high school social studies - rcas · web viewhigh school. social studies curriculum. approved by...

Rapid City Area Schools

High SchoolSocial Studies Curriculum

APPROVED BY THE BOARD OF EDUCATIONRAPID CITY AREA SCHOOLS

NOVEMBER 2, 2006AMENDED MARCH 1, 2007

Rapid City Area Schools300 6th Street

Rapid City, South Dakota 57701

Article I. Board of Education

Margie Rosario................................................................................PresidentLeah Lutheran....................................................................1st Vice PresidentSheryl Kirkeby..................................................................2nd Vice PresidentArnie Laubach .................................................................................MemberLeah Lutheran...................................................................................MemberDavid Janak......................................................................................MemberDouglas Kinniburgh.........................................................................MemberSam Nearhood.......................................Student Representative, Central HSKatie Aurand........................................Student Representative, Stevens HSJessica Shireman...............................Student Representative, RC Academy

Article II. Administration

Dr. Peter Wharton................................................Superintendent of SchoolsDr. Patricia Peel.........Director of Student Achievement/Staff DevelopmentMs. Kim Webber.......................................................Curriculum Consultant

Article III. Community Advisory Committee

Jace DeCory......................................................Black Hills State UniversityDr. Charles Gritzner......................................South Dakota State UniversityLiz Hamburg..................................................................Junior AchievementDr. Carol Hess...................................................Black Hills State UniversityArt Robinson..............................................Rapid City Area Schools, retiredDonovin Sprague.......................................................Crazy Horse MemorialCraig Tieszen.................................................Rapid City Police DepartmentDr. John Usera...........................................Chiesman Center for DemocracyDr. David Wolff................................................Black Hills State University

Article IV. High School Social Studies Curriculum Committee

David Laudenschlager (chair)Elaine AndersonRuth Ann BarrettKathy BunkowskeJim ColemanJoel HybertsonKaren KoupalDoug LeflerDan MahoneyMarlyce MinerRonald RandleMonica SchmidtRandy SealesJulie WardHeidi Welsh

Central High SchoolCentral High SchoolStevens High SchoolStevens High SchoolStevens High SchoolStevens High SchoolLincoln AcademyCentral High SchoolCentral High SchoolJefferson AcademyCentral High SchoolStevens High SchoolCentral High SchoolJefferson AcademyCentral High School

TABLE OF CONTENTS

Information Page

Introduction.....................................................................................................................1

Mission Statement...........................................................................................................2

South Dakota State Standards.........................................................................................3

Performance Descriptors.................................................................................................6

Curriculum

AMERICAN GOVERNMENT......................................................................................7

AP GOVERNMENT.....................................................................................................11

ANCIENT CIVILIZATIONS.......................................................................................13

CIVICS..........................................................................................................................15

CURRENT WORLD AFFAIRS...................................................................................19

ECONOMICS...............................................................................................................20

LEARN AND SERVE..................................................................................................23

NATIVE AMERICAN HERITAGE............................................................................27

PSYCHOLOGY............................................................................................................29

AP PSYCHOLOGY......................................................................................................32

SOCIOLOGY................................................................................................................37

SOUTH DAKOTA STUDIES......................................................................................40

UNITED STATES HISTORY I...................................................................................41

UNITED STATES HISTORY II..................................................................................44

AP UNITED STATES HISTORY................................................................................47

WORLD GEOGRAPHY..............................................................................................49

WORLD HISTORY......................................................................................................52

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

Introduction

Much of our world’s increased complexity can be attributed to the expansion and

increased sophistication of technologically driven ideas, products, and processes. And

yet, the ultimate significance of this continuing development is its impact on humans and

their societies. Social Studies is that discipline which addresses the critical issue of how

man will ultimately be affected by this explosion in technological product and process.

How well we teach our discipline may have a small, but meaningful impact on children

and the success of our future societies. The following standards are part of our pursuit of

these larger goals.

The standards in this document provide a roadmap to avoid redundancy except

when necessary and to supply consistency throughout the district. However, teachers are

not restricted to only the content represented. The depth and breadth of the social studies

curriculum should provide teachers with endless possibilities to create lessons that foster

student advancement in social studies skills. Teachers should measure instructional

success by student advancement and not the amount of material covered, or the quantity

memorized. These standards provide a guide to content selection that will instigate

student achievement, and is not intended to limit instructional motivation. The ultimate

purpose is to ensure that all students have the knowledge and skills necessary to be

successful in the globally competitive world of the 21st century.

A major objective of this committee is the alignment of the Rapid City Social

Studies Curriculum with the South Dakota Social Studies Content Standards of 2006.

The standards format has been simplified, yet retains the basic organization of the

standards. It states the objectives of what students should know, as well as supporting

skills and examples.

As students move from kindergarten through grade 12, levels of cognitive demand

and complexity of content, skills, and processes increase. New skills emerge and basic

skills are subsumed within more advanced skills as students progress through grades. In

consideration of developmental appropriateness, the committee has provided emphasis in

each grade span as follows:

Kindergarten through grade 2 standards emphasize building foundational skills in United States history, geography, civics, and economics. Teachers guide students through a variety of activities to learn this content.

Grades 3 through 5 standards continue the strands listed above in K-2, along with an introduction to world history. There is an emphasis on civics in the larger community at grade 3, South Dakota history in the context of United States history and expansion at grade 4, and United States history at grade 5.

Grade 6 standards are a survey of World History from prehistory to 1500 A.D. Grade 7 standards emphasize geographic skills and concepts. Grade 8 standards emphasize United State history from the Revolutionary War to

Reconstruction. Grade 9 through 12 standards emphasize United States history from

Reconstruction (1865) to the present day, World history from the Renaissance to present day, and continuing to master all of the strands through the integration and application of knowledge about facts and events that shape history.

Mastery of social studies is a life-long process. Students graduating from the Rapid City

Area Schools will have the skills necessary to be productive and responsible citizens.

The curriculum for the Rapid City Area Schools is aligned to the South Dakota State

Standards (http://doe.sd.gov/contentstandards/socialstudies/index.asp).

Mission Statement

The primary purpose of the social studies program in Rapid City Area Schools is to

prepare young people to be positive, productive citizens who promote justice and

equality, respect authority, and participate in civic affairs. It is our goal to educate young

people in understanding their role in a democratic and globally dynamic society, and who

can apply critical knowledge and skills to make informed decisions for public and

personal good.

SOUTH DAKOTA STATE SOCIAL STUDIES STANDARDS9-12

Goals and Indicators

U.S. HISTORY

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

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

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

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

WORLD HISTORY

Goal 2 – Students will understand the emergence and development of world civilizations and cultures over time and place.

RATIONALE: World History standards have been created as a separate strand of social studies standards based both on the attention to World History in national standards, and because the changing environment in which students live requires a global awareness that gives context to our own history and national aspirations. The organization of the standards is intended to help students probe specific historical events, ideas, movements, persons, and documents throughout world history that relate to the history and role of the United States in world events.

Indicator 1: Analyze historical eras of World History to determine connections and cause/effect relationships in reference to chronology.

Indicator 2: Evaluate the interaction of world cultures and civilizations, philosophies, and religions.

GEOGRAPHY

Goal 3 – Students will understand the interrelationships of people, places, and the environment.

RATIONALE: Geography is the study of the United States and the world in spatial terms, providing a sense of place and regions, a knowledge of the physical systems that affect the characteristics, distribution, migration, and settlement of people, and the uses of resources. It is studied through the framework of the five themes: Location, Place, Human-Environment Interaction, Movement, and Regions. The geographically knowledgeable student recognizes the interactions of place and people, and the impact of that interaction on history, economics, and governments.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

CIVICS (GOVERNMENT)

Goal 4 – Students will understand the historical development and contemporary role of governmental power and authority.

RATIONALE: Civics (Government) emphasizes the importance of citizenship and civic literacy. This emphasis is necessary to develop the traits of responsible citizenship. The health of a democracy depends upon a well-informed and civic-minded citizenry to sustain it in an increasingly interpendent world.

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.

Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens.

ECONOMICS

Goal 5 – Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

RATIONALE: Economic, financial, and business literacy are important to an understanding of historical events and outcomes, and are important to students’ potential success in their lifetimes. These principles affect individuals in their roles as consumers and producers, how they vote in national, state, and local elections. Becoming economically literate enables students to function more effectively as citizens in making decisions about personal financial decisions and public policy.

Indicator 1: Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies.

Performance Descriptors

The performance descriptors are organized into proficiency levels. These proficiency

levels describe the content and processes that a student at a given proficiency level would

be expected to know, demonstrate, or perform. To identify increasing proficiency in

social studies, the levels are labeled as follows:

Advanced: A student performing at the advanced level exceeds expectations for that grade level. The student is able to perform the content standards for the grade at a high level of difficulty, complexity, or fluency beyond that specified by the grade-level standards.

Proficient: A student performing at the proficient level meets expectations for that grade level. The student is able to perform the content standards for the grade at the level of difficulty, complexity, or fluency specified by the grade-level standards.

Basic: A student performing at the basic level performs below expectations for that grade level. The student is able to perform some of the content standards for the grade below the level of difficulty, complexity, or fluency specified by the grade-level standards.

A student performing below the basic level is unable to perform the content standards for

the grade. Therefore, no description is provided below the basic level.

RAPID CITY AREA SCHOOLS SOCIAL STUDIES STANDARDS

Grades 9-12

American GovernmentStudents will study the constitution, fundamentals of democracy, and U.S. government with the national level being stressed. The course will emphasize the interaction of the governmental institutions and the ways in which they affect the individual and the ways the individual can make contributions.


Standard, Supporting Skills, and Examples

12.Gov.1.1. Students are able to explain the characteristics of various forms of government.

Examples: Democracies (direct and indirect); Totalitarian/Authoritarian (dictatorships, absolute monarchy); Theocratic government in Islamic World; and Communism as a form of government

Describe geographic distribution of power.

Examples: unitary, federal, confederation

Analyze the relationship between the legislative and executive branches.

Examples: presidential, parliamentary

Identify the level of citizen participation.

12.Gov.1.2. Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

Example: Documents--Magna Carta, Petition of Rights, English Bill of Rights, Mayflower Compact, British Colonial Legislation (Intolerable Acts, Stamp Act, Writs of Assistance), Colonial/early State Constitutions, Articles of Confederation, Declaration of Independence, Federalist Papers

Example: Ideals--Greek and Roman governments, League of Iroquois Confederation, Social Contract

Example: Philosophers--Locke, Hobbes, Rousseau, Montesquieu, Machiavelli

Example: Founders--Jefferson, Madison, Franklin, Hamilton

12.Gov.1.3. Students are able to identify the principles of the American Constitution.

Explain the separation of powers/checks and balances.

Example: Three branches of government: legislative, executive, judicial

Example: Describe the structures, functions, and powers of the branches of government

Analyze federalism-division of power and interaction among national, state, local, and tribal governments.

Analyze Limited Government (Rule of law/Constitutionalism).

Define popular sovereignty.

Describe judicial review.

Example: Landmark decisions of the United States Supreme Court (Marbury v. Madison, McCullough v. Maryland)

Illustrate the amendment process.

Evaluate the rationale for constitutional amendments and the conflicts they address.

12.Gov.1.4. Students are able to explain the principles of American democracy.

Recognize the fundamental worth of the individual in the democratic process.

Appreciate the quality of all persons.

Define the majority rule/minority rights.

Understand the necessity of compromise.

List and explain individual freedom.

12.Gov.1.5. Students are able to describe the state, local, and tribal governments with emphasis on their structures, functions, and powers.

Identify and compare local government--divisions (county, city, townships).

Compare tribal government--reservations, tribal constitutions.

Example: Nine South Dakota reservations with separate constitutions and government

12.Gov.1.6. Students are able to describe how United States foreign policy is created.

Examples: Monroe Doctrine, Roosevelt Corollary, Truman Doctrine

Examples: Negotiation Treaties, Executive Agreements, Declaration of War

Examples: Role of the Senate, Role of the President


Standard, Supporting Skills, and Examples12.Gov.2.1. Students are able to describe the means of influencing and/or participating in a republic.

Consider 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 American’s enlisting in the military

Analyze 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.

Teachers may wish to incorporate Service Learning Activities (see handbook).

12.Gov.2.2. Students are able to interpret the meaning of basic constitutional rights guaranteed to citizens.

Analyze the Bill of Rights and other amendments.

Interpret the ways rights have limitations.

12.Gov.2.3. Students are able to describe the process of immigration and naturalization.



American 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 immigration and 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; list the three levels of federalism; explain how to register and where to vote; list three of the five guarantees in the first amendment.

AP GovernmentThis course is designed as an in-depth study of the American political system. Students will be required to do substantial research and be actively involved in classroom discussion. This course is designed for the college or university bound student and is taught at a college level. At the end of the year, students may choose to take the AP College Board National Exam at their own expense. If students score high enough on this test, they may qualify for college credits from many colleges or universities.


Standard, Supporting Skills, and Examples12.AP Gov.1.1. Students are able to explain the characteristics of various forms of government.

Analyze the distribution of power and the relationship between the legislative, executive and judicial branches.

Examples: unitary, federal, confederation

Access and analyze citizen participation in the governmental process.

12.AP Gov.1.2. Students are able to interpret the meaning of basic constitutional rights guaranteed to citizens.

Analyze the Bill of Rights and other amendments.

Interpret rights and their limitations.

12.AP Gov.1.3. Students are able to compare and contrast various immigration policy options.

Describe the benefits, duties, responsibilities and means of obtaining citizenship in the United States.

12.AP Gov.1.4. Students are able to identify the principles of the American Constitution.

Explain the separation of powers/checks and balances.

Example: Three branches of government: legislative, executive, judicial

Example: Describe the structures, functions, and powers of the branches of government

Analyze federalism-division of power and interaction among national, state, local, and tribal governments.

Analyze Limited Government (Rule of law/Constitutionalism).

Evaluate the effects of popular sovereignty.

Define the significance of judicial review (Marbury v. Madison, McCullough v.

Maryland) and explain its impact on American government.

Illustrate the amendment process.

Evaluate rationale for constitutional amendments and the conflicts they address.

12.AP Gov.1.5. Students will be able to describe the structure and functions of the Executive Branch.

Analyze presidential leadership roles.

Evaluate the growing role of executive departments in government operations.

12.AP Gov.1.6. Students will be able to interpret and analyze the historical impact of landmark court decisions.

Explain the courts influence on American life.

Example: Miranda v. Arizona

Example: Plessey v. Ferguson

Example: Brown v. Board of Education

12.AP Gov.1.7. Students will be able to understand the scope and influence of the federal bureaucracy.

Compare and contrast departments and agencies.

Describe the merit system vs. patronage.

Investigate employee hiring, promotion, and retention.


Standard, Supporting Skills, and Examples12.AP Gov.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.



Explain and appraise the nature and functions of major and minor political parties, interest groups, and media on the political process.

Describe and critique the campaign and election process for national, state, and local offices.


Ancient CivilizationsThis course will study the development of the four river valley civilizations of Egypt, Mesopotamia, India, and China. Other areas studied will include classical Greece, Ancient Rome, and early Christianity, the Byzantine Empire, and the origins of Islam. The course will also include the study of indigenous civilizations such as the Anastazi, Aztec, and Maya. This course is designed for the university/college bound students as it is a requirement at the college level.

Indicator 1: Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

Standard, Supporting Skills, and Examples10-12.AnCiv.1.1 Students are able to trace the chronology of Early Man from hominid to Cro Magnon. Construct a timeline using the characteristics of the Paleolithic Era through the

Neolithic Era. Infer from archaeological evidence the characteristics of hunter-gatherer, pastoral

and agrarian societies.Example: tools

Describe the significant achievements of each era.

10-12.AnCiv.1.2. Students are able to explain the cause-effect relationships that distinguish significant historical periods from Early Man to the Middle Ages. Describe the evolution and characteristics of Early Man.

Examples: five traits of civilization, Neanderthal, Cro Magnon Locate, compare and contrast the four River Valley Civilizations.

Examples: Egypt, China, India, Mesopotamia Analyze the significance of interaction among cultures and civilizations and the

impact of cultural diffusion. Interpret the contribution of the Greeks and Romans to Western Civilization.

Examples: architecture, law, military, religion, education Compare and contrast the similarities and differences between the five major

religions of the world.Examples: monotheism, polytheism, Five Pillars, Four Noble Truths

Trace the relationship and impact between the development of Christianity in Western Civilization and the Byzantine Empire.Examples: Roman Catholic/Eastern Orthodox

Trace major patterns of long distance trade that have contributed to economic and cultural change.Examples: Great Silk Road, Appian Way, Phoenicians, Lydians, Hittites

Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and religions.


10-12.AnCiv.2.1 Students are able to compare and contrast the distinguishing features of significant cultural, economic, and political philosophies. Analyze the factors that have led to war, peace, revolution, and reform.

Examples: Greek and Roman Empires Distinguish the differences between Taoism, Legalism, and Confucianism. Differentiate the values represented by a democratic society versus a militaristic

state.Examples: Sparta, Athens

Categorize the political, social, and economic features of the Roman Republic and the Roman Empire.

Analyze the factors that led to the rise and decline of ancient empires. Analyze the significance of indigenous civilizations.

Examples: Anasazi, Aztec, Maya Formulate a rubric that demonstrates the qualities of successful leadership.

Examples: dictators, emperors, kings, pharaohs, statesmen Examine the roles of women in ancient societies.

Examples: matriarchal and patriarchal societies, female leaders.

CivicsThis class covers the duties and responsibilities of American citizenship. It will emphasize the importance of having a government, the significance of political participation and influence, and the basic foundations of our government. The semester will include a study of local government, state government, and tribal government.


Standard, Supporting Skills, and Examples9-12.Civ.1.1. Students are able to explain the characteristics of various forms of government.

Define the power structure of various forms of government.

Example: Democracies (direct and indirect); Totalitarian/Authoritarian (dictatorship, absolute monarchy)

9-12.Civ.1.2. Students are able to determine the influence of major historical documents and ideals on the formation of the United States government.

Relate the impact of historical documents to the principles and elements of the current form of United States government.

Examples: documents - Magna Carta, English Bill of Rights, Mayflower Compact, British Colonial Legislation, Articles of Confederation, Colonial/early State Constitutions, Declaration of Independence

Example: Founders and contributors—Iroquois Confederation, Franklin, Hamilton, Madison, Adams, Jefferson

9-12.Civ.1.3. Students are able to identify the principles of the American Constitution.

Interpret separation of powers through the structure and function of the three branches of government

Define federalism and how it relates to the division of power and interaction among national, state, local, and tribal governments.

Explain the concept of limited government.

Examples: checks and balances, rule of law, constitutionalism, judicial review

Define popular sovereignty and how it is expressed in a representative democracy.

Define judicial review and its impact on the interpretation of our basic rights.

9-12.Civ.1.4. Students are able to explain the principles of American democracy.

Recognize the source of the basic principles of the fundamental worth of the individual and equality of all persons as basic human rights through the formulation of an action plan and participating in its completion.

Examples: Declaration of Independence, Civil War Amendments

Teachers may wish to incorporate Service Learning Activities.

[See Service Learning Handbook]

Analyze the concept of majority rule/minority rights inferring the danger of tyranny of the majority.

Examples: two party system, committee system, Patriot Act

Examine the necessity of compromise in a representative democracy.

Examples: bicameral legislation, slavery

Recognize American emphasis on the value of individual freedom.

Example: Bill of Rights

9-12.Civ.1.5. Students are able to describe the state, local, and tribal governments with emphasis on their structures, functions, and powers.

Examples: state government, nine South Dakota reservations, tribal constitutions, local governmental divisions (county, city, townships)

9-12.Civ.1.6. Students are able to describe the elements of how U.S. foreign policy is created.

Explain the role of the president as chief diplomat and interaction with the State Department.

Identify the oversight role of Congress.

Examples: advice and consent of the Senate, power to declare war



9-12.Civ.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 and/or through Service Learning activities.


Describe the benefits, duties, and responsibilities of citizenship in the United States and/or through Service Learning activities.

Example: Volunteerism benefits and rewards, Native American’s enlisting in the military

Explain the nature and functions of major and minor political parties, interest groups, and media on the political process and/or through Service Learning activities.

Describe the campaign and election process for national, state, and local offices and/or through Service Learning activities.

Examples: primary system, Electoral College

Demonstrate the traits of a responsible citizen through identification of a community need, formulating an action plan, and participating in its completion.

9-12.Civ.2.2. Students are able to interpret the meaning of basic constitutional rights guaranteed to citizens.

Examine the Bill of Rights and determine their application in contemporary society.

Outline the amendment process and explain the rationale for change and the conflicts each addresses.

List amendments 11-27 and evaluate their impact on American society.

Explain the need and circumstance for limitations on individual rights.

9-12.Civ.2.3. Students are able to describe the process of immigration and naturalization.

Recognize the impact of immigration on the development of the nation.

Define terms involved in the status of people coming into the United States.

Examples: alien, illegal alien, resident alien, immigrant

Outline the steps in the naturalization process.

Examine current immigration law and issues.

Civics 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; list the three levels of federalism; explain how to register and where to vote; list three of the five guarantees in the first amendment.

Current World AffairsThis course will emphasize current news at local, state, national, and international levels. Newspapers, magazines, television, and the internet will be used. The goal of the class is to inform students on events taking place in the world and the background of these events. Events will be analyzed and the impact of these events will be discussed.

Indicator 1: Analyze information relating to issues that involve the nations of the world.


10-12.CWA.1.1. Students are able to identify and analyze problem areas and issues in various parts of the world, such as Asia, Middle and South America, Europe, and Africa.

Examine world environmental issues.

Examples: global warming, rain forest deforestation, water rights

List and identify world security issues.

Examples: immigration, nuclear proliferation, terrorism

Define and discuss world economic issues.

Examples: competition for scarce resources, development of emerging economies, globalization

10-12.CWA.1.2. Students are able to identify, list, and hypothesize solutions related to problem areas and issues of national, state, and local importance.

Examples: weather, business, sports, politics, law, technology, science, health, entertainment, travel, education

Teachers may wish to incorporate Service Learning activities (see handbook).

10-12.CWA.1.3. Students are able to identify international and national leaders, as well as prominent newsmakers.

Example: President of the United States

Example: Prime Minister of Great Britain

Example: Secretary-General of the United Nations

EconomicsStudents will study the basic principles of the American free enterprise system, supply and demand, competition, money and banking, fiscal and monetary policy, international trade, and current economic problems.

Indicator 1: Analyze the economic impact of the availability and utilization of various resources on societies.


11-12.Econ.1.1. Students are able to compare the characteristics of the world’s traditional, command, market, and mixed economies.

Identify contributors of modern economics.

Examples: Adam Smith and Karl Marx

Explain the transition of the former Soviet bloc nations to market economies.

Explain the fundamentals of the market system.

Examples: Identify the factors of production; identify the role of competition; compare methods of ownership: sole proprietorships, partnerships, corporations, cooperatives, conglomerates, franchises, monopolies, and oligopolies; explain the costs and benefits of entrepreneurial decisions; describe the structure and functions of financial markets: stocks and bonds.

11-12.Econ.1.2. Students are able to explain how scarcity/surplus affects the basic questions of what, how, how much, and for whom to produce.

Identify negative and positive aspects of economic growth.

Differentiate between wants versus needs.

11-12.Econ.1.3. Students are able to explain the role of money and the structure of the banking system of the United States.

Describe the influence of the Federal Reserve System in the United States economy;

Describe economic stabilization policies of the United States.

Examples: Supply-side theory, interest rate manipulationrequirements, EOC (Equal Opportunity Commission)

11-12.Econ.1.4. Students are able to explain the impact of labor and governmental policies on the economy of the United States.

Explain how supply and demand for labor affects wages.

Explain the impact of outsourcing on the market economy and labor.

Describe the positive and negative aspects of government policies that affect employment.

Examples: Minimum wage, affirmative action, age

11-12.Econ.1.5. Students are able to use graphs to illustrate changes in economic trends.

Illustrate supply and demand and their effect on price

Examples: Supply and demand x graph chart

Examples: Gas prices, Great Depression

Examine production possibilities curve, business cycles.

Examples: recession, prosperity, inflation, deflation

11-12.Econ.1.6. Students are able to explain basic elements of trade and its impact on the United States economy.

Describe the United States trade deficit and policies.

Describe economic alliances: OPEC, NAFTA, GATT, EU.

Define domestic output, national income, and price level.

Analyze globalization and its impact on United States labor and capital markets.


Economics Performance Descriptors

Advanced

High school students performing at the advanced level will: explain costs and benefits of government intervention in the

economy of the United States; describe methods used to measure domestic output, national

income, and price level.

Proficient

High school students performing at the proficient level will: explain how scarcity affects the basic economic questions of

what, how, how much, and for whom to produce; use graphs to illustrate changes in supply and demand and their

effect on price; explain the fundamentals of the market system (free enterprise)

and compare the characteristics of the world’s traditional, command and market economies;

explain the impact of labor on the economy of the United States;

explain the role of money and the structure of the banking system of the U.S.;

explain basic elements of trade and its impact on the U.S. economy.

Basic

High school students performing at the basic level will: identify basic economic terms; identify the market system; identify how supply and demand affect price.

Learn and ServeThe Learn and Serve America course is a blending of both academic learning and service. The course involves a preparation class, a homework readiness packet, thirty-five hours of service learning in the community, and a final project. Students will help solve community problems by participating in off campus service learning activities. Students have an opportunity to experience hands-on learning in such areas as environmental science, animal science, business, literacy tutoring, homelessness, pollution, and health care. Employment skills and job sustainment are also a main focus of this course.

Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. It is more than just community service or volunteerism, as it links education to service and service to learning. Students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs. They develop newly-acquired skills and knowledge in real life situations that enhance what is taught in school by extending student learning beyond the classroom and into the community. Students work in collaboration with community members, classmates, and teachers while learning more about social studies, English, math science, and other subjects, as well as civic responsibility and effective citizenship. A business internship program is also available for students to integrate employability skills and career exploration. A handbook of project ideas will be provided to social studies educators to help integrate the service learning process within their curriculums.

Indicator 1: Identify a problem within the school or community (community can be defined as school, city, state, country, or world).


9-12.LS.1.1. Students are able to identify needs in the community and develop a service learning project.

Identify needs in the community.

Examples: hunger, drop out rate, violence, gang activities, crime, poverty

Develop a project that will be meaningful and challenging.

Examples: individual projects, collaborative projects

Bridge the gap between school learning and real world problems.

Examples: job shadowing, internships, apprenticeships

Indicator 2: The service-learning process involves preparation, action, reflection, and celebration.

9-12.LS.2.1. Students are able to prepare for the service learning project.

Establish community partnerships for information and resources.Examples: write grant proposals to fund projects, identify community leadersand their area of expertise, secure community support

Develop personal skills and responsible behavior. Examples: time management, personal skills, leadership skills, organizational skills, establishing timelines, citizenship

Identify academic skills needed to successfully complete the project. Examples: math, writing, computer skills

9-12.LS.2.2. Students are able to take action to implement the service learning project.

Take a meaningful role in the project using each student’s natural skills.

Examples: technology, communications skills, interpersonal skills, physical ability, critical thinking

Determine if the elements of the project need change.

Examples: troubleshooting, identify problem areas and solutions

Identify support bases to be utilized as resources throughout the project.

Examples: community resources, local service clubs, organizations, business organizations

Identify materials needed for the project.

Examples: lumber, art supplies, technology, community and academic resources

9-12.LS.2.3. Students are able to reflect on the service learning project.

Keep a daily journal of experiences.

Examples: academic, natural skills, new skills learned, meeting new people, duties completed

Identify ways to showcase service projects.

Examples: project board with newspaper clippings, oral presentations for students and parents, bulletin boards, newsletters, announcements

Develop a youth internship portfolio.

Examples: personal reflections, photos of worksite associates, evidence of academic skills, personal management, collaborative activities, resume

Complete a final reflection/paper of the service project.

Examples: What went right, and/or wrong, student reflection on addressing a community problem and donating their time, identify successes, job experience gained, new life and leadership skills gained/learned, how it improved self esteem

9-12.LS.2.4. Students are able to design and implement a celebration of the service learning project.

Participate in and take a significant role in planning the celebration.

Examples: decide on type of celebration, facility used, who and how many will attend, invitations, additional resources

Include community resources in the celebration.

Examples: community partners, parents, administration, dignitaries

Contact media sources.

Examples: TV, radio, daily/weekly newspapers, local publications

Design a celebration agenda that reflects service learning goals.

Examples: introduce guests, visiting dignitaries/speakers, meal, present certificates of recognition, service fairs, displays, demonstrations, power point presentations, booths

Indicator 3: Choose individually to explore job opportunities and career paths through service learning in the community.

9-12.LS.3.1. Students are able to determine personal career interests in order to be placed in an appropriate worksite in the community.

Participate in Service Learning preparation class.

Examples: dress for success, appropriate manner and etiquette in the workplace, job site availability

9-12.LS.3.2. Students are able to participate in one of four service learning corps.

Engage in a Literacy Corps.

Example: work with children as an aide or a tutor

Engage in a Business Corps.

Examples: explore careers, gain experience in the work/business field

Engage in an Intergenerational Corps.

Example: work with the elderly

Engage in a Group Corps.

Examples: join with other students in a teamwork oriented service project such as Habitat for Humanity, Empty Bowls Project, Webmasters, Kases 4 Kids.

Native American HeritageStudents will explore Native American cultures. A special emphasis will be placed on the Lakota history, culture, and contemporary issues from South Dakota.

Indicator 1: Interpret Native American history and culture to gain an awareness and appreciation of the diversity of this field.


10-12.NAH.1.1. Students are able to examine Native American creation stories and explore origin stories.

Compare theories and components of creation stories.

Examples: Maya Creation Story, Lakota Creation Story

10-12.NAH.1.2. Students are able to differentiate various Native American cultural areas.

Examples: Northeast, Southeast, Southwest, California, Northwest, Plateau/Great Basin, Arctic/Sub arctic, Plains

10-12.NAH.1.3. Students are able to experience and interpret Native American oral histories.

Examples: Family histories, Iktomi/trickster stories, traditions

10-12.NAH.1.4. Students are able to study the relationships between Native American tribes and the United States government, historically and current.

Describe history concerning Native American and United States government relations.

Analyze Native American conflicts/wars.

Examples: Red Cloud’s War, Battle of Little Big Horn, Wounded Knee, American Indian Movement, Bear Butte

Investigate land issues.

Examples: Reservation systems

Analyze treaties.

Describe United States policies and acts.

Examples: General Allotment Act of 1887 (Dawes Act, 1890), Indian Reorganization Act-1934, Self Determination Act, Termination Act, Relocation Act

10-12.NAH.1.5. Students are able to study the history and culture of South Dakota Indian tribes.

Describe Lakota, Dakota, and Nakota.

Examples: Tiyospaye/family, horse culture, buffalo economy, trading relationships, boarding schools, day schools

Analyze Black Hills treaties.

Examples: Ft. Laramie Treaty of 1851 and 1868

Locate and describe the nine reservations in South Dakota.

Indicator 2: Investigate and discuss contemporary Native American issues.


10-12.NAH.2.1. Students are able to explore current Native American issues and contemporary thought.

Describe economic independence.

Examples: land, education, Indian gaming, industry, tourism

Analyze current trends and thoughts.

Examples: Wind power, water rights, technology, tribal sovereignty

Indicator 3: Cultivate an understanding of Native American arts and music.


10-12.NAH.3.1. Students are able to become familiar with current Native American art and artists.

Compare contemporary and historical art.

Describe music and dance.

Investigate pow wow and drum groups.

PsychologyPsychology is the study of human behavior and mental processes. This course will emphasize the mind and its development, principles of learning, memory, sensation and perception, personality theories, emotion and stress, states of consciousness, motivation, and abnormal behavior.

Indicator 1: Describe the historical development of contemporary perspectives and the research strategies psychologists use to gather and report data.


11-12.Psy.1.1. Students are able to trace the history of psychological thought leading to current perspectives.

Trace the origins of psychological thought from Greek philosophy to early schools of thought.

Compare schools of thought and their founders.

Examples: functionalism, behaviorism, psychoanalytic, Gestalt

11-12.Psy.1.2. Students are able to describe current perspectives.

Define biopsychological, behavioral, cognitive, psychoanalytic, humanistic, sociocultural perspectives.

Recognize the contribution of developmental psychologists.

Examples: Piaget, Erikson, Kohlberg

List the major subfields and career opportunities that make up psychology.

11-12.Psy.1.3. Students are able to define and explain research methodology used to explore the mind and behavior.

Describe and compare research strategies.

Examples: observational, experimental

Describe the elements of an experiment.

Describe how data is measured, reported, interpreted.

Examine the role of ethics in practice and identify ethical issues in psychological research.

Indicator 2: Examine the biopsychological (neuroscience) perspective and identify the biological bases for behavior.11-12.Psy.2.1. Students are able to identify the structure and function of the nervous system.

Describe the function of the neuron and how information is transmitted in the nervous system.

Identify the structure and function of major regions of the brain.

Recognize the specific functions of the lobes and hemispheres of the brain.

Describe the interaction of the endocrine system and the nervous system.

Discuss the effects of heredity and environment on behavior.

11-12.Psy.2.2. Students are able to explain the basic concepts of sensation and perception.

Describe the sensory function.

Recognize binocular and monocular cues and Gestalt principles.

Examples: continuity, similarity, closure, figure-ground

Examine the influence of environment, motivation, experience, culture, and expectations on perception.

11-12.Psy.2.3. Students are able to relate the effects of stress to overall health.

Identify and explain sources of stress.

List and explain physiological and psychological responses to stress.

Examine cognitive and behavioral strategies to cope with stress.

Indicator 3: Examine cognitive processes involved in human thought, perception, and behavior.


11-12.Psy.3.1. Students are able to explain basic principles of learning.

Compare and contrast classical and operant conditioning.

Recognize the role of learning in human adaptation.

Examine the impact of cognition on learning.

Identify biological and cultural factors and their influence on learning.

11-12.Psy.3.2. Students are able to describe memory processes involved in encoding, storage, and retrieval of information.

Identify brain structures involved in memory.

Describe the process involved in encoding information.

Define and explain short-term and long-term memory systems.

Examine retrieval processes and factors that assist or inhibit retrieval.

Identify strategies for improving memory.

11-12.Psy.3.3. Students are able to describe states of consciousness.

Describe stages of sleep, function of sleep, and types of sleep disorders.

Examine theories regarding dreams, their function and interpretation.

Assess the function and effectiveness of hypnosis.

Indicator 4: Examine the sociocultural factors affecting human behavior and the diagnosis and treatment of psychological disorders.

Standard, Supporting Skills, and Examples11-12.Psy.4.1. Students are able to connect theories of personality, motivation, and emotion to current perspectives.

Survey prominent theories and theorists that contributed to the knowledge base in the areas of personality, motivation, and emotion.

11-12.Psy.4.2. Students are able to classify abnormal behavior and describe treatment methodology.

Distinguish common characteristics of abnormal behavior.

Recognize how psychological disorders are categorized.

Describe types of therapy and their application.

AP Psychology Advanced Placement Psychology will demand students participate in an in-depth look at the relationship of biological and social factors on human development. Students will be required to conduct research, analyze data, and develop inferences. At the end of the year, students may choose to take the Advanced Placement College Board test. If students score high enough on this test, they may qualify for college credits from most colleges or universities. Admission to the AP Psychology course is based on student interest and willingness to prepare for the College Board exam.

Indicator 1: Examine the historical development of contemporary perspectives and the research psychologists use to gather and report data.

Standard, Supporting Skills, and Examples12.AP Psy.1.1. Students are able to trace the history of psychological thought leading to current perspectives.

Trace the origins of psychological thought from Greek philosophy to early schools of thought.

Compare and contrast schools of thought and their founders.

Examples: functionalism, behaviorism, psychoanalytic, Gestalt

12.AP Psy.1.2. Students are able to describe and compare current perspectives.

Differentiate between biopsychological, behavioral, cognitive, psychoanalytic, humanistic, and sociocultural perspectives.

List and explain the major subfields and career opportunities that make up psychology.

12.AP Psy.1.3. Students are able to define and interpret research methodology used to explore the mind and behavior.

Describe and compare research strategies.

Examples: survey, naturalistic observation case study, longitudinal, cross-section, experimental methods

Describe the elements of an experiment and explain the importance of sampling.

Examples: control, independent and dependent variables, random sampling

Describe how data is measured, reported, and interpreted.

Examples: causal, correlation, central tendency, inferential statistics

Examine the role of ethics in practice and identify ethical issues in psychological research.

Indicator 2: Analyze the biopsychological (neuroscience) perspective and identify the biological bases for behavior.

Standard, Supporting Skills, and Examples11-12.AP Psy.2.1. Students are able to identify and explain the structure and function of the nervous system.

Describe the function of the neuron and how information is transmitted and integrated in the nervous system.

Analyze the effects of heredity and environment on neurotransmission.

Identify the structure and function of major regions of the brain.

Recognize the specific functions of the lobes and hemispheres of the brain.

Describe the interaction of the endocrine system with the nervous system.

Analyze the effects of heredity and environment on behavior.

11-12.AP Psy.2.2. Students are able to explain the basic concepts of sensation and perception.

Describe the operation of sensory systems and explain the concepts of threshold, adaptation, constancy.

Explain binocular and monocular cues and Gestalt principles.

Examples: figure-ground, continuity, similarity, proximity, closure

Analyze the influence of environment, motivation, experience, culture, and expectations on perception.

11-12.AP Psy.2.3. Students are able to relate the effects of stress to overall heath.

Identify and explain sources of stress.

List and explain physiological and psychological responses to stress.

Analyze cognitive and behavioral strategies to cope with stress.

Indicator 3: Examine theories and research techniques psychologists use to describe life span development.

Standard, Supporting Skills, and Examples11-12.AP Psy.3.1. Students are able to describe developmental change throughout the human life span.

Describe physical, cognitive, and social changes.

Identify and explain issues involving the developmental process.

Examples: gender differences, critical periods, nature/nurture, culture

11-12.AP Psy.3.2. Students are able to explain stage theories of development.

Compare and contrast various stage theories.

Examples: Piaget, Erikson, Kohlberg

Identify research techniques used to gather developmental data.

Examples: longitudinal, cross-sectional methods

Indicator 4: Examine cognitive processes involved in human thought, perception, and behavior.

Standard, Supporting Skills, and Examples11-12.AP Psy.4.1. Students are able to explain basic principles of learning.

Compare and contrast classical and operant conditioning.

Analyze the role of learning in human adaptation.

Examine the impact of cognition on learning.

Identify biological and cultural factors and their influence on learning.

11-12.AP Psy.4.2. Students are able to describe the memory processes involved in encoding, storage, and retrieval of information.

Identify brain structures involved in memory.

Describe the process involved in encoding information into memory.

Define and explain short-term and long-term memory systems.

Examine retrieval processes and the factors that assist or inhibit retrieval.

Analyze strategies for improving memory.

11-12.AP Psy.4.3. Students are able to describe and explain states of consciousness.

Describe the stages of sleep, its function, and types of sleep disorders.

Analyze theories regarding dreams, their function and interpretation.

Explore theories of hypnosis.

Define and evaluate major categories of psychoactive drugs and their effects.

11-12.AP Psy.4.4. Students are able to explain the relationship of thinking and language.

Identify and explain theories of language acquisition.

Define the elements and structure of language.

Analyze the basic organizational elements of thought.

Explore the processes of problem-solving and decision-making.

Indicator 5: Analyze the sociocultural factors affecting human behavior and the diagnosis and treatment of psychological disorders.

Standard, Supporting Skills, and Examples11-12.AP Psy.5.1. Students are able to identify and explain the impact of group processes on individual behavior and attitude formation.

Explain social factors that influence individual behavior.

Analyze the concepts of conformity, obedience, altruism, and aggression.

11-12.AP Psy.5.2. Students are able to compare and contrast theories of motivation and emotion.

Describe major theories of motivation.

Examples: Maslow, cognitive dissonance, drive reduction

Describe major theories of emotion.

Examples: James-Lange, Cannon-Bard, cognitive

Examine the impact of motivation and emotion on perception, cognition, and behavior.

11-12.AP Psy.5.3. Students are able to define the concept of personality and analyze differing perspectives on how the personality is formed.

Compare and contrast approaches to defining and understanding personality.

Evaluate assessment tools.

Examples: projective and objective techniques

11-12.AP Psy.5.4. Students are able to analyze concepts related to individual differences.

Describe theories of intelligence.

Examine the influence of heredity and environment on individual differences.

11-12.AP Psy.5.5. Students are able to classify abnormal behavior and describe treatment methodology.

Distinguish common characteristics of abnormal behavior.

Categorize types of psychological disorders.

Examples: DSM (IV-TR)

Describe types of therapy and evaluate their effectiveness.

SociologyStudents will explore the diversity of social life and understand cross-cultural perspectives. Topics will include cultures, adolescence, deviance, family, and other current sociological phenomena.

Indicator 1: Discuss the scope of sociology as a social science and the sociological point of view.

Standard, Supporting Skills, and Examples11-12.Soc.1.1. Students are able to explain the history of sociology and the theories of early contributors.

Examine the impact of the Industrial Revolution on the origin of sociology.

Compare and contrast early theorists.

Examples: Comte, Marx, Spencer, Durkheim, Weber

11-12.Soc.1.2. Students are able to describe current theoretical perspectives.

Distinguish the approaches of the functionalist, conflict, and symbolic interactionist perspectives.

Define terminology used in each of the perspectives.

Examples: manifest and latent function, dysfunction, symbol

11-12.Soc.1.3. Students are able to analyze societies and their cultures using a sociological point of view.

Analyze the concept of sociological imagination.

Evaluate societies using the concept of sociological imagination as a framework.

Assess the concepts of cultural relativism and ethnocentrism and their influence on objective observations.

Indicator 2: Analyze the dynamics and models of individual and group relationships.

11-12.Soc.2.1. Students are able to identify the effects of social institutions on individual and group behavior.

Identify the components of culture and their impact on cultural variation.

Examples: symbols, language, norms, folkways, mores, values

Recognize how United States culture is both similar to and different from cultures in other countries.

Examples: cultural diffusion, assimilation

Identify major social categories.

Understand the historical development of societies through types of subsistence strategies.

Examples: hunting and gathering, horticultural, pastoral, agricultural, industrial, postindustrial

Connect the variables of race, ethnicity, gender, age, and religion to cultural diversity.

11-12.Soc.2.2. Students are able to identify how status influences individual and group behaviors.

Identify status and roles and their relationship to social groups.

Examine agents of socializing the individual and their relative influence.

Examples: family, peers, school, media

Classify types of social interaction and their effectiveness.

Examples: exchange, competition, conflict, cooperation, accommodation

Compare and contrast types of social stratification cross-culturally.

11-12.Soc.2.3. Students are able to identify the impact of social groups on individual and group behavior.

Examine the impact of social movements as a vehicle for social change.

Examples: Sixties counterculture, abolition, temperance, civil rights

Identify the sources of social change and their relative impact.

Examples: war, technology, population, diffusion, natural environment

Analyze conformity, adaptation, and various means of social control.

11-12.Soc.2.4. Students are able to identify the effects of social institutions on individual and group behavior.

Examine the influence of the family, education, religion, and the media on contemporary American society.

11-12.Soc.2.5. Students are able to identify the impact of current sociological phenomena.

Explore current trends in contemporary society.

Examine a specific current phenomenon, its history and current practice in contemporary society, and draw conclusions regarding its future.

South Dakota StudiesThe history, geography, and economics of our state will be examined during this course. Students will reflect on the past and present relationships between the land, people, and the government of our state.

Indicator 1: Examine South Dakota history to determine connections and cause/effect relationships.

Standard, Supporting Skills, and Examples9-12.SDS.1.1. Students are able to explain cause/effect relationships from 1763 to present.

Explore the history of South Dakota statehood.

Analyze the break up of Great Sioux Reservation.

Identify and explain the causes and effect of the Great Depression.

9-12.SDS.1.2. Students are able to chronologically list and identify groups that have shaped South Dakota up to the present.

Example: Native Americans, Fur traders, Germans, Scandinavians

9-12.SDS.1.3. Students are able to identify major themes that have influenced the development of South Dakota.

Identify and explain the historical relationship of major influences in South Dakota development.

Examples: expansionism, manifest destiny, the gold rush, homesteading, railroads, ranching, mining, tourism

U.S. History IThis course explores the history of the United States from Reconstruction through the Depression. Students will compare and contrast the social, political, and economic forces that formed our nation.

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

Standard, Supporting Skills, and Examples11-12.U.S(1).1.1. Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from Reconstruction (1865) to 1940.

Trace the transition of the United States from an agrarian society to an industrial nation.

Examples: Urbanization/industrialization/immigration

Examples: Thomas Edison, Henry Ford, Wright Brothers

Investigate the causes and impact of Western Expansion in relation to the settlements of the Great Plains.

Examples: Homestead Act (1862), railroad expansion, mining frontier, open range, modern agriculture

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

Examples: “Robber Barons”, role of the Muckrakers, labor leaders, government policies

Determine the causes and impact of United States Imperialism as evidenced by the Spanish-American War, Open Door Policies (Japan and China), and Panama Canal.

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

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

Describe the causes and impact of World War I.

Explain the factors that led to the Great Depression.

Examples: Post World War I economy, dust bowl

Interpret the New Deal and its legacy (social and economic).

Compare and contrast primary and secondary documents.

11-12.U.S(1).1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.

Examples: American Revolution, westward movement, Civil War/Reconstruction, WWI, 1917 Russian Revolutions, Pre-WWII events

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


11-12.U.S(1).2.1. Students are able to describe the causes and effects of interactions between the United States government and Native American cultures.

Discuss the causes of conflicts with Native Americans.

Examples: Fort Laramie Treaties of 1851 and 1868, Minnesota Uprising (1862), Sand Creek Massacre (1864), Red Cloud’s War (1864-1868), Battle of Little Big Horn (1876)

Investigate the impact of United States policy on Native Americans.

Examples: Manifest Destiny, Black Hills Cession of 1877,General Allotment Act/Dawes Act (1887), Ghost Dance religion, Wounded Knee Massacre (1890), Indian Reorganization Act, formation of tribal governments

11-12.U.S(1).2.2. Students are able to describe the causes and effects of cultural, economic, religious, political, and social reform movements on the development of the United States.

Trace the cause and effect of cultural movements.

Examples: Harlem Renaissance and jazz age

Research the impact of religious and educational movements.

Examples: Social gospel, Evangelicalism, Mormon

Determine the impact of political movements.

Examples: Women’s suffrage, Populists and Progressives, Isolationists, Anarchists, First Red Scare, Anti-communism

Identify and explain the impact of social reform movements.

Examples: Feminism, social Darwinism, temperance

Analyze the cause and effect of economic movements.

Examples: Stock market speculation, installment buying

11-12.U.S(1).2.3. Students are able to identify the influences of local groups on settlement patterns of South Dakota and the Great Plains Region.

Describe the influence of Native Americans and the Reservation System.

Identify and explain the influence of Civil War Veterans and Homesteading.

Analyze the effect of railroad, farming, livestock, and mining patterns.

Compare and contrast settlements according to nationality and religion.

Examples: German, Swedes, Norwegians, Bohemians, Czech, Dutch, African Americans, Hutterite, Mennonite, etc.

U.S. History I Performance Descriptors

AdvancedHigh school students performing at the advanced level will:

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

Proficient

High school students performing at the proficient level will: explain the cause-effect relationships and legacy that

distinguish significant historical periods and relationships; describe the causes and effects of cultural, economic, religious,

political and social reform movements on the development of the United States;

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

Basic

High school students performing at the basic level will: identify groups who influenced the settlement of South

Dakota; given historical periods, be able to sequence events.

U.S. History II This course will cover the years from World War II to the present. Students will be able to identify people and events. Students will be exposed to primary and secondary documents that have shaped America’s modern era.

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

Standard, Supporting Skills, and Examples11-12.U.S(2).1.1. Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from 1941 to present.

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

Examples: Native American Code Talkers, Tuskegee Airmen

Identify domestic events post-WWII.

Examples: Space race, Watergate, Iran Contra-affair, Clinton impeachment

Describe the role of the United States in world affairs as it relates to the Cold War.

Examples: Post-WWII Europe, Korea, Cuba, Vietnam, Iran Hostage Conflict

Trace foreign events, policies, and issues from 1989 to present day as they relate to United States history.

Examples: Middle East events, Fall of Berlin Wall, 1st Gulf War, Balkan situation, 9/11, terrorism, Afghanistan, Iraq, nuclear proliferation

Analyze primary and secondary source documents.

Teachers may wish to incorporate Service Learning activities (see handbook).

11-12.U.S(2).1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.

Examples: Japanese expansion in Asia, effect of the Worldwide Depression, Nationalism/Militarism in Germany, Italy, and Japan, seeds of WWII found in Treaty of Versailles

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

Standard, Supporting Skills, and Examples11-12.U.S(2).2.1. Students are able to describe the causes and effects of interactions between the United States government and Native American cultures.

Explain the causes of conflicts with Native Americans.

Examples: Wounded Knee II, Alcatraz

Evaluate the impact of United States policy on Native Americans.

Examples: Termination, Relocation, Self-Determination Act, American Indian Religious Freedom Act 1978, Indian Gaming Act 1988, Repatriation Act 1993

11-12.U.S(2).2.2. Students are able to describe the causes and effects of cultural, economic, religious, political, and social reform movements on the development of the United States.

Explore the cause and effect of cultural movements.

Examples: Counterculture, women’s movement

Identify the impact of religious and educational movements.

Examples: Native American Education Reform 1972

Summarize the impact of political movements.

Examples: Civil Rights Movement, American Indian Movement, Reagan Conservatism

Identify and explain the impact of social reform movements.

Examples: Baby Boomer, NOW, Caesar Chavez, Hispanic Movement

Discuss the cause and effect relationships of economic movements.

Examples: Post-World War affluent society, Global Economy, Reagonomics

11-12.U.S(2).2.3. Students are able to identify the influences of local groups on settlement patterns of South Dakota and the Great Plains Region.

Example: Native Americans and the reservation system

Example: Railroad, farming, livestock, and mining patterns

Example: Settlements according to nationality and religion (Asian Americans, Hispanics, African Americans, Mormons, etc.)

U.S. History II Performance Descriptors

AdvancedHigh school students performing at the advanced level will:

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

Proficient


distinguish significant historical periods and relationships; describe the causes and effects of cultural, economic, religious,

political and social reform movements on the development of the U.S.;

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

Basic

High school students performing at the basic level will: identify groups who influenced the settlement of South

Dakota; given historical periods, be able to sequence events.

AP U.S. History The Advanced Placement program in U.S. History is a rigorous course designed to provide students with knowledge about America from Pre-Columbus to the present. Students will be expected to develop analytical and critical thinking skills. Students will learn to assess historical materials and to weigh evidence and to interpret U.S. history. The course work is substantial. At the end of the year, students may choose to take the AP College Board National Exam at their own expense. If students score high enough on this test, they may qualify for college credits from many colleges or universities.

Indicator 1: Analyze ancient American civilizations to determine cause and effect relationships to the present.

Standard, Supporting Skills, and Examples12.AP U.S.1.1. Students are able to describe ancient America from oral traditions and archaeology.

Explain the significance of the Anasazi, Hohokam, Mound Builders, and Adena.

Identify significant Archaeological sites.

Examples: Cahokia, Pueblo, Bonito, Mesa Verde, Clovis

Explain the use of Native oral traditions and archeology in the study of Ancient American History.

Indicator 2: Evaluate the influence of European exploration and settlement on America.

Standard, Supporting Skills, and Examples12.AP U.S.2.1. Students are able to explain the impact of various European nations on the colonization of America.

Identify significant explorers.

Examples: Cartier, LaSalle, Cortez, Coronado

Explain why Spain, France, and England colonized America.

Compare and contrast the factors that led to territorial expansion, mercantilism, and religious freedom.

Indicator 3: Analyze the various formative periods in United States history.

Standard, Supporting Skills, and Examples12.AP U.S.3.1. Students will be able to identify the cause and effect relationships that have shaped the United States.

Compare and contrast nationalism to sectionalism.

Explain the motivating factors behind expansionism (Manifest Destiny).

Analyze Reconstruction and how it affected the social, political, cultural, and economic change in America.

Calculate the industrial growth of the nation, 1790-1900.

Analyze isolationalism as it has been part of American Foreign Policy, 1790-present.

Consider the concept of imperialism.

Differentiate between the Cold War and Détente and the effect on domestic and foreign policy.

Indicator 4: Evaluate the role of military conflicts in United States History.Standard, Supporting Skills, and Examples

12.AP U.S.4.1. Students are able to describe the effect of war on U.S. domestic and foreign policy.

Examples: American Revolution, War of 1812, Indian Wars, Mexican-American War, Civil War, Plains Indian War, Spanish-American War, World War I, World War II, Korean War, Vietnam War, Persian Gulf War, War on Terrorism


Indicator 5: Trace the influence of various cultures, religions, and philosophies on the development of the United States.


12.AP U.S.5.1. Students are able to explain and evaluate the cause and effect relationship between political, social, racial, ethnic, and religious groups in the United States.

Examples: Puritans, Utopian movements, Social Gospel, Conservatism, American Indian Movement, Civil Rights Movement, Women’s Movement, Latino Movement, Gay Rights Movement

World GeographyStudents will study the physical, political, and cultural geography of the Eastern Hemisphere by analyzing the cultures, histories, governments, and religions. They will understand interdependence of world economies and peoples through the use of the five (5) themes of geography.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

Standard, Supporting Skills, and Examples9-12.Geo.1.1. Students are able to use resources, data services, and geographic tools that generate and interpret information.

Recognize geographic tools and how they are used to represent and interpret the earth’s physical and human characteristics.

Employ maps, globes, and other geographic tools to acquire, process, and report information.

Interpret map projections and other representations to analyze geographic data.

9-12.Geo.1.2. Students are able to interpret geographic representations when given information about places and events.

Examples: bar graphs, circle graphs, line graphs, pictographs, charts, maps, atlases

9-12.Geo.1.3. Students are able to identify and apply the five (5) themes of geography.

Examples: location, place, movement, human-environment interaction, and region

Indicator 2: Analyze the relationships among the natural environment, the movement of peoples, and the development of societies.

Standard, Supporting Skills, and Examples9-12.Geo.2.1. Students are able to identify and explain the impact of the natural environment on human settlement patterns.

Explain the characteristics, location, distribution, and migration of human populations.

Examples: reasons for variation in population distribution, demographics, reasons for human migration, its effects on places, trends and effects of world population and growth patterns, causes and effects of urbanization

9-12.Geo.2.2. Students are able to explain how humans interact with their environment.

Explain how human actions depend upon, adapt to, and modify the physical environment.

Identify ways in which technology has expanded human capacity to modify the physical environment.

Evaluate the impact of physical geography on human interaction.

Analyze how location has affected the characteristic of places.

Identify organizations and their viewpoints that influence the management of earth’s limited resources.

Examples: Greenpeace, OPEC, Sierra Club versus Lumber industry, PETA

9-12.Geo.2.3. Students are able to explain how human migration impacts local and global politics, environment, economies, societies, and regions.

Explain the characteristics of developing and developed countries.

Identify and explain how cooperation and conflict among people influence the division and control of the earth’s resources.

Assess how geographic factors affect economic interdependence.

Examples: transportation routes, movement patterns, global economy


9-12.Geo.2.4. Students are able to identify the main characteristics of cultural geography.

Examples: spatial distribution, cultural diffusion, acculturation, institutions, language

9-12.Geo.2.5 Students are able to identify components of physical geography.

Examples: landforms, climate, natural disasters

World Geography Performance Descriptors

Advanced

High school students performing at the advanced level will: evaluate the use and limitations of map projections; evaluate and select resources, data services, and geographic

tools to generate, manipulate, and interpret information; analyze and explain the fundamental role that place

characteristics and environments have played in history; compare and contrast how humans interact with their

environment; analyze how past and present trends of human migration

impacts politics, environment, economies and societies; articulate the impact of cultural geography on societies and

regions.

Proficient

High school students performing at the proficient level will: use resources, data services, and geographic tools that

generate, and interpret information; explain how humans depend on, modify, and interact with

their environment; explain how human migration impacts local and global

politics, environment, economies, societies and regions; identify the main characteristics of cultural geography.

Basic

High school students performing at the basic level will: given a map identify location, direction, scale, key and type of

map; given verbal or written geographical cues, use a mental map

to solve a problem; given a list of cultural geography characteristics, match terms

to characteristics; list three ways people interact with their environment.

World HistoryThis course covers the time period from the Renaissance to the present.

Indicator 1: Analyze historical eras of World History to determine connections and cause/effect relationships in reference to chronology.

Standard, Supporting Skills, and Examples10-12.WH.1.1. Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from the Renaissance to the present.

Describe developments in Italy and Northern Europe during the Renaissance period.

Examples: Humanism, arts and literature, intellectual development, trade and technological advances

Explain the causes and impact of the Reformation.

Examples: Tension between religious and secular authorities, reformers and doctrines, the counter-reformation, the English reformation, wars of religion

Identify significant ideas and achievements of the Scientific Revolution, the Age of Exploration, and the Age of Enlightenment.

Examples: Scientific Revolution (astronomical theories of Copernicus, and Galileo; Newton’s Law of Gravity)

Example: Explorers

Examples: Age of Enlightenment (the philosophies of Montesquieu, Voltaire, Rousseau, Hobbes, Locke, Leonardo da Vinci)

Describe the impact of the French Revolution on Europe.

Examples: Causes of the French Revolution, influence of the American Revolution on the French Revolution, objectives of different groups

Describe the development of the Industrial Revolution and its impact on economics, social structure, urbanization, and politics of the global society.

Explain the causes and consequences of World War I and World War II.

Example: Russian Revolution

Examples: Post World War II realignment and reconstruction in Europe, Asia, Africa, and Latin America.

Examples: Impact and legacy of the Cold War

Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and religions.

Standard, Supporting Skills, and Examples10-12.WH.2.1. Students are able to define the key distinguishing features of significant cultural, economic, and political philosophies in relation to the other.

Compare and contrast different philosophies and their impact on history.

Examples: Mercantilism, Imperialism, Absolutism and constitutionalism and their impact on European nations

Examples: Nationalism and imperialism as forces of global transformation

Examples: Nationalism, militarism, civil war, and terrorism in today’s world

Examples: Democracies and dictatorships from the late 20th century to present

Examples: Fidel Castro, Muammar Gaddafi, Saddam Hussein, Kim Jong IL, Robert Mugabe, Mahmoud Ahmadinejad

World History Performance Descriptors

Advanced

High school students performing at the advanced level will: provide evidence to explain the relationships of historical

events as they impacted subsequent events; critique a leader’s actions during a significant historical event

from the perspective of the leader; critique government policies and actions related to significant

historical events.

Proficient


distinguish significant historical periods from the Renaissance to the present;

define the key distinguishing features of mercantilism, imperialism, absolutism, constitutionalism, nationalism, militarism, civil war, terrorism, modern democracies, and dictatorships.

Basic

High school students performing at the basic level will: given historical periods, identify the significant periods from

the renaissance to the present; distinguish between a democracy and a dictatorship; match the term with the definition of mercantilism and

imperialism, absolutism, constitutionalism, nationalism, militarism, terrorism.

RAPID CITY AREA SCHOOLS SOCIAL STUDIES STANDARDS GLOSSARY

Note: This glossary contains explanations that are not necessarily formal social studies definitions, but are intended to clarify their intended meaning in the standards document.

Abolitionist A reformer who favors putting an end to slavery.

Absolute locations The exact position of a place on the earth’s surface.

Acculturation Cultural change experienced by an individual or group resulting from borrowing and adapting to traits of another culture.

Affect To have an influence on or effect a change in.

Affluent A person who is financially well-off.

Agrarian Relating to agricultural or rural matters.

Authoritarian Characterized by or favoring absolute obedience to authority, as opposed to individual freedom.

Barter To trade goods or services without the exchange of money.

Business cycle A trend of commerce, with periods of prosperity and recession.

Capitalism An economic system in which the means of production and distribution are privately or corporately owned and development is proportionate to the accumulation and reinvestment of profits gained in a free market.

Capital resource Any asset used in the production of products and/or services.

Cardinal directions One of the four compass points: North, South, East and West.

Cartel A group of parties, factions, or nations united in a common cause; a bloc.

Caste system A social structure in which classes are determined by heredity.

Cause and effect The concept that an action or event will produce a certain response to the action in the form of another event.

City-state A sovereign state consisting of an independent city and its surrounding territory.

Checks and balances The powers (such as judicial review, the presidential veto, and the congressional override) conferred on each of the three branches of government by which each restrains the others from exerting too much power.

Chronology The arrangement of events in time.

Code Talker Native American people serving in the military during World War II who developed and communicated with a special code.

Command economy Economic system in which the government owns the land, resources, and means of production and makes all economic decisions.

Communism A system of government in which the state plans and controls the economy and a single, often authoritarian, party holds power, claiming to make progress toward a higher social order in which all goods are equally shared by the people.

Community A group of people living in the same locality and under the same government.

Compass rose A symbol on a compass or map that is circular with graded points for the directions; also called rose.

Confederation A group of confederates, especially of states or nations, united for a common purpose; a league.

Conglomerate An economic system that allows for the simultaneous operation of publicly and privately owned enterprises.

Consumer A person who uses goods or services.

Crazy Horse Lakota leader (1849-1877), who resisted the invasion of the Black Hills and joined Sitting Bull in the defeat of General Custer at Little Bighorn (1849-1877). Crazy Horse Memorial located near Custer, South Dakota.

Culture The patterns, traits, and products considered as the expression of a particular period, class, community, or population. The way people live including how various levels of need are met and uniqueness is expressed including creation of a form of art, government, religion, and education.

Cultural geography The study of the impact of human culture on the landscape.

Data services Sites for statistical information (e.g., U.S. Census Bureau, Center for Disease Control, etc.).

Democracy Government by the people, exercised either directly or through elected representatives; political or social unit that has such a government; the common people, considered as the primary source of political power; majority rule; the principles of social equality and respect for the individual within a community.

Demographic Relating to the dynamic balance of a population, especially with regard to density and capacity for expansion or decline.

Dictatorship A form of government in which the ruler is an absolute dictator (not restricted by a constitution or laws or opposition, etc.).

Diffusion The spread of cultural practices and innovations from place to place.

Domestication To train or adapt (an animal or plant) to live in a human environment and be of use to humans.

Economic Relating to the production, development, and management of material wealth, as of a country, household, or business enterprise.

Electoral college The body of electors who formally elect the United States president and vice-president.

EU The common reference to the European Union.

Executive The branch of government charged with putting into effect a country's laws and the administering of its functions, e.g., United States President.

Federalism The idea of a federal organization of more or less self-governing units between the federal and state government.

Feminism The movement aimed at equal rights for women.

Feudal system The social system that developed in Europe in the 8th C; vassals were protected by lords who they had to serve in war.

GATT General Agreement on Tariff and Trade

GIS Geographic Information System; a computer system for capturing, storing,checking, integrating, manipulating, analyzing, and displaying data related to positions on the Earth's surface.

GPS Global Positioning System; a system of satellites, computers, and receivers that is able to determine the latitude and longitude of a receiver on Earth by calculating the time differences for signals from different satellites to reach the receiver.

Goods Products that are made.

Grid systems Network of imaginary lines on Earth’s surface formed by the criss-crossing patterns of the lines of latitude and longitude.

Hammurabi’s Code The set of laws drawn up by Babylonian king Hammurabi dating to the 18th century B.C., the earliest legal code known in its entirety.

Hellenistic Era Period of Greek history and culture from the time of Alexander the Great into the first century B.C.

Hogan A one-room Navajo structure traditionally built with the entrance facing east, used as a dwelling or for ceremonial purposes. Early hogans were made of earth-covered poles, with later models often built of logs, stones, and other materials.

Homestead Land claimed by a settler or squatter, especially under the Homestead Act.

Human Resource Any person and their particular abilities and skills.

Immigrate To enter and settle in a country or region to which one is not native.

Imperialism The policy of extending a nation's authority by territorial acquisition or by the establishment of economic and political hegemony over other nations.

Indian Removal Acts On May 26, 1830, the Indian Removal Act of 1830 was passed by the Twenty-First Congress of the United States of America. This act allowed the United States government to remove the Native Americans from their land in order for white settlers to homestead on these lands.

Innovation The act of starting something for the first time; introducing something new

Institution An established organization or foundation, especially one dedicated to education, public service, or culture.

Insurrection The act or an instance of open revolt against civil authority or a constituted government.

Judicial Of, relating to, or proper to courts of law or to the administration of justice: the judicial system.

Judicial review Review by a court of law of actions of a government official or entity or of some other legally appointed person or body or the review by an appellate court of the decision of a trial court.

Justinian Code The legal code of ancient Rome codified under Justinian; the basis for many modern systems of civil law.

Labor Union An organization of wage earners formed for the purpose of serving the members' interests with respect to wages and working conditions.

Latitude The angular distance north or south of the Earth's equator, measured in degrees along a meridian, as on a map or globe.

Law The body of rules and principles governing the affairs of a community and enforced by a political authority; a legal system.

Legacy Something handed down from an ancestor or a predecessor or from the past.

Legislative The branch of government that is charged with such powers as making laws, levying and collecting taxes, and making financial appropriations.

Longhouse A long communal dwelling, especially of the Iroquois, typically built of poles and bark and having a central corridor with family compartments on either side.

Longitude Angular distance on the Earth's surface, measured east or west from the Prime Meridian at Greenwich, England, to the meridian passing through a position, expressed in degrees (or hours), minutes, and seconds.

Majority Rule The concept of a democracy that the will of the majority is primary.

Manorialism The medieval economic system linking nobles and the peasants on their land.

Market Economy An economy that operates by voluntary exchange in a free market and is not planned or controlled by a central authority; a capitalistic economy.

Matriarchal A society, tribe, or state in which the dominant authority is held by women.

Migration The moving from one location to another location, e.g., geese annually migrate or move to the south each fall.

Minutemen The Massachusetts militia which was a group of armed men pledged to be ready to fight on a minute's notice just before and during the Revolutionary War in the United States.

Mixed Economy An economic system that allows for the simultaneous operation of publicly and privately owned enterprises.

Monarchy An autocracy governed by a monarch who usually inherits the authority.

Monotheism The doctrine or belief that there is only one god.

NAFTA North American Free Trade Agreement

Nationalism Loyalty to a nation [region] and promotion of its interests above all others.

Naturalization The process of granting full citizenship to foreign-born persons.

Natural Resource A material source of wealth, such as timber, fresh water, or a mineral deposit, that occurs in a natural state and has economic value.

Oligopoly A market condition in which sellers are so few that the actions of any one of them will materially affect price and have a measurable impact on competitors

OPEC Organization of Petroleum Exporting Countries

Outsourcing Sub-contracting American jobs to foreign countries.

Orographic effect The effect of mountains and prevailing winds on precipitation, resulting in wet windward and dry leeward (rain shadow) sides.

Patriotism Love of and devotion to one's country.

P.E.T.A. People for the Ethical Treatment of Animals

Place One of the geographic themes, describing the cultural and physical characteristics that distinguish one location from another.

Platonic philosophy Philosophy based on the Greek philosopher Plato. A follower of Socrates, he presented his ideas through dramatic dialogues, in the most celebrated of which (The Republic) the interlocutors advocate a utopian society ruled by philosophers trained in Platonic metaphysics. He taught and wrote for much of his life at the Academy, which he founded near Athens in 386 B.C.

Polders An area of low-lying land, especially in the Netherlands, that has been reclaimed from a body of water and is protected by dikes.

Polytheism The worship of or belief in more than one god.

Popular sovereignty The concept that political and legislative power resides with the citizens.

Populists A supporter of the rights and power of the people.

population shifts A change in the relative numbers of the different groups of individuals making up a population.

Producer One who produces, especially a person or organization that produces goods or services for sale.

Progressivism The political orientation of those who favor progress toward better conditions in government and society.

Pueblo A permanent village or community of any of the Pueblo peoples, typically consisting of multilevel adobe or stone apartment dwellings of terraced design clustered around a central plaza.

Push/pull factors Reasons that motivate people to move from one location to another location.

Ramadan Ninth month of the year in the Islamic calendar. A fast held from sunrise to sunset is carried out during this period.

Reconstruction Period (1865-1877) during which the states that had seceded from the Union to the Confederacy were controlled by the federal government before being readmitted to the Union.

Region One of the geographic themes, defining parts of the Earth that share common characteristics.

Relative locations Position of a place on Earth’s surface in relation to another place.

Relief map A map that depicts land configuration, usually with contour lines.

Relocation The movement of people, individually or as a group, to a new location.

Republic A government in which the citizens elect those who will govern.

Reservation A tract of land set apart by the federal government for a special purpose, especially one for the use of a Native American people.

Rule A usual, customary, or generalized course of action or behavior.

Separation of powers The constitutional allocation of the legislative, executive, and judicial powers among the three branches of government.

Sequoyah Native American man who developed a Cherokee alphabet writing system.

Services Work done for others as an occupation or business.

Siouan Of or relating to the Sioux people or their language and culture.

Socialism Any of various theories or systems of social organization in which the means of producing and distributing goods is owned collectively or by a centralized government that often plans and controls the economy.

Sovereign Self-governing; independent: a sovereign state.

Specialization The special line of work adopted as a career.

Standard of living A level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation.

Symbol Something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible.

Suffrage The right to vote.

Taxation The action of taxing; the imposition of taxes; the judicial determination of costs.

Temperance Restraint in the use of or abstinence from alcoholic liquors

Theocracy A government ruled by or subject to religious authority.

Tiospaye-idea of family based on Lakota traditions.

Tipestola A cone-shaped Native American dwelling.

Topographic Graphic representation of the surface features of a place or region on a map, indicating their relative positions and elevations.

Totalitarian Characterized by a government in which the political authority exercises absolute and centralized control.

Traditional Economy An economy based on subsistence farming or providing the bare essentials.

Treaty A formal agreement between two or more entities, as in reference to terms of peace or trade.

Triangular trade A trade route that exchanged goods between the West Indies, the American colonies, and West Africa.

Urbanization The growth of cities and the transformation of society from agrarian to urban.

Vassals A person who held land from a feudal lord and received protection in return for homage and allegiance

Verendrye Brothers French Canadian explorers and brothers who in 1743 buried an inscribed lead tablet on a bluff overlooking present-day Fort Pierre which claimed the land for the French.

Volunteerism The willingness of people to work on behalf of others, without pay or other tangible gain.