*SD Content Standard Goals-
Goal 1 – HISTORY
Students will understand the emergence and development of civilizations and cultures over time and place.
·
Indicator 1: Analyze the chronology of various historical
eras to determine connections and cause/effect relationships.
3-5 Benchmarks:
- compare and contrast various characteristics, which distinguish specific time periods in history.
- examine major historical events in relation to a fixed point in time.
- explain various cause and effect relationships.
GRADE LEVEL STANDARDS
- describe key events, and identify causes and effects of the Civil War and Reconstruction in terms of social, economic, and philosophical differences between the North and the South as embodied in the Lincoln/Douglas debates; events leading to secession and war; prominent leaders of the North and South such as Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and Harriet Tubman; campaign strategies and pivotal battles; the Emancipation Proclamation and Gettysburg Address; and the impact of reconstruction policies on both the North and the South.
·
Indicator 2: Evaluate the influence of varying values and
philosophies on the development of civilizations and cultures.
a. explore the beliefs, values, and customs of various societies.
Goal 2 – GEOGRAPHY
Students will understand the interrelationships of people, places, and the environment.
·
Indicator 1: Analyze information from geographic
representation, tools, and technology to define location, place, and
region.
3-5 Benchmarks:
- use location, direction, size, and shape to develop and refine mental maps.
- determine the purpose of and use appropriate maps, including relief, product, road maps and mileage tables, time zones, migration/movement patterns, population, and historical.
·
Indicator 2: Analyze the relationships among the natural
environments, the movement of peoples, and the development of societies.
3-5 Benchmarks:
- describe ways humans are impacted by the natural environment.
Goal 3 – CIVICS (Government)
Students will understand the historical development and contemporary role of governmental power and authority.
· Indicator 1: Analyze the various forms and purposes of government in relationship to the needs of individuals and societies.
1.identify examples from history of conflicts over rights, how the conflicts were resolved, and the important people who helped resolve them from colonial times through the Civil War with emphasis on the Revolutionary War and the Civil War
Indicator 3: Analyze the constitutional rights and responsibilities
of United States citizens.
3-5 Benchmarks:
- explore various issues involving individual rights and responsibilities.
Goal 4 – ECONOMICS
Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.
·
Indicator 1: Analyze the economic impact of the
availability and utilization of various resources on societies.
3-5 Benchmarks:
- explain how various economic resources are used to meet the needs of people in South Dakota and the United States.
GRADE LEVEL STANDARDS
STUDENTS WILL
- summarize the role of supply and demand in early United States history.
·
Indicator 2: Analyze the role of various economic systems
in the social, political, and economic development of societies.
3-5 Benchmarks:
- investigate differing economic systems used in early America, e.g. bartering, money.
GRADE LEVEL STANDARDS
STUDENTS WILL
- analyze the economic differences between the North and South during the Civil War period.
- describe examples of various institutions that make up economic systems, such as households, businesses, banks, government agencies, labor unions, and corporations.
·
Indicator 3: Analyze the complex relationships among
economic, social, and political decisions.
3-5 Benchmarks:
- determine how various political and economic decisions in the state and region influence use of resources worldwide.
GRADE LEVEL STANDARDS
STUDENTS WILL
clarify the role of individual values and beliefs in determining society’s consumption and investment patterns
Other Content Standards:
Goal
1 - READING
Students will
read at increasing levels of complexity for a variety of purposes.
·
Indicator
1: Students will use various reading cues/strategies to interpret and
comprehend text, e.g., context, semantic, syntactic, and graphophonic
cues.
3-5 Benchmarks:
- determine which cues are the most effective for
making predictions about and clarifying meaning of text.
- select the appropriate cues and/or strategies needed
for comprehension of specific types of text.
- use prior knowledge to interpret unfamiliar
information/materials/text.
GRADE LEVEL STANDARDS
- use knowledge of root words, prefixes, and suffixes
to determine meaning of unknown words.
- apply knowledge of word origins, derivations, and
idioms to determine meaning of words and phrases.
- use different reading strategies to comprehend text,
such as skimming, scanning, and finding information to support
particular ideas.
- locate information in text to support opinions,
predictions, and conclusions.
- apply appropriate context and semantic clues to construct meaning from text, e.g., punctuation and sentence structure.
GRADE LEVEL STANDARDS
THE
STUDENT WILL:
- describe the function and effect of key literary
elements and devices in various text, e.g., cause-and-effect
relationships, imagery, symbolism, rhythmical patterns.
- describe how an author’s choice of vocabulary and
style contribute to the quality and enjoyment of selections.
identify and analyze the distinguishing organizational patterns of various literary forms, e.g., non-fiction, fiction, drama, poetry.
·
Indicator
4: Students will access, synthesize, and evaluate information from a
variety of sources.
3-5 Benchmarks:
- examine numerous information/reference sources for a
variety of purposes, e.g., Internet, CD-ROM, print materials, video
materials, library.
- determine the usefulness of specific factual and
technical materials.
- gather and sort specific information/sources to make
informed decisions.
- use text organizers such as type headings and
graphics to predict and categorize information in print materials.
- use reference tools to retrieve and manage
information, e.g., interactive software, CD ROM, video materials,
Internet.
- draw inferences, conclusions, or generalizations
about text and support them with textual evidence and experience.
- compare information about one topic found in
different selections or texts.
- acquire information for different purposes, e.g., preparing a report.
Goal 2 – WRITING
·
Indicator
1: Students will use appropriate mechanics, usage, and conventions of
language.
3-5 Benchmarks:
- apply fundamental conventions of language in written
work.
- use descriptive vocabulary and proper spelling in
written work.
- revise and edit written work using fundamental
conventions of language.
GRADE LEVEL STANDARDS
THE
STUDENT WILL:
- select words that are expressive, content
appropriate, and precise to provide clarity and focus for the reader.
- use grammar concepts in writing, e.g., adjectives,
adverbs.
- edit final copies for capitalization, punctuation,
and spelling, e.g., proper adjectives, quotation marks, commas,
commonly misspelled words.
- use technology for revising and editing, e.g., word
searches, thesaurus, outlining packages, spell/grammar check.
- revise manuscripts to improve effectiveness, e.g.,
sentence structure, complete sentences.
·
Indicator
2: Students will use appropriate style, organization, and form in
technical, transactional, creative, and personal writing.
3-5 Benchmarks:
- use appropriate organization based on the established
writing purpose and intended audience.
- use appropriate writing style based on the
established writing purpose and intended audience.
- use the writing format required for a specific type
of publication.
GRADE LEVEL STANDARDS
THE
STUDENT WILL:
- create various examples of expressive writing, e.g.,
narratives which present ideas, details, imagination.
- generate various autobiographical writings which
include single incidents of interest or importance.
- write specific expository texts which speculate on
the cause and effect of various situations.
- compose persuasive writings which include valid and
reliable evidence.
- write to inform, to entertain, or to provide
explanations to specific audiences
Indicator 3: Students
will use various strategies and techniques to improve writing quality.
3-5 Benchmarks:
- use suggestions from others to improve logic and
consistency in writing.
GRADE LEVEL STANDARDS
THE
STUDENT WILL:
- use technology to share written work with others and
to receive feedback, e.g., e-mail, Internet.
- confer with others to revise writing coherence,
transitions, and logic.
use various
stages of the writing process, e.g., brainstorming, drafting, revising,
editing, publishing.
·
Indicator
4: Students will write to clarify and enhance understanding of
information.
3-5 Benchmarks:
- write to explain prior knowledge about various
topics.
- write to interpret and use new or unfamiliar
information.
- use examples from selected print and electronic media
to support personal interpretations.
GRADE LEVEL STANDARDS
THE
STUDENT WILL:
- write to synthesize information from a variety of
sources related to specific issues.
- write in response to information from various sources
to confirm or reject prior understanding.
- support key ideas and view-points using various
references from print or electronic sources.
- write to organize information according to category,
situation, issue, or topic.
write in
response to ideas, thoughts, and information presented in various content
areas.
Goal 3 - LISTENING
AND VIEWING
Students will use
critical listening and viewing skills in various situations and for a
variety of purposes.
- Indicator
1:
Students will use various listening and viewing strategies in social,
academic, and occupational situations.
3-5 Benchmarks:
- describe mental and physical barriers to effective
listening and viewing, e.g., personal interest, extraneous sounds.
- describe various listening techniques which can be
used in problem-solving and decision-making situations.
- describe the influence of non-verbal cues on
communication.
GRADE LEVEL STANDARDS
THE
STUDENT WILL:
- understand the appropriateness of various listening
behaviors in different social situations, e.g., plays, concerts,
lectures, talking with friends.
- listen, draw conclusions, and share responses in
subject-related group learning activities.
- ask questions to understand the speaker’s
point-of-view and clarify non-verbal
messages.
- interpret gestures and facial expressions meant to support,
accentuate, or dramatize verbal message.
5.use active listening skills
when determining goals, responsibilities, and progress in
various group settings.
·
Indicator
2: Students will interpret and analyze ideas/information from various oral
and visual sources.
3-5 Benchmarks:
- describe how presentation design can alter the effect
of oral/visual information, e.g., layout, color, sequence.
GRADE LEVEL STANDARDS
THE
STUDENT WILL:
a .identify ways to determine the reliability of information, e.g.,
research, support, proof.
GRADE LEVEL STANDARDS
·
Indicator
3: Students will use various strategies to retain/retrieve critical oral
and visual information.
3-5 Benchmarks:
- examine oral/visual information for usefulness.
- use various questioning approaches to clarify
oral/visual information.
- determine ways to organize oral/visual information
for later recall.
THE
STUDENT WILL:
- summarize information gathered in group activities.
- connect information with prior knowledge/experience
for effective recall.
- paraphrase the communication of others to clarify the
intended message.
- organize information
according to topic or subject.
