eLECTIONS State Standards - South Dakota
SOUTH DAKOTA SEA HOMEPAGE
SOUTH DAKOTA SOCIAL STUDIES CONTENT STANDARDS
SOUTH DAKOTA SOCIAL STUDIES CONTENT STANDARDS GRADE 8 AND HIGH SCHOOL
Seventh Grade Civics (Government)
Performance Descriptors
Advanced
Seventh grade students performing at the advanced level will:
- compare and contrast governments and their influence on regions.
Proficient
Seventh grade students performing at the proficient level will:
- describe how government impacts the characteristics of place;
- identify historical events that impacted individual governments;
- describe how citizens impact social and political issues.
Basic
Seventh grade students performing at the basic level will:
- identify roles of government within a country;
- identify examples of citizens impacting social and political issues.
Eighth Grade Civics (Government)
Grade Standards, Supporting Skills, and Examples
Note: In most districts these standards will be taught and learned in grade-level courses as they relate to the topics of World History in Grade 6, Geography in Grade 7, and U.S. History in Grade 8.
Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.
Standard, Supporting Skills, and Examples
(Comprehension) 8.C.1.1. Students are able to describe the basic structure of government adopted through compromises by the Constitutional Convention.
Examples: three branches, separation of powers, checks and balances
Examples: Great Compromise, Three-Fifths Compromise
(Application) 8.C.1.2. Students are able to describe the relationship of government to citizens and groups during the Westward Expansion.
Examples: Northwest Ordinance, Land Ordinance of 1785
- Identify basic structures of tribal government prior to the Civil War.
Examples: Iroquois Confederacy, Cherokee, Tiospaye government, Seven Council Fires (Lakota, Nakota, Dakota,)
(Application) 8.C.1.3. Students are able to describe the successes and problems of the government under the Articles of Confederation.
Examples: Shay's Rebellion, lack of taxation
(Comprehension) 8.C.1.4. Students are able to describe the impact of the Civil War on the United States government.
Examples: Emancipation Proclamation, Confederate States of America
Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens.
Standard, Supporting Skills, and Examples
(Comprehension) 8.C.2.1. Students are able to describe the fundamental liberties and rights stated in the first 15 amendments of the Constitution.
Examples: Bill of Rights, freedom of speech, freedom of religion, right to bear arms, Civil War amendments
Eighth Grade Civics (Government)
Performance Descriptors
Advanced
Eighth grade students performing at the advanced level will:
- compare the Articles of Confederation with the Constitution;
- describe the influence of the Constitution on contemporary legislation;
- describe how westward expansion contributed to the Civil War.
Proficient
Eighth grade students performing at the proficient level will:
- describe the successes and problems of the government under the Articles of Confederation;
- describe the processes, differing points of view, and outcomes of the Constitutional Convention;
- describe the relationship of government to citizens and groups during the Westward Expansion and the Civil War;
- describe the fundamental liberties and rights stated in the first 15 amendments of the Constitution.
Basic
Eighth grade students performing at the basic level will:
- identify powers of the government under the Articles of Confederation;
- identify the fundamental liberties and rights stated in the Bill of Rights;
- describe the events of the Constitutional Convention.
CIVICS (GOVERNMENT) STANDARDS
Grades 6-8
Note: In most districts these standards will be taught and learned in grade-level courses as they relate to the topics of World History in Grade 6, Geography in Grade 7, and U.S. History in Grade 8.
Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.
Sixth Grade
6.C.1.1. (Application) Relate forms of governments to their civilizations.
6.C.1.2. (Synthesis) Identify relationships of events, ideals, and written documents to changes in civilizations.
Seventh Grade
7.C.1.1. (Analysis) Describe how government impacts the characteristics of place.
7.C.1.2. (Comprehension) Identify historical events that impacted individual governments.
Eighth Grade
8.C.1.1. (Comprehension) Describe the basic structure of government adopted through compromises by the Constitutional Convention.
8.C.1.2. (Application) Describe the relationship of government to citizens and groups during the Westward Expansion.
8.C.1.3. (Application) Describe the successes and problems of the government under the Articles of Confederation.
8.C.1.4. (Comprehension) Describe the impact of the Civil War on the United States government.
Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens.
Sixth Grade - 6.C.2.1. (Evaluation) Recognize how historical civilizations influence the rights and responsibilities of citizens today.
Seventh Grade - 7.C.2.1. (Synthesis) Describe how citizens impact social and political issues.
Eighth Grade - 8.C.2.1. (Comprehension) Describe the fundamental liberties and rights stated in the first 15 amendments of the Constitution.
Core High School Civics (Government)
Standards, Supporting Skills, and Examples
Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.
Standard, Supporting Skills, and Examples
(Analysis) 9-12.C.1.1. Students are able to explain the characteristics of various forms of government.
Example: Democracies (direct and indirect); Totalitarian/Authoritarian (dictatorships, absolute monarchy)
- Geographic distribution of power
Examples: unitary, federal, confederation
- The relationship between the legislative and executive branches
Examples: presidential, parliamentary
- The number of citizens who may participate
(Evaluation) 9-12.C.1.2. Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.
Examples: documents - Magna Carta, Petition of Rights, English Bill of Rights, Mayflower Compact, British Colonial legislation (Intolerable Acts, Stamp Act, Writs of Assistance), Articles of Confederation, Colonial/early state constitutions, Declaration of Independence
Examples: ideals - Greek and Roman governments, League of Iroquois Confederation, Social Contract
Examples: philosophers - Locke, Hobbes, Rousseau, Montesquieu, Machiavelli
(Knowledge) 9-12.C.1.3. Students are able to identify the principles of the American Constitution.
- Separation of Powers/Checks and Balances
Examples: legislative, executive, judicial
Example: Describe the structures, functions, and powers of the branches of government.
- Federalism-division of power among national, state, local, and tribal
- Limited Government (Rule of law/Constitutionalism)
- Popular Sovereignty
- Judicial review
Examples: Landmark decisions of the United States Supreme Court (Marbury v. Madison, Miranda v. Arizona, Plessey v. Ferguson, Brown v. Board of Education, Roe v. Wade)
- Amendment process
- Rationale for constitutional amendments and the conflicts they address
(Comprehension) 9-12.C.1.4. Students are able to explain the principles of American democracy.
- Fundamental worth of the individual
- Equality of all persons
- Majority rule/minority rights
- Necessity of compromise
- Individual freedom
(Comprehension) 9-12.C.1.5. Students are able to describe the state, local, and tribal governments with emphasis on their structures, functions, and powers.
- State
- Local - divisions (county, city, townships)
- Tribes - reservations, tribal constitutions, governments
Example: Nine South Dakota reservations with separate constitutions and government
(Application) 9-12.C.1.6. Students are able to describe the elements of how U.S. foreign policy is created.
Examples: Monroe Doctrine, Roosevelt Corollary, Iran-Contra
Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens.
Bloom's Taxonomy Level Standard, Supporting Skills, and Examples
(Application) 9-12.C.2.1. Students are able to describe the means of influencing and/or participating in a republic.
- Describe the roles of the citizen in the legislative and electoral process
Examples: the right to vote, referendum, initiative, recall
- Describe the benefits, duties, and responsibilities of citizenship in the United States.
Example: volunteerism benefits and rewards -Native Americans enlisting in the military
- Explain the nature and functions of major and minor political parties, interest groups, and media on the political process.
- Describe the campaign and election process for national, state, and local offices.
- Describe the Electoral College process.
(Comprehension) - 9-12.C.2.2. Students are able to interpret the meaning of basic constitutional rights guaranteed to citizens.
- Bill of Rights and other amendments
(Comprehension) 9-12.C.2.3. Students are able to describe the process of naturalization.
- Describe the benefits, duties, and responsibilities of citizenship in the United States.
Core High School Civics (Government)
Performance Descriptors
Advanced
High school students performing at the advanced level will:
- explain strengths and weaknesses of various forms of government worldwide;
- analyze the influence of major historical documents and ideals on the formation of the United States government.
Proficient
High school students performing at the proficient level will:
- explain the characteristics of various forms of government;
- determine the influence of major historical documents and ideals on the formation of the United States government;
- explain the principles of American Constitutional government and how they are realized in its structures and functions;
- describe the state, local, and tribal governments with emphasis on their structures, functions, and powers;
- describe the means of influencing and participating in a republic;
- identify the meaning of basic constitutional rights guaranteed to citizens;
- describe the process of naturalization.
Basic
High school students performing at the basic level will:
- list the two main forms of government worldwide;
- list the three branches of government in the U.S.;
- list the three levels of federalism;
- explain how to register and where to vote;
- list three of the five guarantees in the First Amendment.
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