.H.3.1: Analyze the complex and interacting factors that
the perspectives of people during different historical eras. influenced and change in historical ideologies and points of
view.
K-12.H.4: Students will identify and evaluate the causes of past  9-12.H.4.1: Evaluate how historical events and
events, issues, and problems, and analyze how history developments of the Age of Revolutions were shaped by
influences and shapes the contemporary world in which we live. unique circumstances of time and place as well as broader
historical contexts.
 9-12.H.4.2: Assess the impact of agriculture and
industrialization on world societies, and how each has been
shaped by the unique circumstances of time and place.
 9-12.H.4.3: Identify and distinguish between long-term
causes and triggering events of global conflicts prior to the
20th Century.
 9-12.H.4.4: Evaluate how economic conditions were shaped
by the unique circumstances of time and place.
 9-12.H.4.5: Examine the multiple and complex causes and
effects of 20th century global conflicts, including the World
Wars.
K-12.H.5: Students will develop historical research skills by  9-12.H.5.1: Identify and interpret the credibility of historical
analyzing and evaluating primary, secondary, and tertiary sources based on their maker, date, place of origin,
sources. intended audience, and purpose.
 9-12.H.5.2: Develop and answer compelling and supporting
questions, through the use of credible sources, taking into
consideration multiple points of view.
 9-12.H.5.3: Utilize historical information drawn from primary,
and secondary sources, in order to revise or strengthen
claims.

44
K-12.H.6: Students will analyze events in South Dakota history  9-12.H.6.1: Identify and analyze significant historical events
through multiple perspectives and cultures. to understand the roots of contemporary local, regional, and
global challenges, and opportunities.
 9-12.H.6.2: Analyze and evaluate how global economic,
political, technological, and social trends have influenced
South Dakota history, including Oceti Sakowin Oyate and
other peoples who have settled in the state.

45
9-12 Civics/Government
South Dakota's High School Civics/Government standards promote knowledge of the historical foundations and principles of
American government, as well as prepare students for productive civic engagement. These standards focus on comparing different
forms of government, the principles and structure of the American constitutional system, documents that are foundational to the
United States government, the significance of state and tribal governments in the federal system, the rights and responsibilities of
citizens, and global interactions among governments. Further resources for teachers include the South Dakota unpacked standards
and the Oceti Sakowin Essential Understandings, which include specific content and lessons that emphasize inquiry skills and
provide opportunities tailored to the South Dakota experience. By the end of this class, students will have the knowledge and skills
necessary to participate meaningfully as citizens in their communities.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grades 9-12 Civics

Anchor Standard List standard(s) by bullet
K-12.C.1: Students will compare and evaluate the purposes and  9-12.C.1.1: Describe the fundamental challenges of human
structures of various common forms of government within their society that give rise to the need for government.
historical context.  9-12.C.1.2: Compare how various forms of government
address the fundamental challenges of human society.
 9-12.C.1.3: Evaluate the influence of political, economic,
and religious ideas on various forms of government.
K-12.C.2: Students will explain and evaluate the structures and  9-12.C.2.1: Analyze the direct and indirect effects of critical
principles inherent in the creation and legacy of the American events on the origins of the United States government.
constitutional system.  9-12.C.2.2: Identify and evaluate the chief philosophical and
religious ideas that shaped the development of American
government.
 9-12.C.2.3: Describe the compromises that went into the
construction of the United States Constitution.
 9-12.C.2.4: Describe the principles underlying the United
States Constitution, including popular sovereignty, consent
of the governed, limited government, republicanism,
separation of powers, checks and balances, judicial review,
and federalism.

46
  9-12.C.2.5: Explain how policy is created and implemented
in the United States.
 9-12.C.2.6: Develop arguments for and against the use of
the Electoral College.
 9-12.C.2.7: Articulate the core political values of the United
States, including the rule of law, individualism, free
enterprise, due process, and equal opportunity, as well as
the importance of compromise, civility, and moderation in
American political discourse.
 9-12.C.2.8: Explain how the United States Constitution
organizes the government of the United States.
 9-12.C.2.9: Explain how the legislative branch performs its
functions within the United States government and how it
interacts with other branches.
 9-12.C.2.10: Explain how the executive branch performs its
functions within the United States government and how it
interacts with other branches.
 9-12.C.2.11: Explain how the judicial branch performs its
functions within the United States government and how it
interacts with other branches.
K-12.C.3: Students will analyze and evaluate the principles,  9-12.C.3.1: Evaluate the main arguments contained in the
historical impact, and contemporary relevance of foundational Declaration of Independence, including claims regarding
documents. unalienable rights, consent of the governed, and justifiable
revolution.
 9-12.C.3.2: Evaluate how the United States Constitution
remedies the weaknesses of the Articles of Confederation.
 9-12.C.3.3: Explain how the preamble of the United States
Constitution establishes the enduring purposes of American
government.
 9-12.C.3.4: Explain how the disagreement between the
Federalists and the Anti-Federalists contributed to the
addition of the Bill of Rights to the United States
Constitution.
K-12.C.4: Students will examine federalism and how institutions  9-12.C.4.1: Analyze how power is distributed between the
interact at the local, state, tribal, and national levels. federal and state governments through delegated,

47
 concurrent, and reserved powers.
 9-12.C.4.2: Explain how the distribution of power among
local, state, tribal, and national governments influences
policymaking.
 9-12.C.4.3: Explain the impact tribal constitutions,
legislation, and treaties have on the sovereignty of the
peoples of South Dakota.
 9-12.C.4.4: Evaluate how tribal governments interact with
state and federal governments.
 9-12.C.4.5: Compare the United States Constitution with the
South Dakota State Constitution and the constitutions of the
Oceti Sakowin.
K-12.C.5: Students will examine the rights and responsibilities  9-12.C.5.1: Identify the rights and liberties protected by the
of citizens and identify methods for influencing the political United States Constitution, the Bill of Rights, and
process at the local, state, tribal, national, and global levels. subsequent amendments and explain how they may come
into conflict.
 9-12.C.5.2: Describe various pathways to citizenship.
 9-12.C.5.3: Explain civic virtue, the rights and
responsibilities of citizenship, and why responsible
participation is essential to a democratic republic.
 9-12.C.5.4: Identify methods of political participation in the
United States and barriers to such participation.
 9-12.C.5.5: Explain the role and influence of political parties
and special interest groups in the United States.
 9-12.C.5.6: Explain how increasingly diverse choices of
media and communication outlets influence political
institutions and behavior.
 9-12.C.5.7: Explain how civil disobedience has been used to
influence policymaking in United States government.
 9-12.C.5.8: Explain the significance of Supreme Court
decisions on civil rights and liberties.
 9-12.C.5.9: Explain how voting rights and equal protection of
the law have been expanded to include diverse groups of
people, including minorities, women, and indigenous Native

48
 Americans.
K-12.C.6: Students will understand the complex interactions  9-12.C.6.1: Explain how US foreign policy advances the
among nation-states and other international institutions and national interest.
organizations.  9-12.C.6.2: Evaluate the methods by which the United
States achieves its foreign policy goals.

49
9-12 Geography
In geography, students will examine and interact with the physical and cultural aspects of the world and its people, including South
Dakotans and Indigenous Native Americans. Through the incorporation of the Six Essential Elements of Geography, these standards
challenge students to examine the world from a spatial perspective and to make inquiry-based connections. 

The South Dakota geography standards reflect the need for students to examine and interact with both the physical and cultural
aspects from a spatial perspective. Geography can be organized into Six Essential Elements that become a framework for the study
of the discipline.  

Standards include an expanded use of the C3 Framework for inquiry-based connections. Specific inclusion of geographic issues
concerning South Dakota and Indigenous Native Americans were added. Geography is a broad-based discipline, and these
standards are designed to give students an opportunity to examine and explore the world and its people. 

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grades 9-12 Geography

Anchor Standard List standard(s) by bullet
K-12.G.1: Students will use geospatial tools and resources to  9-12.G.1.1: Use information from geographic
generate, interpret, and analyze information representational tools and technologies to create, explain,
and analyze spatial patterns at a variety of scales.
 9-12.G.1.2: Generate mental maps to organize information
about cultures, places, and environment in a spatial context.
K-12.G.2: Students will understand and apply the nature and  9-12.G.2.1: Distinguish between the Six Essential Elements
importance of the 6 Essential Elements of Geography. of the National Geography Standards.
 9-12.G.2.2: Describe a given region or area utilizing the Six
Essential Elements of the Nation Geography Standards.
K-12.G.3: Students will explain the events and processes that  9-12.G.3.1: Gather, organize, and analyze evidence that
shape places and regions. shows how the physical environment and culture contribute
to the characteristics of places and regions.
 9-12.G.3.2: Differentiate between formal, functional, and
perceptual regions.
 9-12.G.3.3: Apply the concept of interdependence to regions

50
 and places.
 9-12.G.3.4: Examine ways humans perceive and adapt to
extreme natural events.
K-12.G.4: Students will analyze a variety of geographic  9-12.G.4.1: Differentiate the cultural and physical processes
representations to understand the diversity of Earth's physical that make places unique.
and human conditions (as well as understand past, present, and  9-12.G.4.2: Demonstrate the components, processes,
possible future implications). interdependence, and spatial distribution of Earth’s physical
systems.
 9-12.G.4.3: Analyze the characteristics and distribution of
human populations.
 9-12.G.4.4: Identify and explain the characteristics,
distribution, and complexity of Earth’s various cultures.
 9-12.G.4.5: Analyze key processes that have resulted in
changes within Earth’s physical and human systems, in
regard to South Dakota and the global world.
 9-12.G.4.6: Synthesize the interaction of physical and
human systems and their influence on current and future
condition.
 9-12.G.4.7: Critique the role of multiple perspectives in
contemporary geographic policies and issues in South
Dakota and around the world.
K-12.G.5: Students will understand the ways in which humans  9-12.G.5.1: Explain how historical events and the spatial
culturally adapt to, use, modify, and impact the natural diffusion of ideas, technologies, and cultural practices have
environment. influenced migration patterns and resource use at local and
global scales.
 9-12.G.5.2: Compare, contrast, and critique specific
adaptive strategies employed by different cultures in similar
or varied environments.
 9-12.G.5.3: Evaluate how different cultures identify and
utilize natural resources.
 9-12.G.5.4: Assess the ways technology expands the
human capacity to use and modify the physical environment.
K-12.G.6: Students will analyze the key elements of South  9-12.G.6.1: Evaluate the impact of economic activities and
Dakota geography and its impact on historical and political decision on spatial patterns within SD's rural and

51
contemporary issues. urban places.

52
9-12 Economics
Economics is a capstone for social science learning that encompasses prior learning in history, geography, and civics (and expands
upon those concepts through themes of economic principles). 

South Dakota students who take an Economics course should be able to think critically and analyze, by inquiring how people interact
as producers and consumers and how those interactions impact individuals, markets, governments, and societies. The changes to
the most recent standards include reducing redundancy, promoting clarity, and incorporating inquiry-based learning for all students.

Additional resources will be released during the unpacking process as a guide for lesson planning during the implementation of these
standards. Please see the 2022 unpacked documents on the social studies content standards page on the DOE website.

Grades 9-12 Economics

Anchor Standard List standard(s) by bullet
K-12.E.1: Students will apply the fundamental economic  9-12.E.1.1: Explain how the fundamental economic problem
vocabulary, ideas, and concepts associated with the study of of unlimited wants with limited resources reflects enduring
economics. issues at all levels.
 9-12.E.1.2: Analyze the factors that may lead to different
responses to the four basic economic questions.
 9-12.E.1.3: Identify and describe the factors of production:
land, labor, capital, and entrepreneurship.
 9-12.E.1.4: Investigate and explain the relationship between
households and businesses in a market economy using the
circular flow chart model.
 9-12.E.1.5: Define and assess various business entities in a
market economy including the advantages and
disadvantages of each.
 9-12.E.1.6: Explain how scarcity, choice, and opportunity
costs impact economic decision making at all levels.
 9-12.E.1.7: Explore marginal analysis in the economic
decision-making process.
 9-12.E.1.8: Students will demonstrate their knowledge of the
utility of the production possibilities curve in the study of
economics.

53
K-12.E.3: Students will engage with the processes of economic  9-12.E.3.1: Compare and contrast the characteristics of
decision making. perfectly competitive and less competitive market structures.
 9-12.E.3.2: Analyze and explain the interaction of supply
and demand in creating price and quantity equilibriums in a
perfectly competitive market.
 9-12.E.3.3: Describe the relationship between surpluses,
shortages, and elasticity and their impact on market
equilibriums
K-12.E.4: Students will examine how different economic  9-12.E.4.1: Identify and critique the socio-economic goals of
systems coordinate and facilitate the exchange, production, the United States, US trade partners, including tribal
distribution, and consumption of goods and services. governments.
 9-12.E.4.2: Analyze and explain the relationship between
households, businesses, government agencies, banks, and
lending institutions in the economy of the US by using the
circular flow model.
 9-12.E.4.3: Interpret economic indicators and generate
conclusions regarding the current phase of the business
cycle.
 9-12.E.4.4: Predict the degree of economic impact of
different types of unemployment and different variables
creating inflation by using appropriate data.
 9-12.E.4.5: Describe the ways in which local, state, federal,
and tribal governments generate revenue and critique the
method of using that revenue for public services.
 9-12.E.4.6: Analyze the impact of changes in government
policy on the economy.
 9-12.E.4.7: Compare and contrast economic stabilization
approaches utilized within the US economy.
 9-12.E.4.8: Explain the structure and function of the US
banking system at the local, state, tribal, and federal levels.
 9-12.E.4.9: Assess and critique the tools used by the
Federal Reserve System to influence the money supply.
K-12.E.5: Students will evaluate elements of the local, tribal,  9-12.E.5.1: Compare and contrast the general
South Dakota, and federal economy and government, including characteristics of communism, socialism, capitalism, and
the impact of national and global economic issues.

54
 traditional economic systems.
 9-12.E.5.2: Investigate and evaluate the characteristics of
capitalism, citing examples from the US.
 9-12.E.5.3: Weigh the impact of factors on a nation’s
economic growth.
 9-12.E.5.4: Analyze the factors that explain why the United
States is an example of a mixed economy using supporting
evidence.
 9-12.E.5.5: Compare and contrast, with examples, the
characteristics of developing, newly developed, and
undeveloped nations.
 9-12.E.5.6: Analyze differing arguments regarding the
impact of transitional economies on the global economy and
specifically on the US economy.
 9-12.E.5.7: Apply the concept of comparative advantage to
explain why goods and services are more efficiently
produced in one nation versus another.
 9-12.E.5.8: Develop and critique arguments for both free
trade and protectionism.
 9-12.E.5.9: Explore and evaluate various barriers to
international trade.
 9-12.E.5.10: Identify and provide the historical foundations
for various international trade agreements and the impact on
the US economy.
 9-12.E.5.11: Explain the impact of international exchange
rates on the value of goods and services.
 9-12.E.5.12: Analyze how the global economy has changed
the interaction of buyers and sellers in the US economy.
K-12.I.4: Students will analyze, evaluate, and critique claims  9-12.I.4.1: Students will create arguments, counter
and create arguments based on evidence. arguments, and rebuttals to specific economic issues.

55
 Glossary
 Indigenous Native American: Term used to recognize tribal communities on a national and global level.

 Oceti Sakowin Oyate: Term used to recognize tribal communities within South Dakota.

- Note that stating specific tribal names, such as Dakota, Lakota, Nakota, etc. is also acceptable.

 6 Essential Elements of Geography: These elements include the specific skills and knowledge students should have as
they learn geography. These 6 Essential Elements are as follows: The World in Spatial Terms, Places and Regions, Physical
Systems, Human Systems, Environment and Society, and The Uses of Geography.

 Inquiry: Seeking answers to one’s questions to promote learning and critical thinking. In this case, inquiry invites students to
create questions to drive their learning.

 Culture: Learned human behavior. Culture traits are the things humans do or create, including language, religion, economic
and political systems, social patterns, ideas and sentiments, and technology and material goods. A culture is a group of people
who share a relatively common way of life (e.g., Japanese, French, Inuit, etc.).

 Diffusion: The spreading of something more widely.

 Geospatial: Relating to or denoting data that is associated with a particular location.

 Human: Environment Interaction. These are the myriad of ways by which humans, acting as cultural agents, adapt to, use,
and modify the natural environment. The natural environment offers resources, options, and challenges that confront all human
societies.

 Landscape: The totality of one’s sensed (e.g., seen) surroundings, including all physical and cultural elements.

 Physical Systems: Earth’s natural elements: the lithosphere, atmosphere, hydrosphere, and biosphere.

 Primary Sources: Original materials from the time period on which other research is based. Examples include artifacts,
audio recordings, diaries, e-mails, interviews, photographs, art, and music.

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 Secondary Sources: Accounts written after the fact with the benefit of hindsight. Examples include bibliographies,
commentaries, encyclopedias, textbooks, magazines, and newspapers.

 Agrarian Society: A community that is centered around and supported by large-scale farming.

 Economic System: The production and distribution of goods and services within a society.

 Economics: The branch of knowledge concerned with the production, consumption, and transfer of wealth.

 Capital: Wealth in the form of money or other assets owned by a person or organization.

 Market Economy: An economy in which supply and demand drive economic decisions.

 Circular Flow Chart Model: An economic model that shows the flow of money through the economy.

 Scarcity: In short supply of, or shortage of.

 Production Possibilities Curve: A curve that illustrates variations in the amounts of two products that can be produced if
both depend upon the same finite resource for their manufacturing.

 Equilibrium: The state in which market supply and demand are equal, and prices become stable as a result.

 Elasticity: The degree to which individuals, consumers, or producers change their demand or the amount supplied in
response to price or income changes.

 Indicators: Statistics used to measure current conditions as well as to forecast financial or economic trends.

 Protectionism: Government policies that restrict international trade to help domestic industries.

 Evidence Based Claims: A claim that is supported with specific evidence rather than opinions.

 Credible Sources: The term refers to reliable sources. According to professionals in the subject area, the references are
acceptable, trustworthy, and valid. This implies that any sources that are not credible are not to be used.

 Interoceanic: Existing or extending between oceans.

 Global: Relating to, or involving, the entire world.

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