South Dakota

World History: 1300-1648

• 5.SS.1 Building upon skills learned in previous grades, the student learns the skills to complete the following tasks, completing each task with relative ease by the end of 5th grade.

  • 5.SS.1.A The student can give examples of natural resources, limited resources, and unlimited resources.

    • Natural resources (5)

  • 5.SS.1.B The student can give examples of how natural resources affect the choices of human beings and societies.

    • What is economics? (5-R.1)

  • 5.SS.1.C The student can give examples of how supply and demand influence price, producers, and consumers.

    • Understand quantity supplied and quantity demanded (5-S.1)
    • Understand overall supply and demand (5-S.2)
    • Create and use supply and demand curves (5-S.3)
    • Identify shortage and surplus (5-S.4)
    • Identify shortage and surplus with graphs (5-S.5)
    • Identify shortage and surplus with data (5-S.6)

  • 5.SS.1.D The student can use a map of time zones to determine the time in different places in the world.

  • 5.SS.1.E The student can recite from memory the Gettysburg Address.

  • 5.SS.1.F The student can outline and write a narrative essay of 3-4 paragraphs in length about a historical event.

  • 5.SS.1.G The student can outline and write an informative essay of 3-4 paragraphs in length about a historical figure.

• 5.SS.2 The student demonstrates knowledge of European geography.

  • 5.SS.2.A The student locates on a map and describes the features of Europe's physical geography, including:

    • 5.SS.2.A.i Bodies of Water: Atlantic Ocean, Arctic Ocean, Baltic Sea, Irish Sea, Bay of Biscay, English Channel, Mediterranean Sea, Dardanelle Straits, Black Sea, North Sea

      • Identify oceans and continents (5-B.3)
      • Select oceans and continents (5-B.4)
      • Name oceans and continents (5-B.5)

    • 5.SS.2.A.ii Major Rivers: Volga River, Danube River, Rhine River, Elbe River, Seine River, Po River, Thames River

    • 5.SS.2.A.iii Major Mountains: Ural Mountains, Carpathian Mountains, Alps Mountains, Apennine Mountains, Pyrenees Mountains, Mont Blanc

    • 5.SS.2.A.iv Regions: Iberian Peninsula, Scandinavia, the Balkans, Peloponnesus, Normandy, the Rhineland, the Polish Plain, the Caucuses

  • 5.SS.2.B The student locates on a map the countries of Europe and spells all their names and capitals correctly.

    • Identify and select countries of Europe: region 1 (5)
    • Name countries of Europe: region 1 (5)
    • Identify and select countries of Europe: region 2 (5)
    • Name countries of Europe: region 2 (5)
    • Identify and select countries of Europe: region 3 (5)
    • Name countries of Europe: region 3 (5)
    • Identify and select countries of Europe: region 4 (5)
    • Name countries of Europe: region 4 (5)
    • Identify and select countries of Europe: region 5 (5)
    • Name countries of Europe: region 5 (5)
    • Identify countries of Europe: review (5)
    • Select countries of Europe: review (5)
    • Name countries of Europe: review (5)

  • 5.SS.2.C The student locates on a map and names the country in which major cities are located, including: London, Paris, Rome, Berlin, Dublin, Madrid, Lisbon, Athens, Warsaw, Moscow, St. Petersburg, Copenhagen, Brussels, Vienna, Kiev, Amsterdam, Geneva, Milan, Venice, Oxford, and Edinburgh.

• 5.SS.3 The student demonstrates knowledge of the Renaissance and the Age of Exploration.

  • Skills covering this topic are not currently available on IXL.

• 5.SS.4 The student demonstrates knowledge of the Reformation.

  • Skills covering this topic are not currently available on IXL.

American History: 1820-1908

• 5.SS.5 The student demonstrates knowledge of American history between the War of 1812 and the presidency of Andrew Jackson.

  • 5.SS.5.A The student names inventions that helped transform the American economy and way of life in the first half of the 19th century, especially in transportation.

    • Antebellum Period: economies of the North and South (5-J.5)

  • 5.SS.5.B The student identifies various examples of westward expansion prior to the Civil War.

    • The Louisiana Purchase (5-J.1)
    • The Lewis and Clark Expedition (5-J.2)

  • 5.SS.5.C The student explains the Monroe Doctrine.

  • 5.SS.5.D The student describes the lives of slaves on southern plantations and at slave auctions, including cultural developments among African Americans in slavery.

    • Antebellum Period: economies of the North and South (5-J.5)
    • Antebellum Period: abolitionist and proslavery perspectives (5-J.6)

  • 5.SS.5.E The student explains the electoral relationship between the number of slave states and the perpetuation of slavery.

    • Antebellum Period: slavery and politics part I (5-J.7)
    • Antebellum Period: slavery and politics part II (5-J.8)

  • 5.SS.5.F The student explains the Missouri Compromise of 1820.

    • Antebellum Period: slavery and politics part II (5-J.8)

  • 5.SS.5.G The student tells of the major events in Andrew Jackson's presidency, including: his preservation of the Union in the Nullification Crisis, the passage of the Indian Removal Act and its terms, his resistance to Worcester v. Georgia, his fight against the National Bank.

• 5.SS.6 The student demonstrates knowledge of westward expansion's effects on relationships with Native Americans and the electoral divide over slavery.

  • 5.SS.6.A The student tells about the fur trade, mountain men, and the Santa Fe Trail, including the travels and roles of Manuel Lisa and Pierre Chouteau in South Dakota.

  • 5.SS.6.B The student tells the story of the Trail of Tears, particularly the 1838 Cherokee removal following the Treaty of New Echota.

  • 5.SS.6.C The student tells the story of the settlement of Texas and the Texas Revolution, including the Mexican-American War.

  • 5.SS.6.D The student explains the interactions between settlers, governing bodies, and Native Americans in South Dakota (including select standards from Oceti Sakowin Essential Understandings 2 and 6) prior to the Civil War, including the Marshall Trilogy, Indian Removal Act of 1830, Fort Laramie Treaty of 1851 (or Horse Creek Treaty), Treaty of Yankton, the role of Indian agencies, and settlement through homesteading.

  • 5.SS.6.E The student explains the differences between various geographic regions, especially the growing divide in culture, lifestyle, and economics between the northern states and the southern states.

    • Antebellum Period: economies of the North and South (5-J.5)
    • Antebellum Period: abolitionist and proslavery perspectives (5-J.6)

  • 5.SS.6.F The student explains the work of the abolitionist movement and leading abolitionists, including Harriet Tubman, Levi and Catherine Coffin, Frederick Douglass, the efforts of the Underground Railroad, and the effects of Harriet Beecher Stowe's Uncle Tom's Cabin.

    • Harriet Tubman (5)
    • Antebellum Period: abolitionist and proslavery perspectives (5-J.6)
    • Frederick Douglass (5)

  • 5.SS.6.G The student tells the biography of Frederick Douglass, including: his upbringing, his learning to read, his escape from slavery, his abolitionist writings, his initial and later views on the Declaration of Independence and the Constitution.

    • Frederick Douglass (5)

  • 5.SS.6.H The student reads and discusses the meaning of selections from Frederick Douglass's The Narrative of the Life of Frederick Douglass.

  • 5.SS.6.I The student tells the story of women's suffrage efforts in the mid-19th century.

• 5.SS.7 The student demonstrates knowledge of events leading up to the Civil War.

  • 5.SS.7.A The student explains how the Mexican Cession and the California Gold Rush reignited the issue of the expansion of slavery.

  • 5.SS.7.B The student explains the terms of the Compromise of 1850.

  • 5.SS.7.C The student tells the biography of Abraham Lincoln, including: his upbringing; his self-education; his words and actions against the expansion of slavery; his debates with Stephen Douglas; his presidency; his command of the Union forces in the Civil War; his views on slavery, Union, and the Civil War and how they changed during the war; his Emancipation Proclamation; his plans for Reconstruction; his assassination; the building of the Lincoln Memorial.

    • Abraham Lincoln (5)

  • 5.SS.7.D The student explains Abraham Lincoln's argument that popular sovereignty implied that moral right and wrong simply depended on what most people believed or wanted.

  • 5.SS.7.E The student tells the story of how the Civil War began.

    • Antebellum Period: slavery and politics part I (5-J.7)
    • Antebellum Period: slavery and politics part II (5-J.8)
    • The Civil War: the beginning of the war (5-K.1)

  • 5.SS.7.F The student explains the major and minor causes of the Civil War, especially the political tension surrounding the spread of slavery.

    • Antebellum Period: economies of the North and South (5-J.5)
    • Antebellum Period: abolitionist and proslavery perspectives (5-J.6)
    • Antebellum Period: slavery and politics part I (5-J.7)
    • Antebellum Period: slavery and politics part II (5-J.8)
    • The Civil War: the beginning of the war (5-K.1)

• 5.SS.8 The student demonstrates knowledge of the American Civil War and Reconstruction.

  • 5.SS.8.A The student tells the stories and explains the effects of major military events, figures, and common soldiers from the Civil War.

    • The Civil War: the beginning of the war (5-K.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (5-K.2)
    • The Civil War: war tactics and the home front (5-K.3)
    • The Civil War: the end of the war (5-K.4)

  • 5.SS.8.B The student explains how Abraham Lincoln issued and justified the Emancipation Proclamation, including what the order did and did not do, and why.

  • 5.SS.8.C The student explains Abraham Lincoln's view of the war as an effort both to prove that a people could govern themselves on the principle that "all men are created equal," and to preserve the Union that was founded on this truth.

  • 5.SS.8.D The student reads and discusses the meaning of Abraham Lincoln's Gettysburg Address.

    • The Civil War: the First Battle of Bull Run to Gettysburg (5-K.2)

  • 5.SS.8.E The student tells the story of and explains the reasons why the Union won the Civil War, including the battles of Antietam, Vicksburg, and Gettysburg.

    • The Civil War: the First Battle of Bull Run to Gettysburg (5-K.2)
    • The Civil War: war tactics and the home front (5-K.3)
    • The Civil War: the end of the war (5-K.4)

  • 5.SS.8.F The student explains the different effects of the Civil War in the North and the South.

    • The Civil War: the end of the war (5-K.4)

  • 5.SS.8.G The student explains the successes of Reconstruction, including the Reconstruction Amendments and the election of freedmen to government offices, and its failures in renewed discrimination during Reconstruction and especially after the Compromise of 1877.

    • Reconstruction (5-K.5)

• 5.SS.9 The student demonstrates knowledge of the Gilded Age.

  • Skills covering this topic are not currently available on IXL.

• 5.SS.10 The student demonstrates knowledge of events around the beginning of the 20th Century.

  • 5.SS.10.A The student tells the biography of Booker T. Washington, including: his upbringing, his education, his views on the betterment of African Americans, his founding of the Tuskegee Institute.

  • 5.SS.10.B The student tells the biography of Susan B. Anthony, including: her upbringing, her time teaching, her work for abolition, her friendship with Frederick Douglass, her work for temperance, her work for women's suffrage.

    • Susan B. Anthony (5)

  • 5.SS.10.C The student explains the arguments and efforts of the suffragist movement and its major figures.

    • Susan B. Anthony (5)

  • 5.SS.10.D The student tells of the major events in William McKinley's presidency, including: annexation of Hawaii, Spanish-American War, Philippine-American War, Open Door Policy in China.

  • 5.SS.10.E The student explains laws concerning child labor, workplace safety, trust busting, and food regulation.

  • 5.SS.10.F The student explains the ideas and efforts for the betterment of African Americans around 1900, including: Anna Julia Cooper, Niagara Movement, W.E.B. DuBois, National Association for the Advancement of Colored People.

  • 5.SS.10.G The student tells the biography of Theodore Roosevelt, including: his upbringing; his life outside of politics, especially in the West; his fighting in the Spanish-American War; his presidency; his efforts at conservation.

    • Theodore Roosevelt (5)