North Dakota

1 Students apply Social Studies skills and resources.

• 4.1.1 Interpret and compare maps (e.g., political, physical, thematic) of North Dakota)

• 4.1.2 Use map scales to locate physical features and estimate distance on a map

• 4.1.3 Create a mental map that demonstrates understanding of the relative location, direction, size and shape of the United States. (e.g., states, major cities, capitals, major landforms)

  • Identify states of the West (4-H.1)
  • Select states of the West (4-H.2)
  • Name states of the West (4-H.3)
  • Identify states of the Midwest (4-H.4)
  • Select states of the Midwest (4-H.5)
  • Name states of the Midwest (4-H.6)
  • Identify states of the Southeast (4-H.7)
  • Select states of the Southeast (4-H.8)
  • Name states of the Southeast (4-H.9)
  • Identify states of the Northeast (4-H.10)
  • Select states of the Northeast (4-H.11)
  • Name states of the Northeast (4-H.12)
  • Identify the 50 states (4-H.13)
  • Select the 50 states (4-H.14)
  • Name the 50 states (4-H.15)
  • Identify state capitals of the West (4-I.1)
  • Name state capitals of the West (4-I.2)
  • Identify state capitals of the Midwest (4-I.3)
  • Name state capitals of the Midwest (4-I.4)
  • Identify state capitals of the Southeast (4-I.5)
  • Name state capitals of the Southeast (4-I.6)
  • Identify state capitals of the Northeast (4-I.7)
  • Name state capitals of the Northeast (4-I.8)
  • Identify the 50 state capitals (4-I.9)
  • Name the 50 state capitals (4-I.10)
  • Cities of the West (4-J.1)
  • Cities of the Midwest (4-J.2)
  • Cities of the Southeast (4-J.3)
  • Cities of the Northeast (4-J.4)
  • Major U.S. cities (4-J.5)

• 4.1.4 Interpret current events using print and electronic media (e.g., newspaper, children's news magazines, television, Internet)

• 4.1.5 Construct a North Dakota time line and compare with existing United States time lines of concurring events

2 Students understand important historical events.

• 4.2.1 Identify the symbols (i.e., bird, flower, flag, tree) that represent North Dakota

• 4.2.2 Use chronological terms (i.e., decade, century, generation)

• 4.2.3 Identify similarities and differences between past events and current events in North Dakota (e.g., in the lives of people from different cultures past and present)

• 4.2.4 Use chronological order and sequence to describe the cause-and-effect relationships of historical events and periods in North Dakota (e.g., how the railroads led to settlements in the state)

• 4.2.5 Identify the contributions of prominent individuals (e.g., Teddy Roosevelt, La Verendrye, Rough Rider Award winners) to North Dakota

• 4.2.6 Describe the daily lives (e.g., roles, shelter, significance of buffalo) of the first inhabitants of North Dakota

• 4.2.7 Explain the significance of fur trading in North Dakota (e.g., Hudson Bay, Charbonneau, American Fur Company, LaVerendrye)

• 4.2.8 Explain the significance of the Lewis and Clark expeditions (e.g., Corps of Discovery, Sacagawea) in North Dakota history

  • The Lewis and Clark Expedition (4-C.2)

• 4.2.9 Explain reasons for settlement in North Dakota (e.g., railroads, Bonanza farms, Homestead Act)

• 4.2.10 Explain the significance of agriculture in North Dakota history (e.g., immigration, railroads)

• 4.2.11 Describe the effects of changes in industry, agriculture, and technology in North Dakota (e.g., energy production, transportation, farming methods)

3 Students understand economic concepts and the characteristics of various economic systems.

• 4.3.1 Describe the impact of education, training, and health care on personal income

• 4.3.2 Identify ways that natural resources (e.g., soil, minerals, trees, fish, people) contribute to the economy of the local community and North Dakota

• 4.3.3 Explain the impact of tourism on North Dakota's economy (e.g. revenue for our state, jobs created, tourist sites--Fort Lincoln, Peace Gardens, Medora, Lake Sakakawea, Devils Lake)

• 4.3.4 Identify principal exports of North Dakota (e.g., crops, energy, livestock)

4 Students understand the development, functions, and form of various political systems and the role of the citizen in government and society.

• 4.4.1 Identify the roles, rights, and responsibilities of a citizen in North Dakota (e.g., obedience to laws, the right to vote)

• 4.4.2 Identify the basic roles of the three branches of North Dakota government (i.e., Executive, Legislative, Judicial)

  • State government (4-K.2)

• 4.4.3 Identify the characteristics of a sovereign nation in terms of tribal government in North Dakota

5 Students understand and apply concepts of geography.

• 4.5.1 Identify Earth's geographical landforms (e.g., islands, mountains, plains, hills, bodies of water)Identify the physical features and relative locations of the major land forms (i.e., Rocky Mountains, Appalachian Mountains, Great Lakes, Gulf of Mexico, Mississippi River, Grand Canyon) of the regions of the United States

• 4.5.2 Identify the political regions of the United States (e.g., Midwest, Northeast) and their relative locations

  • Identify states of the West (4-H.1)
  • Select states of the West (4-H.2)
  • Name states of the West (4-H.3)
  • Identify states of the Midwest (4-H.4)
  • Select states of the Midwest (4-H.5)
  • Name states of the Midwest (4-H.6)
  • Identify states of the Southeast (4-H.7)
  • Select states of the Southeast (4-H.8)
  • Name states of the Southeast (4-H.9)
  • Identify states of the Northeast (4-H.10)
  • Select states of the Northeast (4-H.11)
  • Name states of the Northeast (4-H.12)

• 4.5.3 Identify the location and characteristics of significant features of North Dakota (e.g., landforms, river systems, climate, regions, major cities)

• 4.5.4 Explain how the physical environment (e.g., rainfall, climate, natural hazards) affects human activity in North Dakota

• 4.5.5 Identify different patterns of land use in North Dakota (e.g., land use in urban, suburban, and rural areas, mining, agriculture, manufacturing)

• 4.5.6 Describe ways geography has affected the development (e.g., the development of transportation, communication, industry, and land use) of the state over time

6 Students understand the importance of culture, individual identity, and group identity.

• 4.6.1 Explain how background and history influence people's actions (e.g., farming methods, hunting methods, economic decisions)

  • New England colonies: religion and government (4-A.4)
  • Middle colonies: founding and government (4-A.6)
  • Southern colonies: founding and government (4-A.8)

• 4.6.2 Explain the contributions of various ethnic groups (e.g., Native Americans, immigrants) to the history of North Dakota (e.g., food, traditions, languages, celebrations)

  • Sitting Bull (3-D.10)